In the past few years the school much money on its labs.（）

The world’s population continues to grow. There now are about 4 billion of us on earth. That could reach 6 billion by the end of the century and 11 billion in a further 75 years. Experts have long been concerned about such a growth. Where will we find the food, water, jobs, houses, school and health care for all these people？
A major new study shows that the situation may be changing. A large and rapid drop in the world’s birth rate has taken place during the past 10 years. Families generally are smaller now than they were a few years ago. It is happening in both developing and industrial nations.
Researchers said they found a number of reasons for this. More men and women are waiting longer to get married and are using birth control devices and methods to prevent or delay pregnancy. More women are going to school or working at jobs away from home instead of having children. And more governments, especially in developing nations, now support family planning programs to reduce population grow.
China is one of the nations that have made great progress in reducing its population growth. China has already cut its rate of population growth by about half since 1970.
Each Chinese family is now urged to have no more than one child. And the hope is to reach a zero population growth with the total number of births equaling the total number of deaths by the year 2000.
Several nations in Europe already have fewer births than deaths. Experts said that these nations could face a serious shortage of workers in the future. And the persons who are working could face much higher taxes to help support the growing number of retired people.
1. The world’s population could reach ____________.
A. 6 billion in 75 years
B. 11 billion in 2075
C. 11 billion by the end of this century
D. 600 million in 15 years
2. Which of the following is true？
A. The world’s birth rate is higher than ten years ago.
B. There has been a slower population growth in the past ten years.
C. Families are as large as before.
D. Birth control has been well practiced in all nations.
3. By the year 2000, the number of births and the number of deaths in China will _______.
A. be greatly different
B. drop a great deal
C. be equal
D. become much larger
4. According to the essay, China’s population control ________.
A. is not quite successful
B. should be considered a big success
C. is far from being successful
D. is a complete failure
5. It may happen in the future that the people who are working in Europe will have to pay much higher taxes because___________.
A. more and more children will be born
B. the number of retired people will become ever larger
C. fewer and fewer children will be born
D. they will be making a lot of money

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阅读理解：根据文章内容，完成选择题。Lilian Hanson, a college students, expects to graduate
阅读理解：根据文章内容，完成选择题。
Lilian Hanson, a college students, expects to graduate in about two years. What makes Mrs. Hanson different from her classmates is her age—73 years. She has been studying at college, a few courses at a time, for 27 years.
When Lilian Hanson graduated from high school, she went to the bank to borrow money for the further education. The banker gave her no encouragement. He didn't think that a country girl should borrow money to go to college. He thought she should be at home doing work in the house or around the farm. So Lilian Hanson went home and raised a family of nine children instead of going to college. Mrs. Hanson never forgot her dream of getting a higher education. When her children were grown, she tried again.
She finds the hardest part of going back to school at her age is to sit in class for long periods of time. Because she is not as quick as she used to be, Mrs. Hanson often gets up and walks around classes to keep from getting stiff (僵硬). At the beginning of a course in using the computer, the other students all stood up to give her a warm welcome when she introduced herself and explained why she was there and what her aims were.
1. Mrs. Hanson couldn't go to college immediately after she graduated from high school because{A; B; C}.
A. she hadn't got enough money
B. she was a country girl
C. the banker ordered her not to borrow money
2. Mrs. Hanson wanted to borrow money from the bank{A; B; C}.
A. to support her family
B. because she was 73 years old
C. to further her education at college
3. In the college, what makes Mrs. Hanson different from her classmates is{A; B; C}.
A. the fact that she is poor
B. that she has a family of nine children
C. that she is 73 years old
4. The computer students welcome Mrs. Hanson warmly because {A; B; C}.
A. she had got an excellent result in the exam
B. she was good at telling funny stories
C. they were deeply moved by her spirit
5. Mrs. Hanson is the sort of person who{A; B; C}.
A. cares for study very much
B. likes to borrow money from the bank
C. tries to save money for her family."

Intelligence used to be seen as a fixed entity, some faculty of the mind that we all possess and which determines in some ways the extent of our achievements. Since the Intelligence Quotient was relatively unaffected by bad teaching or a dull home environment, it remained constant. Its value, therefore, was a predictor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently—and the need for different types of school and even different ability groups within schools was obvious.
Today, we are beginning to think differently. In the last few years, re search has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. Perhaps most important, there is considerable evidence now which shows the great influence of the environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and in intelligence tests—a fact which could be explained on genetic grounds—but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. Evidence like this lends support to the view that we have to distinguish between genetic intelligence and observed intelligence. Any deficiency in the appropriate genes will obviously restrict development, no matter how stimulating the environment. But we cannot observe or measure innate intelligence; whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Changes may occur in our observations or measurements, if the environment is changed. In other words, the Intelligence Quotient is not constant.
Researches over the past decade have been investigating what happens in this interaction. Work in this country has shown that parental interest and encouragement are more important than the material circumstances of the home.
Two major findings have emerged from these studies. Firstly, that the greater part of the development of observed intelligence occurs in the earliest years of life. 50 percent of measurable intelligence at age 17 is already predictable by the age of four. In other words, deprivation in the first four or five years of life can have greater consequences than any of the following twelve or so years.
Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptional experiences.
These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now sec it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, the fundamental one is learning how to learn.
Which of the following might serve as a suitable title for the passage？
A．Intelligence: A Changed View
B．Intelligence and Intelligence Quotient
C．Genetic Intelligence vs Observed Intelligence
D．Innate Intelligence and Developed Skills

