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2. Which of the following is derivable from Bowlby's work? A. Day care would not be so popular if it has noticeable negative effects on a child's personality.
B. Day care nurseries have positive effects on a child's development.
C. A child sent to a day care center before the age of three may have emotional problems in later life.
D. Mothers should not send their children to day care centers until they are three years or older.
3. It is suggested that modem societies differ from traditional societies in that
A. Mother brings up children with the help of her husband in traditional societies.
B. A child more often grows up with his/her brothers or sisters in traditional societies.
C. The parents-child relationship is more exclusive in modem societies.
D. Children in modem societies are more likely to develop mental illness in later years.
4. Which of the following statements is NOT an argument against Bowlby's theory?
A. Many studies show that day care has a positive effect on children's development.
B. Parents find the immediate effects of early day care difficult to deal with.
C. Separation from parents for very young children is common in some traditional societies.
D. Day care is safe, otherwise there wouldn't be so many nursery schools.
5. Which of the following best expresses the writer's attitude towards early day care?
A. Children fewer than three should stay with heir parents. B. Early day care has positive effects on children's development. C. The effects of early day care on children are exaggerated and parents should ignore the issue.
D. The issue is controversial and its settlement calls for the use of statistics.
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你的答案： 请选择,请选择,请选择,请选择,请选择 标准答案：C,A,A,D,C
本题分数： 2.00 分，你答题的情况为 错误 所以你的得分为 .00 分
Passage Three（A
卷）
Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated people need at least some acquaintance with its structure and operation. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist.
This book is written for the intelligent student of lay person whose acquaintance with science is superficial; for the person
who has been presented with science as a musty storehouse of dried facts; for the person who has been presented with science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or independently of any course—simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an awareness and understanding of the
relationship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are pervasive in our culture.
We have tried to present in this book an accurate and up-to-date picture of the scientific community and the people who populated it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not a unique incident but, rather, part of the trend evident in all segments of society as more