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With its common interest in lawbreaking but its immense range of subject matter and widely-varying methods of treatment, the crime novel could make a legitimate claim to be regarded as a separate branch of literature, or, at least, as a distinct, even though a slightly disreputable, offshoot of the traditional novel, The detective story is probably the most respectable (at any rate in the narrow sense of the word) of the crime species. Its creation is often the relaxation of university teachers, literary economists, scientists or even poets. Fatalities may occur more frequently and mysteriously than might be expected in polite society, but the world in which they happen, the village, seaside resort, college or studio, is familiar to us, if not from our own experience, at least in the newspaper or the lives of friends. The characters, though normally realized superficially, are as recognizably human and consistent as our less intimate associates. A story set in a more remote environment, African jungle, or Australian bush, ancient China or gas-lit London, appeals to our interest in geography or history, and most detective story writers are conscientious in providing a reasonably authentic background. The elaborate, carefully assembled plot, despised by the modern intellectual critics and creators of significant novels, has found refuge in the murder mystery, with its sprinkling of clues, its spicing with apparent impossibilities, all with appropriate solutions and explanations at the end. With the guilt of escapism from real life nagging gently, we secretly revel in the unmasking of evil by a vaguely super-human detective, who sees through and dispels the cloud of suspicion which has hovered so unjustly over the innocent. Though its villain also receives his rightful deserts, the thriller presents a less comfortable and credible world. The sequence of fist fights, revolver duels, car crashes and escapes from gas-filled cellars exhausts the reader far more than the hero, who, suffering from at least two broken ribs, one black eye, uncountable braises and a hangover, can still chase and overpower an armed villain with the physique of a wrestler. He moves dangerously through a world of ruthless gangs, brutality, a vicious lust for power and money and, in contrast to the detective tale, with a near-omniscient arch-criminal whose defeat seems almost accidental. Perhaps we miss in the thriller the security of being safely led by our imperturbable investigator past a score of red herrings and blind avenues to a final gathering of suspects when an unchallengeable elucidation of all that has bewildered us is given and justice and goodness prevail, All that we vainly hope for from life is granted vicariously. In what way are the detective story and thriller unlike
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There are many a career in which the increasing emphasis is (1) ______ in specialization. You find these careers in engineering, in (2) ______ production, in statistical work, and in teaching. And there (3) ______ is an increasing demand for people who are capable to take (4) ______ in a great area at a glance, people who perhaps do not know too much about any one field. There is, in the other words, (5) ______ a demand for people who are capable of seeing the forest rather than the trees, making general judgment. We can call (6) ______ these people "generalists". And these "generalists" are particular (7) ______ needed for position in administration, where it is his job to (8) ______ see that other people do the work, where they have to plan forother people, to organize other people’ s work, to begin it andjudge it. The generalist understands one field; his concern is with (9) ______technique and tools. He is a "trained" man; and his educationbackground is properly technical or professional. The generalistdeals with people; his concern is with leadership, with planning,and on direction giving. He is an "educated" man; and the (10) ______humanities are his strongest foundation.
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Questions 1 to 5 are based on a conversation. At the end of the conversation, you will be given 10 seconds to answer each of the following 5 questions. Now listen to the conversation. When is the third writing assignment due
Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things with — their minds will acquire naturally all the skills required for further learning. Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school am whether they have learned the names and the sounds of letters of the alphabet before they start school, That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally. But in all the research programs where they have done just that—instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child’ s mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing said fiddling with computers. So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions. And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a red apple, that is a green one, Please get three eggs out of the fridge for me The technical term in vogue for this subtle structuring of children’ s early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there arc things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell". While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget’ s theory looks, more than anything, like a lime scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with ail the real action in the child’ s head. The Vygotsky model re-introduces all the people who also inhabit the child’ s world — parents, care-givers, relatives, siblings and ail those other children at play or school. They are not simply noise, clattering in the background while the child’ s developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment. What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rams, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing, No one is telling parents not to think about their children’ s development It is just that it is more important to think about a child’ s desire to chat and the importance of social behavior and play activity, than the actually more trivial markers of intellectual achievement such as being the first kid in the group to cut a circle that looks like a circle. When the writer discusses Piaget’ s theory,
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