请帮忙给出正确答案和分析，谢谢！

Education is one of the key words of our time. A man, without an education, many of us believe, is an unfortunate victim of adverse circumstances deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states "invest" in institutions of learning to get back "interest" in the form. of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, is punctuated by textbooks--those purchasable wells of wisdom--what would civilization be like without its benefits？
So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births; but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among the people whom we like to call savages all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.
It is the ideal condition of the "equal start" which only our most progressive forms of modem education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"--if the term can be applied to people without a script--while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that 'all our children could share in the knowledge accumulated by the "happy few" during the past centuries.
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents, therefore the jungles and the grasslands know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children and no father is confronted with his inability to "buy" an education for his child.
The word "interest" in the first paragraph most probably means ______.
A．pleasure
B．returns
C．share
D．knowledge

Much of a parent's job is to provide the gifts of caring, love, and emotional support to children. But one gift is often beyond their reach: the resources to meet the financial demands of college tuition.
For more than 54 years, the United Negro College Fund has fulfilled the dreams of deserving students by closing the gap between the cost of college and what their parents can afford. More than 300,000 students have graduated from United Negro College Fund member colleges since 1944, and 54,000 more axe currently enrolled (入学).
The oldest and most successful minority higher education support organization, the United Negro College Fund is a combination of 39 private, historically black member colleges and universities. Since its founding, it has raised more than $1.3 billion to keep the dream alive for needy families across the country.
What is it that makes the United Negro College Fund so important to America's families？ As well as raising funds and giving technical support to member colleges and universities, it creates hope and opportunity by providing financial assistance to deserving students. Consider the contributions of just a few of the distinguished graduates who have realized the benefits: civil rights activist Dr. Martin Luther King, Jr.; opera diva Leontyne Price; Olympic track star Edwin Moses; and filmmaker Spike Lee.
Most parents feel embarrassed when their children graduate from high school because they can't ______.
A．afford their children's college tuition
B．offer their children emotional support
C．look after their children
D．give them gifts on their birthdays

Education is one of the key words of our time. A man without an education, most of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states " invest " in institutions of learning to get back "interest" in the form. of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks—that purchasable wells of wisdom—what would civilization be like without its benefits？
So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births—but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and the capacity of a man is to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of "college" imaginable. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect every- body is equipped for life.
It is the ideal condition of the "equal start" which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates"—if the term can be applied to peoples without a script—while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the "happy few" during the past centuries.
Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry, which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents' and therefore the jungles and the savannahs know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to "buy" an education for his child.
Why do modern states invest in institutions of learning？
A．To get a repayment for what an individual's education has cost.
B．To get rewards for what they have spent.
C．To charge interest.
D．To give all the children free education.

Lilian Hanson, a college students, expects to graduate in about two years. What makes Mrs. Hanson different from her classmates is her age— 73 years. She has been studying at college, a few courses at a time, for 27 years.

When Lilian Hanson graduated from high school, she went to the bank to borrow money for the further education. The banker gave her no encouragement. He didn' t think that a country girl should borrow money to go to college. He thought she should be at home doing work in the house or around the farm. So Lilian Hanson went home and raised a family of nine children instead of going to college. Mrs. Hanson never forgot her dream of getting a higher education. When her children were grown, she tried again. She finds the hardest part of going back to school at her age is to sit in class for long periods of time. Because she is not as quick as she used to be, Mrs. Hanson often gets up and walks around classes to keep from getting stiff (僵硬) . At the beginning of a course in using the computer, the other students all stood up to give her a warm welcome when she introduced herself and explained why she was there and what her aims were.

1.Mrs. Hanson couldn' t go to college immediately after she graduated from high school because①().

A.she hadn' t got enough money

B.she was a country girl

C.the banker ordered her not to borrow money

2.Mrs. Hanson wanted to borrow money from the bank②().

A.to support her family

B.because she was 73 years old

C.to further her education at college

3.In the college, what makes Mrs. Hanson different from her classmates is③().

A.the fact that she is poor

B.that she has a family of nine children

C.that she is 73 years old

4.The computer students welcome Mrs. Hanson warmly because④().

