Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.

In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.

Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.

A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.

Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.

Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.

1.The first paragraph is written to explain 　　　　 of further education.

A.the development  B.the history

C.the definition     D.the prospects(前景)

2.The new civic universities in Britain 　　　　.

A.replaced the dominance of Oxford and Cambridge

B.provided further education for all the people who need it

C.met the increased demand of the public for higher education

D.immediately followed the establishment of polytechnic colleges

3.Post-school technical colleges 　　　　.

A.were completely free of charge

B.were usually financed by local taxes   

C.depended mainly on students’ tuition(学费)

D.received funds from the central government

4. Further education is 　　　　.

A.only for adult students

B.part-time rather than full-time

C.non-vocational rather than vocational

D.created for both young people and adults

5.The proper title for this passage should be “　　　　”.

A.British Further Education

B.Changes in British Education                         

C.Polytechnics and Universities in Britain

D.Less Opportunity for Higher Education

Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.

In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.

Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.

A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.

Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.

Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.

The first paragraph is written to explain 　　　　 of further education.

A.the development  B.the history

C.the definition     D.the prospects(前景)

The new civic universities in Britain 　　　　.

A.replaced the dominance of Oxford and Cambridge

B.provided further education for all the people who need it

C.met the increased demand of the public for higher education

D.immediately followed the establishment of polytechnic colleges

Post-school technical colleges 　　　　.

A.were completely free of charge

B.were usually financed by local taxes 

C.depended mainly on students’ tuition(学费)

D.received funds from the central government

Further education is 　　　　.

A.only for adult students

B.part-time rather than full-time

C.non-vocational rather than vocational

D.created for both young people and adults

The proper title for this passage should be “　　　　”.

A.British Further Education

B.Changes in British Education                  

C.Polytechnics and Universities in Britain

D.Less Opportunity for Higher Education

Next time a customer comes to your office, offer him a cup of coffee. And when you’re doing your holiday shopping online, make sure you’re holding a large glass of iced tea. The physical sensation of warmth encourages emotional warmth, while a cold drink in hand prevents you from making unwise decisions—those are the practical lesson being drawn from recent research by psychologist John A. Bargh.

    Psychologists have known that one person’s perception (知觉) of another’s “warmth” is a powerful determiner in social relationships. Judging someone to be either “warm” or “cold” is a primary consideration, even trumping (打败) evidence that a “cold” person may be more capable. Much of this is rooted in very early childhood experiences, Bargh argues, when babies’ conceptual sense of the world around them is shaped by physical sensations, particularly warmth and coldness. Classic studies by Harry Harlow, published in 1958, showed monkeys preferred to stay close to a cloth “mother” rather than one made of wire, even when the wire “mother” carried a food bottle. Harlow’s work and later studies have led psychologists to stress the need for warm physical contact from caregivers to help young children grow into healthy adults with normal social skills.

Feelings of “warmth” and “coldness” in social judgments appear to be universal. Although no worldwide study has been done, Bargh says that describing people as “warm” or “cold” is common to many cultures, and studies have found those perceptions influence judgment in dozens of countries.

To test the relationship between physical and psychological warmth, Bargh conducted an experiment which involved 41 college students. A research assistant who was unaware of the study’s hypotheses (假定), handed the students either a hot cup of coffee, or a cold drink, to hold while the researcher filled out a short information form. The drink was then handed back. After that, the students were asked to rate the personality of “Person A” based on a particular description. Those who had briefly held the warm drink regarded Person A as warmer than those who had held the iced drink.

“We are grounded in our physical experiences even when we think abstractly,” says Bargh.

1. In Bargh’s experiment, the students were asked to _______.

　　A. evaluate someone’s personality

　　B. write down their hypotheses

　　C. fill out a personal information form

　　D. hold coffee and cold drink alternatively

2.We can infer from the passage that _______.

