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听力原文：Because Susan was accepted by the state university, her brother Ben applied there, too.
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A．You get them when you've been deep under water.B．If you come up out of the water too
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文：W: You come from a long line of public educators, yet you have been a founding partner of the Edison Project and are now director of education for the Baltimore New Compact Schools, a new kind of alternative for public schools. Why is it important to have alternatives outside and within public schools？
M: Competition stimulates public entities to do better. It's like Federal Express stimulating the Post Office to do customer service better. For example, a Catholic school in our neighborhood used to drain our schools of some of our brightest students. It's a very small school, charges low tuition, and does a lot of fund-raising. We're fighting back now. No, we're not fighting back. What we're really doing is talking to them about what they're doing so' well.
W: How do the Baltimore New Compact Schools differ from typical public schools？
M: The New Compact Schools model offers an excellent opportunity for urban systems in these days of limited resources. The model permits schools to cluster their resources, personnel, and funds. For example, in Sandtown-Winchester, all three elementary schools use the E.D. Hirsch Core Knowledge Curriculum. That greatly reduces the amount of learning time lost to students from the high mobility of their families. The nonprofit Enterprise Foundation offers leadership, management, and technical support to the schools, including fund-raising and evaluation. Because of all the attention we pay to accountability for school achievement, professional development, and management of facilities, philanthropic organizations and businesses have been willing to grant the schools additional funding.
W: You've recently finished up your summer program？ which offered an alternative to traditional remedial summer work. What kind of instructional model did you use？
M: Our summer program was an example of a model that attracted quite a few students from parochial and other public schools. The parents found the situation extremely beneficial. Every day our attendance rate was 100 percent. We served 200 children -- more than we were supposed to. They were rushing home and telling their parents how well they liked it.
The model we used this summer was very small class size, teachers from diverse backgrounds, and many things to draw in the parents. We put on a Shakespeare festival -- Julius Caesar and A Midsummer Night's Dream. The parents built the sets, and the children in grades 2-5 were the actors. And we performed the games of the Olympics.
We had an academy for parents, an academy for teachers, and an academy for children. And the major goal was to sustain the learning that children had acquired over the year. We also wanted to create the opportunity for lifelong learning for the adults and to connect children to parents in powerful ways.
Now we will measure those children against our baseline to see whether the program had any effect on their achievement.
W: You were a founding partner of the Edison Project. What would you say are the key differences between that project and the New Compact project？
M: The key difference is that instead of someone telling us how to teach and what to learn, we are discovering for ourselves what our children and parents need. It's a very grassroots effort. And that grassroots effort extends to relationships with universities, the federal department of education, and the Empowerment Zone.
W: What role do parents play in your schools, and what have you learned about involving parents from your program？
M: From my 37 years of experience as a public school educator, I've learned the more y
听力原文：W: I wore red, so they seemed to think I was one of the models.
M: That's right. The designer's dresses were either red or purple.
Q: What. effect did wearing red produce？
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An extreme example of a federal system is the one adopted in the 1970s in Yugoslavia, known as workers' self-management. Primary power was given to individual factories and other places of work, each managed by a board of directors that would establish policy for investments, prices, profits, wages, and so on. Each board of directors, elected by the workers, would answer to a workers' council, consisting of all workers in the company.
Representatives selected from the community's different workers' councils would meet together in a local assembly. In this way, the fundamental decisions concerning the community would be made by local workers. The system also included a second branch of the local assembly comprising officials elected by all of the people. The local units of government, known as communes, were grouped into six republics.
An important purpose of this federal system was to. protect the rights of its different nationalities. There is a saying in Yugoslavia that roughly translates as follows; Yugoslavia has seven neighbors, six republics, five nationalities, four languages, three religions, two alphabets, and one dinar.
Yugoslavia's political fragmentation has long been a source of problems. Nationalities other than the five officially recognized claim they are victims of discrimination. For example, 90 percent of the residents of the southern region of Kosovo are Albanians, but Yugoslavia does not recognize Albanian as a distinct nationality. Kosovo's official status is an autonomous region administered by Serbia, but in recent years Serbia has taken over direct rule of the region, under the pretext that the Albanians were threatening to detach Kosovo from Yugoslavia and unite it with the neighboring state Of Albania. A similar situation has existed in Vojvodian, another autonomous region administered by Serbia, where ethnic Hungarians lack official recognition as one of Yugoslavia' s nationalities.
Another problem for Yugoslavia has been competition among republics for resources, rather than cooperation to develop the country's economy as a whole. For example, from the viewpoint of international competitiveness, Yugoslavia should concentrate its resources to modernize and expand one large port, but each republic has wanted its own port. Instead of one large port, Yugoslavia has had several medium-sized ones that are less successful at attracting foreign trade.
Regional cooperation has also been hurt by economic differences among the republics. Slovenia, which borders Austria and Italy and contains only about 8 percent of Yugoslavia's population, has generally produced about 18 percent of the gross national product and 25 percent of the exports. With average incomes twice the national level, Slovenes have estimated that one-fourth of their production goes to subsidizing the economies of the poorer republics in the south.
Which is NOT described as a source of the problems facing the 1970s' Yugoslavia？
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