General accepted accounting standards are issued by the FASB.（)

听力原文： Some of America's best universities have accepted an unusually low percentage of students for admission this fall (32) . For example, the Wall Street Journal reported that Stanford University had a record low admission rate this year. The newspaper said the California school accepted less than 11 percent of the students who applied.

College admissions officers give a number of reasons for the higher rates of rejection letters this year. They say the main reason is that high school seniors are applying to more schools than in the past (33) . Some colleges reported big increases in the number of applications. Another reason is the general increase in students going to college. Electronic forms make applying easier. For example, students can send an online form. called the Common Application to many different colleges and universities. Many students who apply to top schools are placed on a waiting list. They do not get a decision until the school knows how many applicants who are offered admission will accept the offer (34) . Just as students compete, so do schools.

The increasing competition for the best colleges means more worry for students and parents. They wander just what schools are looking for. They wonder why a top student is accepted at one school but not another (35) . The Wall Street Journal says some top schools are actively looking for students who have shown great interest in helping others. Other schools are said to be looking for students who have musical talent.

(33)

A．The best universities in the United States.

B．High school students' choices after graduation.

C．Electronic application in college admission.

D．The increasing competition for the top schools in the U. S.

rmine his character and later personality. Every experience teaches the child something and the effects are cumulative. "Upbringing" is normally used to refer to the treatment and training of the child within the home. This is closely related to the treatment and training of the child in school, which is usually distinguished by the term "education". In a society such as ours, both parents and teachers are responsible for the opportunities provided for the development of the child, so that upbringing and education are interdependent.

The ideals and practices of child rearing vary from culture to culture. In general, the more rural the community, the more uniform. are the customs of child upbringing. In more technologically developed societies, the period of childhood and adolescence(青春期) tends to be extended over a long time, resulting in more opportunity for education and greater variety in character development.

Early upbringing in the home is naturally affected both by the cultural pattern of the community and by the parents' capabilities and their aims and depends not only on upbringing and education but also on the innate abilities of the child. Wide differences of innate intelligence and temperament exist even in children of the same family.

Intelligent parents, however, realize that the particular setting of each family is unique, and there can be no rigid(严格的) general rules. They use general information only as a guide in making decisions and solving problems.

All parents have to solve the problems of freedom and discipline. The younger the child, the more readily the mother gives in to his demands to avoid disappointing him. She knows that if his energies are not given an outlet, her child's continuing development may be warped.

A child must be allowed to enjoy this "messy" but tactile stage of discovery before he is ready to go on to the less physical pleasures of toys and books. Similarly, throughout life. each stage depends on the satisfactory completion of the one before.

It's a general belief that a child's later character and personality is ______ decided by his early experiences both at home and in school.

A．chiefly

B．by chance

C．entirely

D．seldom

听力原文： The last radical change in cinema was the development of color. Colored photography was possible from the 1860s, but early films were normally black and white and any coloring was painted on by hand—an expensive, slow and not very effective technique.

In 1922 the first real color films were produced, using a two-color system called Technicolor. It was quite common at that time to film whole sequences in one color and the attempts to mix colors to get realistic effects were not very successful, in 1932 Technicolor was improved by the use of three main colors and, in general, the same system is used today.

Color took longer to be accepted than sound. It was expensive and people often felt, oddly, that it was less realistic than black and white. This was partly, of course, because the quality was not always very high and so the scenes could look very peculiar. Since the 1930s there have been many improvements in the techniques of cinema, and the style. of acting has changed a good deal. But after fifty years the basics—moving pictures, color and sound are still the same.

(30)

A．Since the 1860s.

B．Since the 1920s.

C．Since the 1930s.

D．Since the 1960s.

ish language distinguish【C2】______different levels of intellectual skill: bright, dull, smart, stupid, clever, slow, and so on. Yet no【C3】______accepted definition of intelligence【C4】______, and people continue to debate【C5】______, exactly, it is.【C6】______scientists are asked to define intelligence【C7】______what causes it or what it actually is, almost every scientist【C8】______a different definition. For example, in 1921 an academic journal asked 14【C9】______psychologists and educators to define intelligence. The journal received 14 different definitions. People in the general population have【C10】______different conceptions of intelligence than do most experts. Now some scholars argue that this definition is【C11】______and that intelligence is whatever abilities are【C12】______by one's culture.【C13】______to this perspective, conceptions of intelligence【C14】______from culture to culture. For example, North Americans often associate verbal and【C15】______skills with intelligence, but some【C16】______cultures in the islands of the South Pacific view【C17】______memory and navigational skills as【C18】______of intelligence. Those who believe intelligence is culturally【C19】______dispute the idea that any one test could fairly measure intelligence【C20】______different cultures.