　　A. abstract thinking does not come from physical experiences

　　B. feelings of warmth and coldness are studied worldwide

　　C. physical temperature affects how we see others

　　D. capable persons are often cold to others

3.What would be the best title for the passage?

　　A. Drinking for Better Social Relationships

　　B. Experiments of Personality Evaluation

　　C. Developing Better Drinking Habits

　　D. Physical Sensations and Emotions

The aims of the Illustrators’(插图画家的) Exhibition, staged as part of the Bologna Children’s Book Fair, organized by BolognaFiere and held from 23 to 26 December 2013,are to bring illustrators and publishers together and to promote illustrators and their works among publishers.

　　QUALIFICATIONS

•Individual illustrators or groups of illustrators of any nationality, if they were born before 31st December 1992, whose artwork is intended for use in children’s books, are qualified to enter the Exhibition, either directly or through publishing houses or schools.

•Please state in the application form whether you are entering work for the Fiction or Nonfiction Category. Illustrators may only enter one category.

　　•Artwork previously presented to the Exhibition may not be re-entered.

•The confirmation(确认) form must be filled in and a photograph attached, then presented together with illustrations no later than 15 October 2013.

　　SHIPMENT

Entries may be delivered by post, express delivery service or by hand. From abroad, please use the following forms: Form “A” for registered mail or post by air; Form “B” if using an international forwarding agent or airline.

To avoid delays, material should not be sent by normal post. Material should be sent “carriage paid”, including any customs and delivery costs.

BolognaFiere may not be held responsible for the non-arrival or late arrival of artwork. All published works must be accompanied by a declaration bearing the ISBN number, publisher’s name and address.

　　REQUIREMENTS

　　The illustrations (i.e.the size of the sheet) must not exceed (超过) the following dimensions:

　　Fiction: 32*42 cm (or 42 *32 cm)

　　Non-fiction: 50*70 cm  (70* 50cm)

Illustrations in larger formats will not be considered, nor will they be returned by BolognaFiere. The illustrations must be on paper or flexible board, maximum thickness 2mm (for scanner separation purposes).

SELECTION PROCESS

All artwork received by the stated deadline and meeting the specified requirements will be examined and selected by an international group (whose decision is final), including five members (from publishing house and art schools) appointed each year by BolognaFiere.

　　EXHIBITIONS ABROAD

After the Bologna event, the Illustrators Exhibition will travel to Japan under the supervision of JBBY. The Illustrators Exhibition may afterwards be transferred to other venues (场馆) in other countries. The exhibitions of illustrations held abroad follow the same rules and regulations as the Illustrators Exhibition, and the provisions (条款) of the regulations are extended to the organizers of the exhibitions held abroad.

　　RETURN OF ARTWORK

All the works will be returned to their owners by BolognaFiere or directly by the organizers of the exhibitions and held abroad by the end of July 2014.

45. Which of the following of the Illustrators’ Exhibition is true?

　　A. It will last five days in all in July every other year.

　　B. It can strengthen the relationship between illustrators and publishers.

　　C. It is held by the Bologna Children’s Book Fair in BolognaFiere.

　　D. It is intended for college students who are good at painting

46. Which of the following is unacceptable for delivering entries?

　    A. Express delivery.  B. Airline post.    C. Registered mail.    D. Normal post.

47. The illustrators of the Illustrators Exhibition __________.

       A. should be at least 16 and no more than 25

　　B. may re-enter their artwork after it is returned

　　C. should state the category of their artwork clearly

　　D. may choose to attach a photo to the application form

48. What is BolognaFiere responsible for?

　　A. Paying for the delivery costs                     B. Late arrival of artwork

　　C. Confirmation of ISBN number                   D. Returning the illustrators’ works .

49. The illustrators’ works will not be considered if they       .

       A. have already been published abroad before

       B. are smaller than the required size

       C. are received after the day of 15 October 2013

       D. don’t meet the demands of the international experts