A.she had got an excellent result in the exam

B.she was good at telling funny stories

C.they were deeply moved by her spirit

5.Mrs. Hanson is the sort of person who⑤().

A.cares for study very much

B.likes to borrow money from the bank

C.tries to save money for her family

根据以下内容回答下列各题 Is College a Worthy Investment？ A．Why are we spending so much money on college？ Andwhy are we so unhappy about it？ We all seem to agree that a college education is wonderful, and yet strangely we worry when we see families investing so much in this supposedly essential good. Maybe its time to ask a question that seems almost sacrilegious (大不敬) : is all this investment in college education really worth it？ B． The answer. I fear, is no. For an increasing number of kids, the extra time and money spent pursuing a college diploma will leave them worse off than they were before they set foot on campus. C．For my entire adult life, a good education has been the most important thing for middle-class households. My parents spent more educating my sister and me than they spent on their house, and theyre not the only ones.., and, of course, for an increasing number of families, most of the cost of their house is actually the cost of living in a good school district. Questioning the value of a college education seems a bit like questioning the value of happiness, or tim. D．The average price of all goods and services has risen about 50 percent. But the price of a college education has nearly doubled in that time. Is the education that todays students are getting twice as good？ Are new workers twice as smart？ Have they become somehow massively more expensive to educate？ E ．Perhaps a bit. Richard Vedder, an Ohio University economics professor, says, "I look at the data, and I see college costs rising faster than inflation up to the mid-1980s by 1 percent a year. Now I see them rising 3to 4 percent a year over inflation. What has happened？ The federal government has started dropping money out of airplanes. " Aid has increased, subsidized (补贴的) loans have become available, and "the universities have gotten the money. " Economist Bryan Caplan, who is writing a book about education, agrees: "Its a giant waste of resources that will continue as long as the subsidies continue. " F．Promotional literature for colleges and student loans often speaks of debt as an "investment in yourself. " But an investment is supposed to generate income to pay off the loans. More than haft of all recent graduates are tmemployed or in jobs that do not require a degree, and the amount of student- loan debt carried by households has increased more than five times since 1999. These graduates were told that a diploma was all they needed to succeed, but it wont even get them out of the spare bedroom at Mom and Dads. For many, the most visible result of their four years is the loan payments, which now average hundreds of dollars a month on loan balances in the tens of thousands. G．Its true about the money--sort of. College graduates now make 80 percent more than people who have only a high-school diploma, and though there are no precise estimates, the wage premium (高出的部分) for an outstanding school seems to be even higher. But thats not true of every student. Its very easy to spend four years majoring in English literature and come out no more employable than you were before you went in. Conversely, chemical engineers straight out of school can easily make almost four times the wages of an entry-level high-sch0ol graduate. H． James Heckman, the Nobel Prize-winning economist, has examined how the returns on education break down for individuals with different backgrounds and levels of ability. "Even with these high prices, youre still finding a high return for individuals who are bright and motivated," he says. On the other hand, "if youre not college ready, then the answer is no, its not worth it. " Experts tend to agree that for the average student, college is still worth it today, but they also agree that the rapid increase in price is eating up more and more of the potential return. For borderline students, tuition (学费) rise can push those returns into negative territory. I． Everyone seems to agree that the government, and parents, should be rethinking how we invest in higher education-and that employers need to rethink the increasing use of college degrees as crude screening tools for jobs that dont really require college skills, "Employers seeing a surplus of college graduates and looking to fill jobs are just adding that requirement," says Vedder. "In fact, a college degree becomes a job requirement for becoming a bar-tender. " J． We have started to see some change on the fmance side. A law passed in 2007 allows many students to cap their loan payment at 10 percent of their income and forgives any balance after 25 years. Bnt of course, that doesnt control the cost of education; it just shifts it to taxpayers. It also encourages gradimtes to choose lower-paying careers, which reduces the financial return to education still further. "Youre subsidizing people to become priests and poets and so forth," says Heckman. "You may think thats a good thing, or you may not. " Either way it will be expensive for the government. K． What might be a lot cheaper is putting more kids to work. Caplan notes that work also btfilds valuable skills--probably more valuable for kids who dont naturally love sitting in a classroom. Heckman agrees wholeheartedly:" People are different, and those abilities can be shaped. Thats what weve learned, and public policy should recognize that. " L． Heckman would like to see more apprenticeship-style. (学徒式) programs, where kids can learn in the workplace learn not just specific job skills, but the kind of "soft skills," like getting to work on time and getting along with a team, that are crucial for career success, "Its about having mentors (指导者) and having workplace-based education," he says. "Time and again Ive seen examples of this kind of program working. " M． Ah, but how do we get there from here？ With better public policy, hopefully, but also by making better individual decisions. "Historically markets have been able to handle these things," says Vedder, "and I think eventually markets will handle this one. ff it doesnt improve soon, people are going to wake up and ask, Why am I going to college？" Caplan suggests that kids who dont love school go to work,
An increasing number of families spertd more money on houses in a good school district,
Subsidized loans to college students are a huge waste of money, according to one economist.
More and more kids find they fare worse with a college diploma,
For those who are not prepared for higher education, going to College is not worth it.
Over the years the cost of a college education has increased almost by 100%.
A law passed recently allows many students to pay no more than one tenth of their income for their college loans.
Middle-class Americans have highly valued a good education.
More kids should be encouraged to participate in.programs where they can learn not only job skills but also social skills.
Over fifty percent of recent college graduates remain unemployed or unable to fred a suitable job.