【C1】

A．ability

B．notion

C．knowledge

D．imagination

Origins of Money and of Banking

What Is Money？

It is almost impossible to define money in terms of its physical form. or properties since these are so diverse. Therefore any definition must be based on its functions.

Money is anything that is widely used for making payments and accounting for debts and credits.

Causes of the Development of Money

One of the most important improvements over the simplest forms of early barter was the tendency to select one or two items in preference to others so that the preferred items became partly accepted because of their qualities in acting as media of exchange. Commodities were chosen as preferred barter items for a number of reasons--some because they were conveniently and easily stored, some because they had high value densities and were easily portable, and some because they were durable. These commodities, being widely desired, would be easy to exchange for others and therefore they came to be accepted as money.

Many societies had laws requiring compensation in some form. for crimes of violence, instead of the old Testament approach of "an eye for an eye". A similarly widespread custom was payment for brides in order to compensate the head of the family for the loss of a daughter's services. Rulers have since very ancient times imposed taxes on or exacted (强求)tribute(贡物) from their subjects. Religious obligations might also entail payment of tribute or sacrifices of some kind. Thus in many societies there was a requirement for a means of payment for blood-money, bride-money, tax or tribute and this gave a great impetus(促进)to the spread of money.

Objects originally accepted for one purpose were often found to be useful for other non-economic purposes and, because of their growing acceptability began to be used for general trading also, supplementing or replacing barter.

Primitive Forms of Money

The use of primitive forms of money in the Third World and North America is more recent and better documented than in Europe and its study sheds light on the probable origins of modern money. Among the topics treated are the use of wampum(贝壳)and the custom of the potlatch or competitive gift exchange in North America, disc-shaped stones in Yap, cowrie shells over much of Africa and Asia, cattle, manillas and whales teeth.

In Fijian(斐济) society gifts of whales teeth were (and in certain cases still are) a significant feature of certain ceremonies. One of their uses was as bride-money, with a symbolic meaning similar to that of the engagement ring in Western society. Whales teeth were "tambua" (from which our word "taboo" comes) meaning that they had religious significance, as did the fei stones of Yap which were still being used as money as recently as the mid 1960s.

The Invention of Banking and Coinage

The invention of banking preceded (先于)that of coinage. Banking originated in Ancient Mesopotamia where the royal palaces and temples provided secure places for the safe-keeping of grain and other commodities. Receipts came to be used for transfers not only to the original depositors but also to third parties. Eventually private houses in Mesopotamia also got involved in these banking operations and laws regulating them were included in the code of Hammurabi.

In Egypt too the centralization of harvests in state warehouses also led to the development of a system of banking. Written orders for the withdrawal of separate lots of grain by owners whose crops had been deposited there for safety and convenience, or which had been compulsorily deposited to the credit of the king, soon became used as a more general method of payment of debts to other persons including tax gatherers, ]priests and traders. Even after the introduction of coinage these Egyptian grain banks served to reduce the need for precious metals which tended to

A．Y

B．N

C．NG

听力原文： Today I'd like to talk to you about group discussions which, in an academic context, are usually known as "seminars" and "tutorials". I want first of all to deal with the meanings of these terms; then I want to cover the aims of the group discussions; next I'll go on to look at some problems that learners of English are likely to experience in work of this kind; and finally I'd like to offer a few pieces of advice.

First, then let's look at look at the meanings of the terms "seminar" and "tutorial". Nowadays it's becoming more and more difficult to draw a precise distinction between the meanings of the two words that all lecturers would be willing to accept. The traditional differences which axe still accepted by many lecturers are firstly the size of the group and secondly, and perhaps more importantly, their purpose.

