题目内容
SECTION C NEWS BROADCAST
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.
听力原文： It was a day of political tradition, ceremony and drama, the official transfer of power from one prime minister to another. Returning from his meeting with Queen Elizabeth U at Buckingham Palace, Gordon Brown came to his new official residency, Number 10 Downing Street, and he promised new priorities. "I have just accepted the invitation of her Majesty the Queen to form. a government; this will be a new government with new priorities." Mr. Brown vowed to reach out beyond what he called narrow party interests. Just hours earlier, his predecessor, Tony Blair made his last appearance in the House of Commons. Mr. Blair opened the session on a sober note, expressing condolences to the families of three British servicemen killed in action. "I am truly sorry about the dangers they face today in Iraq and Afghanistan. I know some they think they face these dangers in vain. I don't and I never will." Mr. Blair has remained steadfast in his support for intervention in Afghanistan and in Iraq, even amid increasing public opposition. Over the years, he faced many tough questions in this chamber, especially from the opposition Conservative party.
After meeting with Queen Elizabeth II, ______ came to his new official residency, Number 10 Downing Street,
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While witchcraft was often feared, it was punished only infrequently. In the first 70 years of the New England settlement, about 100 people were formally charged with being witches; fewer than two dozen were convicted and fewer still were executed.
Then came 1692. In January of that year, two young girls living in the household of the Reverend Samuel Parris of Salem Village began experiencing strange fits. The doctor identified witchcraft as tile cause. After weeks of questioning, the girls named Tituba, Parris's female Indian slave, and two local women as the witches who were tormenting them.
Judging by previous incidents, one would have expected the episode to end there. But it didn't. Other young Salem women began to suffer fits as well. Before the crisis ended, 19 people formally accused others of afflicting them, 54 residents of Essex County confessed to being witches and nearly 150 people were charged with consorting with the devil. What led to this？
Traditionally, historians have argued that the witchcraft crisis resulted from factionalism in Salem Village, deliberate faking, or possibly the ingestion of hallucinogens by the afflicted. I believe another force was at work. The events in Salem were precipitated by a conflict with the Indians on the northeastern frontier, the most significant surge of violence in the region in nearly 40 years.
In two little-known wars, fought largely in Maine from 1675 to 1678 and from 1688 to 1699, English settlers suffered devastating losses at the hands of Wabanaki Indians and their French allies. The key afflicted accusers in the Salem crisis were frontier refugees whose families had been wiped out in the wars. These tormented young women said they saw the devil in the shape of an Indian. In testimony, they accused the witches—reputed ringleader—the Reverend George Burroughs, formerly pastor of Salem Village—of bewitching the soldiers dispatched to fight the Wabanakis. While Tituba, one of the first people accused of witchcraft, has traditionally been portrayed as a black or mulatto woman from Barbados, all the evidence points to her being an American Indian. To the Puritan settlers, who believed themselves to be God's chosen people, witchcraft explained why they were losing the war so badly. Their Indian enemies had the devil on their side.
In late summer, some prominent New Englanders began to criticize the witch prosecutions. In response to the dissent, Governor Sir William Phips of Massachusetts dissolved in October the special court be had established to handle the trials. But before he stopped the legal process, 14 women and 5 men had been hanged. Another man was crushed to death by stones for refusing to enter a plea. The war with the Indians continued for six more years, though sporadically. Slowly, northern New Englanders began to feel more secure. And they soon regretted the events of 1692.
Within five years, one judge and 12 jurors formally apologized as the colony declared a day of fasting and prayer to atone for the injustices that had been committed. In 1711, the state compensated the families of the victims.
And last year, more than three centuries after the settlers reacted to an external threat by lashing out irrationally, the convicted were cleared by name in a Massachusetts statute, it's a story worth remembering—and not just on Halloween.
Which of the following does NOT describe peo
According to the passage, the author thinks WMAP's findings are
The companies are lured by a booming market in which capitalist competition is still scarce. The number of university students is expected to double in the next 25 years to 170 million worldwide. Demand greatly exceeds supply, because the 1990s saw massive global investment in primary and secondary schools, but not in universities. The number of children enrolled in primary or secondary schools rose by 18 percent around the world—more than twice the rate of increase in any previous decade. Now these kids are often graduating from high school to find no openings in national universities, which nevertheless don't welcome for-profit competition. The Brazilian university teachers' union warned that foreign corporations would turn higher education into "a diploma industry". Critics raised the specter of declining quality and a loss of Brazil's "sovereign control" over education.
