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The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1)_____ if they had a lunch appointment with a friend, the average American student (2)_____ lateness as 19 minutes after the (3)_____ time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes. In an American university, students are expected to arrive at the appointed (4)_____ Classes not only begin, but also end at the (5)_____ time in the United States. In the Brazilian class, only a few students left the class at noon; many (6)_____ past 12:30 to discuss questions. (7)_____ arriving late may not be very important in Brazil, (8)_____ is staying late. The (9)_____ for these differences is complicated. People from Brazilian and North American (10)_____ have different feeling about lateness. In Brazil, the students believe that a person who usually (11)_____ than a person who is always (12)_____. In fact, Brazilians expect a person with (13)_____ or prestige to arrive late, while in the United States lateness is usually (14)_____ disrespectful and unacceptable. (15)_____, if a Brazilian is late for an appointment with a North American, the American may misinterpret the (16)_____ and become angry. As a result of his study, the professor learned that the Brazilian students were not being (17)_____ to him. Instead, they were simply be having in the (18)_____ way for a Brazilian student in Brazil. Eventually, the professor was able to (19)_____ his own behavior so that he could feel (20)_____ in the new culture.
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The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1)_____ if they had a lunch appointment with a friend, the average American student (2)_____ lateness as 19 minutes after the (3)_____ time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes. In an American university, students are expected to arrive at the appointed (4)_____ Classes not only begin, but also end at the (5)_____ time in the United States. In the Brazilian class, only a few students left the class at noon; many (6)_____ past 12:30 to discuss questions. (7)_____ arriving late may not be very important in Brazil, (8)_____ is staying late. The (9)_____ for these differences is complicated. People from Brazilian and North American (10)_____ have different feeling about lateness. In Brazil, the students believe that a person who usually (11)_____ than a person who is always (12)_____. In fact, Brazilians expect a person with (13)_____ or prestige to arrive late, while in the United States lateness is usually (14)_____ disrespectful and unacceptable. (15)_____, if a Brazilian is late for an appointment with a North American, the American may misinterpret the (16)_____ and become angry. As a result of his study, the professor learned that the Brazilian students were not being (17)_____ to him. Instead, they were simply be having in the (18)_____ way for a Brazilian student in Brazil. Eventually, the professor was able to (19)_____ his own behavior so that he could feel (20)_____ in the new culture.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would (1)_____ if they had a lunch appointment with a friend, the average American student (2)_____ lateness as 19 minutes after the (3)_____ time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes. In an American university, students are expected to arrive at the appointed (4)_____ Classes not only begin, but also end at the (5)_____ time in the United States. In the Brazilian class, only a few students left the class at noon; many (6)_____ past 12:30 to discuss questions. (7)_____ arriving late may not be very important in Brazil, (8)_____ is staying late. The (9)_____ for these differences is complicated. People from Brazilian and North American (10)_____ have different feeling about lateness. In Brazil, the students believe that a person who usually (11)_____ than a person who is always (12)_____. In fact, Brazilians expect a person with (13)_____ or prestige to arrive late, while in the United States lateness is usually (14)_____ disrespectful and unacceptable. (15)_____, if a Brazilian is late for an appointment with a North American, the American may misinterpret the (16)_____ and become angry. As a result of his study, the professor learned that the Brazilian students were not being (17)_____ to him. Instead, they were simply be having in the (18)_____ way for a Brazilian student in Brazil. Eventually, the professor was able to (19)_____ his own behavior so that he could feel (20)_____ in the new culture.
