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Text The conception of poverty and what to (26) about it have changed over the decades. Under Social Darwinism the lazy and the (27) were supposed to be at the bottom of the economic ladder as a result of the "law of (28) of the fittest". Society was (29) as a network of self-sufficient families which provided for their own. (30) persons outside a household (orphans, the (31) elderly,and the crippled) were provided outdoor relief grudgingly and as a temporary expedient. Although it was (32) that "the poor will always be with us", the individual was expected to improve himself (33) acts of his own will. Charity was thought to be the (34) of idleness. By keeping wages low, labourers would be (35) to work harder. At about the turn of the century, the beginning of concern about natural (36) brought uneasiness about the possible spread of beggary. There was a potentially dangerous class in (37) of disease and disorder. The "poor" were (38) as different from "paupers". Paupers were individuals well (39) to being on the low end of the socioeconomic (40) . Without shame or bitterness, they would not seek independence and a " (41) " life. For the mountaineers, the subsistence dwellers, and some slum dwellers, the lack of wealth, (42) has been argued,reflects a preference not to pay the psychological costs of the struggle for the riches or of adopting the middle-class work ethic of surviving. In (43) ,the worthy poor struggled to (44) their lot against circumstances beyond their control: low wages, sickness, industrial (45) , widowhood and so on.
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Some children put much emphasis ______ (有足够的钱以便到外面去痛快享受).
Text 3 There are at least two causes of anxiety: conflict and stress. As an example of the former, we can rarely predict the precise consequences of what we do, but we are awarded (oz cursed) with the intellectual capacity to anticipate the advantages and disadvantages which may arise for any action we may be contemplating. Very commonly we axe faced with a choice between several courses of action, all of which we have reasons for or against. This state of affairs -- in psychological jargon, multiple approach-avoidance conflict -- accounts for a great deal of our worrying: worrying, that is, about what to do. The other major source of worry is the dreadful things which may happen or have happened to us or to those we care for. Among the most stressful of these are death, illness, loss of work, money problems, marital problems and retirement. Such worries have a rational basis, but we are curiously irrational in the way we pursue them. For example, fear of death is as strong among young adults as among the elderly and it does not seem to be reduced by any sort of religious faith, including the belief that there is life after death. It is equally surprising that objective measures of anxiety suggest that we are as worried the hour before having a tooth filled as when we face a major medical operation. How do we deal with worries Psychiatrists point to a number of defensive devices we can use to turn them aside. We can avoid the situations which induce them, one of the example being that some people refuse to fly in airplanes. We can deny that we have the worry at all, which may be risky if the worry is well-founded. Alternatively, we may repress it. These are hazardous; the former may lead to free-floating, clinical anxiety, while the latter is a way of saying that many physical troubles seem to be primarily emotional in origin. Temporary relief from anxiety can be obtained through engaging in a variety of coping behaviors. These include many of the commonest items of our behavioral repertoire. Smoking, drinking, sleeping, eating, taking physical exercise, daydreaming: all can be used to reduce anxiety when the occasion demands it. It is when they fail that worrying or anxiety threatens to become a clinical problem. Of course, some people worry more than others, whatever the circumstances. So far I have been discus- sing the state of anxiety, which is largely the product of the amount of stress an individual experiences. But anxiety is also a personality trait, closely related to Eysenck’s neuroticism dimension, and the genes we inherit may make us likely become worriers. The importance of constitutional factors is underlined by the fact that people rarely have breakdowns for the first time later in life, despite the fact that stress-inducing events become more frequent as we get older. The proof of the relationship between anxiety and personality is that ______.
Text The conception of poverty and what to (26) about it have changed over the decades. Under Social Darwinism the lazy and the (27) were supposed to be at the bottom of the economic ladder as a result of the "law of (28) of the fittest". Society was (29) as a network of self-sufficient families which provided for their own. (30) persons outside a household (orphans, the (31) elderly,and the crippled) were provided outdoor relief grudgingly and as a temporary expedient. Although it was (32) that "the poor will always be with us", the individual was expected to improve himself (33) acts of his own will. Charity was thought to be the (34) of idleness. By keeping wages low, labourers would be (35) to work harder. At about the turn of the century, the beginning of concern about natural (36) brought uneasiness about the possible spread of beggary. There was a potentially dangerous class in (37) of disease and disorder. The "poor" were (38) as different from "paupers". Paupers were individuals well (39) to being on the low end of the socioeconomic (40) . Without shame or bitterness, they would not seek independence and a " (41) " life. For the mountaineers, the subsistence dwellers, and some slum dwellers, the lack of wealth, (42) has been argued,reflects a preference not to pay the psychological costs of the struggle for the riches or of adopting the middle-class work ethic of surviving. In (43) ,the worthy poor struggled to (44) their lot against circumstances beyond their control: low wages, sickness, industrial (45) , widowhood and so on.
Today, students who want to learn English in the US have a wide choice of courses and institutions to (36) from. And, because the US is such a big country, they also have a huge (37) of locations in which to study. The US has a long (38) of teaching English because, (39) its history, the country has welcomed (40) from all over the world, most of whom have needed to learn English. Today, the US’s English language teaching sector is well developed and its teachers are highly qualified and (41) American universities and colleges welcome many thousands of (42) students each year, who (43) on degree or post graduate courses. (44) These courses are called Intensive English Language Programs and (45) . In addition to language tuition, Intensive English Language Programs give students (46) Today, students who want to learn English in the US have a wide choice of courses and institutions to (36) from. And, because the US is such a big country, they also have a huge (37) of locations in which to study. The US has a long (38) of teaching English because, (39) its history, the country has welcomed (40) from all over the world, most of whom have needed to learn English. Today, the US’s English language teaching sector is well developed and its teachers are highly qualified and (41) American universities and colleges welcome many thousands of (42) students each year, who (43) on degree or post graduate courses. (44) These courses are called Intensive English Language Programs and (45) . In addition to language tuition, Intensive English Language Programs give students (46)
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