For-profit universities met with similar suspicion when they first opened in the United States. By the 1980s they were regularly accused of offering substandard education and had to fight for acceptance and respect. Lately, they have flourished by catering to older students who aren't looking for keg parties, just a shortcut to a better career. For-profit colleges now attract 8 percent of four-year students in the United States, up from 3 percent a decade ago. By cutting out frills, including sports teams, student centers and summer vacation, these schools can operate with profit margins of 20 to 30 percent.
In some countries, the American companies operate as they do at home. Apollo found an easy fit in Brazil, where few universities have dorms, students often take off time between high school and college, and there's no summer vacation—just two breaks in July and December. In other Latin countries, Sylvan has taken a different approach, buying traditional residential colleges like the Universidad del Valle de Mexico (UVM). It has boosted enrollment by adding and heavily advertising courses in career-track fields like business and engineering, and adding no-frills satellite campuses. Sensitive to the potential hostility against foreign buyers, Sylvan keeps original school names, adding its own brand, Sylvan International Universities, to publicity materials, and keeps tuition in line with local private schools.
Most of the schools that Sylvan has purchased were managed by for-profits to begin with, including the prestigious Les Roches Hotel Management School in Switzerland. But in general, Says Urdan, Sylvan's targets "have not been run with world-class business practices. They're not distressed, but there's an opportunity for them to be better managed." When Sylvan paid $ 50 million for a controlling stake in UVM two years ago, the school had revenues of about $ 80 million and an enrollment of 32,000. The success of the for-profits is nothing to be afraid of, says World Bank education expert Jamil Salmi: "I don't think they will replace traditional universities, but they can push some more traditional providers to be more innovative and more attentive to the needs of the labor market."
Some students at Sylvan schools in Latin America welcome the foreign invasion. At the Universidad de las Americas in Santiago, Daniels Villagrán says friends tease her for studying at "Yankee
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：Cole: Good morning, Jack. Take a seat.
Jack: Good morning, Miss Cole. I came to enquire about a grant. You see, this is my last year at high school.
I want to take a course leading to a degree or a similar qualification when I leave school. I'd like to know some information about the grants. Where can I get a grant？ And how much will it be？
Cole: I see. Well, the grant system is complex. Let me think about the easiest way to explain it to you.
Jack: Well, what is the difference between an "award" and a "grant"？ People often talk about these two words.
Cole: Yes. The two words are often used interchangeably, but the regulations make a distinction between them. The award comprises of both a fee element and a maintenance element. The grant, represents only the maintenance element.
Jack: What is the fee element of the award？
Cole: The fee element of the award normally covers all tuition and other related courses for which you are liable, and is paid direct to your college or university by the local education authorities. We call these LEAs.
Jack: I see. And what's the maintenance grant？
Cole: The maintenance grant is paid to you, for your support during a term and short vacations. This part of the award is means-tested. So there is a further distinction between the gross grant and the net grant actually paid by the LEA. This of course is after any contributions from your parents or spouse have been deducted.
Jack: How many grants are there？
Cole: There are two types of grant but we deal mainly with mandatory grants. LEgs in England and Wales are required by law to pay these grants, but only to students who are attending designated courses, who are eligible, and who satisfy the qualifying conditions. If you are not eligible for a mandatory grant, or are not taking a designated course, you may still qualify for a discretionary grant. But each local authority decides its own policy on these and there are no general rules and conditions.
Jack: Well, wharfs the discretionary grant？
Cole: A discretionary grant is for a non-designated course and is determined by the LEA. These grants are sometimes competitive so your examination results may be taken into account. And you may be expected to study locally if a course similar to the one you want to take is available nearer your home. These restrictions do not apply to mandatory grants.
Jack: What courses would I get a grant for？
Cole: Mandatory grants are available for designated courses. In almost all cases these are full-time or sandwich courses.
Jack: Sorry, what.., what are sandwich courses？
Cole: They are the courses combining full-time study with periods of full-time training and experience in industry or commerce. Certain part-time initial teacher training courses may be designated for grant purposes. Designated courses are those leading to a first degree of a university in the UK or the CNAA, a Diploma of Higher Education, a University Certificate or Diploma, and other qualifications if the course is specifically designated as being comparable to a first degree course.
Jack: Who can get a grant？
Cole: To get a mandatory grant you have to be eligible as well as having been admitted to a designated course. The final decision on whether or not you are eligible rests with the LEA, but you will probably qualify if, A) you have been an ordinary resident in the British Islands for the 3 years preceding the academic year in which the course begins; B) you have not previously attended a course of higher education of more than 2 years with a grant. However, if you have previously attended a cours
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