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Every year New Zealanders living in London can be seen loading up Kombi vans and heading off to experience the "classic European holiday". The trip usually starts in the north of France, after crossing the channel from Dover in England to Calais, driving down through France, over the Pyrenees into Spain, west into Portugal and then across the Continent to Italy and often beyond.There are numerous reasons young New Zealanders take this rite of passage--as well as seeing all the fantastic sights and tasting the delights of Europe’s food and wine, it’s relatively inexpensive. The Kombi is transport and accommodation all in one, cutting down significantly on costs.There is just one problem. As the Kombis become "antique", these trips are usually punctuated with numerous roadside sessions as the van sits idle, in no hurry to start, while you swelter in the hot sun. But do not let this deter you. Travelling Europe in your own vehicle means no public transport schedules to cramp your style, the ability to explore the quaint, off-the-beaten-track villages where the "real" locals live, freedom to not have to book accommodation in advance--you can nearly always get a campsite and can load your vehicle with cheap, fantastic regional wines and souvenirs. With these bonuses in mind, here are some suggestions for planning the great Europe road adventure. The key to a pleasurable driving experience is a good navigator and a driver with a cool head. If you do not feel relaxed driving around New Zealand’s cities and highways, then you probably will not enjoy driving around Europe. As co-pilot to the driver, you need to read (and understand) maps, look out for turn-offs--and keep the music playing. Language is not a big problem once a few essential terms are mastered. The biggest challenge is in the cities, where traffic can be chaotic and elaborate one-way systems and narrow, cobbled alleyways can make finding your destination hard work. It can be easier to leave the vehicle on the outskirts of town or in a camping ground and use public transport. This also avoids paying for costly parking. According to the passage, the trip usually starts in ().
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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. Which of the following statements is TRUE about Tolerance. org().
M: I think that intermarriage is a good idea. After all, we are living in a cosmopolitan country. We have so many different races living together peacefully, don’t we It is nothing new to us, and I feel that intermarriage will work out.W: Personally, I feel that it is not a very sound idea. It is difficult for two people of entirely different religions to live and share a life together. They will face so many problems that it would be better if they don’t get married in the first place.M: Of course there will be problems. Even two people of the same religion have problems. It is the same in this case, except that it will be slightly more difficult, I guess.W: I agree with you, Henry. Naturally, there will be arguments and personal differences. Marriage thrives on a give-and-take policy, so a couple will have to learn to adapt to each other’s customs and traditions.M: That’s right. Married people should be more tolerant towards each other and be willing to learn about each other’s religion. Only then can understanding and acceptance be achieved ultimately.W: You talk as if it were very simple. It isn’t, you know. I should know, as I am a child of a mixed marriage.M: All right, you tell us why it is not such a good idea.W: You see, Henry, it depends on the individuals concerned. If two people of different religions marry, they should be prepared for the consequences. It is only after marriage that the vast differences in the cultures begin to show. Little things, from food and clothes to bigger aspects like religious beliefs, tend to clash, leading eventually to a rift. Besides, this will be either personal pride or the reluctance to accept the other’s views. It may lead to a big gap between the parents, and their children may suffer a lot in between.M: You have a point there, but I can also tell you of several such couples who are living happily together.W: I suppose that you are right. Intermarriage can lead to happiness or sorrow, depending on how it is handled. Which word may best describe two speakers’ positions on intermarriage().
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. This passage suggests that an individual’s I. Q. ().
洋务派创办了中国第一家民族工业企业。( )
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