You are going to read a text about Christmas, followed by a list of information. Choose the best information from the list for each numbered subheading. (41) What is Christmas The word Christmas comes from the words Cristes maesse, or "Christ"s Mass". Christmas is the celebration of the birth of Jesus for members of the Christian religion. Most historians peg the first celebration of Christmas to Rome in 336 A.D. Christmas is both a holiday and a Holy Day. (42) Why does everyone give each other presents on Christmas day The tradition of gifts seems to have started with the gifts that the wise men (the Magi) brought to Jesus. Why is there a small evergreen tree in your living room This is a German tradition, started as early as 700 A.D. In the 1800"s the tradition of a Christmas Tree was widespread in Germany, then moved to England and then America through Pennsylvanian German immigrants. (43) Why have you decorated this evergreen with ornaments, lights, fake snow and mylar plastic tinsel In Victorian times, people had already started decorating trees with candies and cakes hung with ribbon. In 1880 Woolworths first sold manufactured Christmas Tree ornaments, and they caught on very quickly. (44) Why is there a big log in the fireplace According to the book a The Dictionary of Word and Phrase Origins" by William and Mary Morris, "Yuletide for Christmastime is a term derived from the yule log, which in olden days was a huge log used as the foundation of the holiday fires. Bringing the yule log in was, as recently as the nineteenth century, as much a part of the pre-Christmas festivities as putting up an evergreen tree today. Yule can be traced back to the Middle English Yollen (cry aloud) and is thought to date from early Anglo-Saxon revels in celebration of the discovery (after the Winter Solstice, December 22) that nights were becoming shorter." (45) Why are there oversized socks hanging on your mantel According to a very old tradition, the original Saint Nicholas (see below) left his very first gifts of gold coins in the stockings of three poor girls who needed the money for their wedding dowries. The girls had hung their stockings by the fire to dry. And why are stores and malls so geared up about this holiday Why does every mall have a Santa village, and why do kids come sit on Santa"s knee As mentioned above, stores and malls have been revived up about Christmas since the late 1800"s. In America today the weeks between thanksgiving and Christmas are, by far, the biggest retail sales weeks of the year.A. Up until lately it was traditiono1 to receive small items like fruit, nuts and candy in your stocking, but these have been replaced in the last half-century by more expensive gifts in many homes.B. As recounted in the Bible"s book of Matthew, "On coming to the house they saw the child with his mother Mary, and they bowed down and worshipped him. Then they opened their treasures and presented him with gifts of gold and of incense and of myrrh." As mentioned in the previous question, however, no one was really in the habit of exchanging elaborate gifts until late in the 1800"s. The Santa Claus story combined with an amazing retailing phenomena that has grown since the turn of the century has made gift giving a central focus of the Christmas tradition.C. The survival of most retail stores depends on the Christmas buying season. Therefore retailers do whatever they can to whip people into a Christmas buying spirit and to attract them to their stores. Festive decorations, big ads, Santa"s Villages and all the rest is a part of that process.D. Up until the 19th century, the custom of burning the Yule Log flourished in England, France, Germany and among the South Slavs. Out of oak, families carved a heavy-, wood block. They placed it into the floor of their hearth. It glowed throughout the year under the flames of household fires. Gradually it became ash.E. In America it is the biggest event of the year (especially for kids), and for members of the Christian religions it is an important day on the religious calendar. The federal government, all state governments, all schools/colleges/universities arid the vast majority of businesses in America give employees one or two days off at Christmas, making it an important holiday In the Roman Catholic calendar, Christmas is one of 6 holy feast days celebrated in America.F. Martin Luther, in the 16th century, is credited as being the first person to put candles on a tree, and the first electrically lighted Christmas tree appeared in 1882. Calvin Coolidge in 1923 ceremoniously lit the first outdoor tree at the White House, starting that long tradition. Fake snow and tinsel...Who knows It"s probably related to the song "White Christmas"
Changes in the economy, Europe"s reunification and technological evolution challenge our educational system. Vocational education will be particularly touched. It will be then necessary to intervene in the field of higher vocational education. Their level of education has to be qualitatively redefined and adapted to current demands. Professionals will have new chances of promotion through these reforms. At this point, vocational education has to define itself as being equal to high school-university courses, while keeping its particularities. As far as employment opportunities are concerned, it is assumed that graduates from colleges of higher education have more or less the same chances to find a job as university graduates. In some areas, the former will probably even find employment easier, as their practical work experience is by far larger than university students. These may possess a much larger theoretical background as they start working but would in most cases need more time to get familiar with the practical side of their job. Those among higher vocational schools that satisfy the prerequisite for courses and research-development studies will be upgraded to colleges of higher education. We are happy to see that our higher vocational colleges (engineering school for example) have already good contacts with economical circles. By putting together different subjects and research-development facilities into a dozen of colleges of higher education, we will be able to guarantee quality education and a better use of already existing technical and financial means. We thus have to group schools together, most of which are being at present geographically separated. Vocational education, also giving the possibility to deepen professional knowledge through attractive courses, must offer a real alternative to general culture schools. The creation of the new advanced vocational diploma as well as the colleges of higher education must contribute to the education of our future elite. Every youngster will thus have the possibility to better develop his/her own abilities. Which of the following can best conclude the main idea of the passage
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