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As Eleanor Roosevelt once said, "Universal human rights begin in small places, close to home. " And Tolerance. org, a Web site from the Southern Poverty Law Center, is helping parents across the country create homes in which tolerance and understanding are guiding themes. "The goal of nurturing open-minded, empathetic children is a challenging one," says Jennifer Holladay, director of Tolerance. org. "To cultivate tolerance, parents have to instill in children a sense of empathy, respect and responsibility--to oneself and to others--as well as the recognition that every person on earth is a treasure. " Holladay offers several ways parents can promote tolerance:Talk about tolerance. Tolerance education is an ongoing process; it cannot be captured in a single moment. Establish a high comfort level for open dialogue about social issues. Let children know that no subject is taboo. Identify intolerance when children are exposed to it. Point out stereotypes and cultural misinformation depicted in movies, TV shows, computer games and other media. Challenge bias when it comes from friends and family members. Do not let the moment pass. Begin with a qualified statement: "Andrew just called people of XYZ faith ’lunatics. ’ What’ do you think about that, Zoe" Let children do most of the talking. Challenge intolerance when it comes from your children. When a child says or does something that reflects biases or embraces stereotypes, confront the child: "What makes that joke funny, Jerome" Guide the conversation toward internalization of empathy and respect--"Mimi uses a walker, honey. How do you think she would feel about that joke" or "How did you feel when Robbie made fun of your glasses last week" Support your children when they are the victims of intolerance. Respect children’s troubles by acknowledging when they become targets of bias. Don’t minimize the experience. Provide emotional support and then brainstorm constructive responses. For example, develop a set of comebacks to use when children are the victims of name-calling. Create opportunities for children to interact with people who are different from them. Look critically at how a child defines "normal". Expand the definition. Visit playgrounds where a variety of children are present--people of different races, socioeconomic backgrounds, family structures, etc. Encourage a child to spend time with elders--grandparents, for example. Encourage children to call upon community resources. A child who is concerned about world hunger can volunteer at a local soup kitchen or homeless shelter. The earlier children interact with the community, the better. This will help convey the lesson that we are not islands unto ourselves. Model the behavior you would like to see. As a parent and as your child’s primary role model, be consistent in how you treat others. Remember, you may say, "Do as I say, not as I do," but actions really do speak louder than words. The underlined word "taboo" (Para. 2) most probably means "()" .
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Standard English is the variety of English which is usually used in print and which is normally taught in schools and to non-native speakers learning the language. It is also the variety which is normally (21) by educated people and used in news broadcasts and other (22) situations. The difference between standard and nonstandard, it should be noted, has (23) in principle to do with differences between formal and colloquial (24) ; standard English has colloquial as well as formal variants.(25) , the standard variety of English is based on the London (26) of English that developed after the Norman Conquest resulted in the removal of the Court from Winchester to London. This dialect became the one (27) by the educated, and it was developed and promoted (28) a model, or norm, for wider and wider segments of society. It was also the (29) that was carried overseas, but not one unaffected by such export. Today, (30) English is arranged to the extent that the grammar and vocabulary of English are (31) the same everywhere in the world where English is used; (32) among local standards is realIy quite minor, (33) the Singapore, South Africa, and Irish varieties are really very (34) different from one another so far as grammar and vocabulary are (35) . Indeed, Standard English is so powerful that it exerts a tremendous (36) on all local varieties, to the extent that many of long-established dialects of England have (37) much of their vigor and there is considerable pressure on them to be (38) . This latter situation is not unique (39) English: it is also true in other countries where processes of standardization are (40) . But it sometimes creates problems for speakers who try to strike some kind of compromise between local norms and national, even supranational (跨国的) ones. 21().
There are advantages in 1997, if you want to look for them. The air is cleaner, and there seem to be fewer colds. The crime rate has dropped. With the police car too expensive, policemen are back on their beats. More important, the streets are full. Legs are king, and people walk everywhere far into the night. There is mutual protection in crowds.If the weather isn’t too cold, people sit out front. If it is hot, the open air is the only air-conditioning they get. At least, the street lights still burn. Indoors, few people can afford to keep lights burning after supper.As for the winter--well, it is inconvenient to be cold, with most of what furnace fuel is allowed hoarded for the dawn. But sweaters are popular indoor wear. Showers are not an everyday luxury.It is sore in the suburbs, which were born with the auto, lived with the auto, and are dying with the auto. Suburbanites from associations that assign turns to the procurement and distribution of food. Rushcarts creak from house to house along the posh suburban roads, and every bad snowstorm is a disaster. It isn’t easy to hoard enough food to last till the roads are open.What energy is left must be conserved for agriculture. The great car factories make trucks and farm machinery almost exclusively. The American population isn’t going up much any more, but the food supply must be kept high even though the prices and difficulty of distribution force each American to eat less. Food is needed for export to pay for some trickles of oil and for other resources.The rest of the world is not as lucky as we are. They’re starving out there because earth’s population has continued to rise. The population on earth is 5. 5 billion--up by 1.5 billion since 1997--and outside the United States and Europe, not more than one in five has enough to eat at any given time. There is a high infant mortality rate.It’s more than just starvation, though. There are those who manage to survive on barely enough to keep the body working, and that proves to be not enough for the brain. It is estimated that nearly two billion people in the world are permanently brain damaged by undernutrition, and the number is growing.At least, the big armies are gone. Only the United States and the Soviet Union can maintain a few tanks, planes, and ships--which they dare not move for fear of biting into limited fuel reserves.Machines must be replaced by human muscle and beasts of burden. People are working longer hours, and with lighting restricted, television only three hours a night, new books few and printed in small editions--what is there to do with leisure Work, sleep, and eating are the great trinity of 1997, and only the first two are guaranteed. What is the passage about().
There are two factors which determine an individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual--the sort of environment in which he is reared. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual’s intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark’s I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level. According to the passage, the average I.Q. is ().
Standard English is the variety of English which is usually used in print and which is normally taught in schools and to non-native speakers learning the language. It is also the variety which is normally (21) by educated people and used in news broadcasts and other (22) situations. The difference between standard and nonstandard, it should be noted, has (23) in principle to do with differences between formal and colloquial (24) ; standard English has colloquial as well as formal variants.(25) , the standard variety of English is based on the London (26) of English that developed after the Norman Conquest resulted in the removal of the Court from Winchester to London. This dialect became the one (27) by the educated, and it was developed and promoted (28) a model, or norm, for wider and wider segments of society. It was also the (29) that was carried overseas, but not one unaffected by such export. Today, (30) English is arranged to the extent that the grammar and vocabulary of English are (31) the same everywhere in the world where English is used; (32) among local standards is realIy quite minor, (33) the Singapore, South Africa, and Irish varieties are really very (34) different from one another so far as grammar and vocabulary are (35) . Indeed, Standard English is so powerful that it exerts a tremendous (36) on all local varieties, to the extent that many of long-established dialects of England have (37) much of their vigor and there is considerable pressure on them to be (38) . This latter situation is not unique (39) English: it is also true in other countries where processes of standardization are (40) . But it sometimes creates problems for speakers who try to strike some kind of compromise between local norms and national, even supranational (跨国的) ones. 37().
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