A tutorial was usually for a small number of students, say, between two and five, whereas a seminar was attended by a large group, say, between ten and fifteen. In a tutorial, a lecturer of tutor adopted the role of the expert and asked and answered questions related to his most recent lecture. In short, the tutor took the lead; he in fact "tutored".

The purpose of the seminar, on tile other 'hand, was to provide an opportunity to discuss a previously arranged topic. Often one student presented a paper; that is, gave a short talk which served as an introduction to a more general discussion. The other students may have been asked to read a number of chapters of a book, related to the talk, so as to be in a better position to participate in the discussion.

(33)

A．A librarian.

B．A Chairman.

C．A monitor.

D．A lecturer.

individuality. Modern dance was one of the ways, some of these people sought to free their creative spirit. At the beginning there was no exacting technique, no foundation from which to build. In later years, trial, error, and genius founded the techniques and the principles of the movement. Eventually, innovators even drew from what they considered the dread ballet, but first they had to discard all that was academic so that the new could be discovered. The beginnings of modern dance were happening before Isadora Duncan, but she was the first person to bring the new dance to general audiences and see it accepted and acclaimed.

Her search for natural movement form. sent her to nature. She believed movement should be as natural as the swaying of the trees and the rolling waves of the sea, and should be in harmony with the movements of the Earth. Her great contributions are in three areas.

First, she began the expansion of the kinds of movements that could be used in dance. Before Duncan danced, ballet was the only type of dance performed in concert. In the ballet the feet and legs were emphasized, with virtuosity shown by complicated movements. Duncan performed dance by using all her body in the freest possible way. Her dance stemmed from her soul and spirit. She was one of the pioneers who broke tradition so others might be able to develop the art.

Her second contribution lies in dance costume. She discarded ballet shoes and stiff costumes. These were replaced with bare feet, and unbound hair. She believed in the natural body being allowed to move freely, and her dress displayed this ideal.

Her third contribution was in the use of music. In her performances she used the symphonies of great masters, including Beethoven and Wagner, which was not the usual custom.

She was as exciting and eccentric in her personal life as in her dance.

According to the passage, what did nature represent to Isadora Duncan？

A．Something to conquer.

B．A model for movement.

C．A place to find peace.

D．A symbol of disorder.

.Comenius, a Czech humanist, greatly influenced both educational and psycho-educational thought .He wrote texts that were based on a developmental theory and in them introduced the use of visual aids in instruction. Media and instructional research, a vital part of contemporary educational psychology, has its origins in the writing and textbook design of Comenius.61) He recommended thatinstruction start with the general and then move to the particular and that nothing in books be accepted unless checked by a demonstration to the senses. He taught that understanding, not memory, is the goal of instruction; that we learn best that which we have an opportunity to teach; and thatparents have a role to play in the schooling of their children. The contributions of one of our many ancestors often are overlooked, yet Juan Luis Vives wrote very much as a contemporary educational psychologist might in the first part of the 16th centu_ ry. 62) He stated to teachers and others with educational responsibilities, such as those in govem- ment and commerce, that there should be an orderly presentation of the facts to be learned, and in this way he anticipated Herbart and the 19th-century psychologists. He noted that what is to be learned must be practiced, and in this way he anticipated Thomdike's Law of Exercise. He wrote on practical knowledge and the need to engage student interest, anticipating Dewey. 63) He wrote about individual differences and about the need to adjust instruction for all students, and anticipated the work of educational and school psychologists in the area of special education. He discussed the schools's role in moral growth, anticipating the work of Dewey, Piaget, Kohlberg, and Gilligan. He wrote about learning being dependent on self-activity, a precursor to contemporary research on meta-cognition, where the ways in which the self monitors its own activties are studied. Finally, 64)Vives anticipated both the contemporary motivational theorists who avoid social comparisons and those researchers who find the harmful elements of norm-referenced testing to outweigh their advantages, by writing about the need for students to be evaluated on the basis of their own past accomplishments and not in comparison with other students. 65) Thus, long before we claimed our professional identity, there were individuals thinking intelligently about what we would eventually call educational psychology, preparing the way for the scientific study of education.

PAM(accepted point mutation)

ition in the university _______.

A) has been accepted B) have been accepted

C) was accepted D) were accepted