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When the world was a simpler place, the rich were fat, the poor were thin, and right-thinking people worried about how to feed the hungry. Now, in much of the world, the rich are thin, the poor are fat, and right-thinking people are worrying about obesity.
Evolution is mostly to blame. It has designed mankind to cope with deprivation, not plenty. People are perfectly tuned to store energy in good years to see them through lean ones. But when bad times never come, they are stuck with that energy, stored around their expanding bellies.
Thanks to rising agricultural productivity, lean years are rarer all over the globe. Modernday Malthusians, who used to draw graphs proving that the world was shortly going to run out of food, have gone rather quiet lately. According to the UN, the number of people short of food fell from 920m in 1980 to 799m 20 years later, even though the world's population increased by 1.6 billion over the period. This is mostly a cause for celebration. Mankind has won what was, for most of his time on this planet, his biggest battle: to ensure that he and his offspring had enough to eat. But every silver lining has a cloud, and the consequence of prosperity is a new plague that brings with it a
host of interesting policy dilemmas.
As a scourge of the modern world, obesity has an image problem. It is easier to associate with Father Christmas than with the four horses of the apocalypse. But it has a good claim to lumber along beside them, for it is the world's biggest public-health issue today—the main cause of heart disease, which kills more people these days than AIDS, malaria, war; the principal risk factor in diabetes; heavily implicated in cancer and other diseases. Since the World Health Organisation labelled obesity an "epidemic" in 2000, reports on its fearful consequences have come thick and fast.
Will public-health warnings, combined with media pressure, persuade people to get thinner, just as they finally put them off tobacco？ Possibly. In the rich world, sales of healthier foods are booming (see survey) and new figures suggest that over the past year Americans got very slightly thinner for the first time in recorded history. But even if Americans are losing a few ounces, it will be many years before the country solves the health problems caused by half a century's dining to excess. And, everywhere else in the world, people are still piling on the pounds. That's why there is now a consensus among doctors that governments should do something to stop them.
The author write this passage mainly to ______.
A．bring up some warnings.
B．tell the reader some new facts.
C．discuss a solution to a problem.
D．persuade the reader to keep fit.

Since World War II, there has been a clearly discernible trend, especially among the growing group of college students, toward early marriage. Many youths begin dating in the first stages of adolescence," go steady" through high school, and marry before their formal education has been completed. In some quarters, there is much shaking of graying locks and clucking of middle-aged tongues over the ways of "wayward youth". However, emotional maturity is no respecter of birthdays; it does not arrive automatically at twenty-one or twenty five. Some achieve it surprisingly early, while others never do, even in three-score years and ten.
Many students are marrying as an escape, not only from an unsatisfying home life, but also from their own personal problems of isolation and loneliness. And it can almost be put down as a dictum that any marriage entered into as an escape cannot prove entirely successful. The sad fact is that marriage seldom solves one's problems; more often, it merely accentuates them. Furthermore, it is doubtful whether the home as an institution is capable of carrying all that the young are seeking to put into it; one might say in theological terms, that they are forsaking one idol only to worship another. Young people correctly understand that their parents are wrong in believing that" success" is the ultimate good, but they erroneously believe that they themselves have found the true center of life's meaning. Their expectations of marriage are essentially utopian and therefore incapable of fulfillment. They want too much, and tragic disillusionment is often bound to follow.
Shall we, then join, the chorus of" Miseries" over early marriages？ One cannot generalize: all early marriages are not bad any more that all later ones are good. Satisfactory marriages are determined not by chronology, but by the emotional maturity of the partners. Therefore, each case must be judged on its own merits. If the early marriage is not an escape, if it is entered into with relatively few illusions or false expectations, and if it is economically feasible, why not？ Good marriages can be made from sixteen to sixty, and so can bad ones.
According to this passage, the trend toward early marriages ______.
A．can be clearly seen
B．is the result of the Great Depression of the 30's
C．can't be easily determined
D．is an outgrowth of the moral looseness brought about by World War Ⅱ