题目内容
While our city tries impatiently to change its appearance by tearing down old buildings, more and more citizens are suggesting ways to ___________ the historically important architecture．
A. decorate B. develop C. preserve D. reserve
C
During the years after the terrorist attack on the World Trade Center, structural engineers have been trying hard to solve a question that would otherwise have been completely unthinkable: Can building be designed to stand catastrophic blasts (攻击；爆破) by terrorists?
Soon after the terrorist attacks on the twin towers, structural engineers from the University at Buffalo and the Multidisciplinary Center for Earthquake Engineering Research (MCEER) traveled to ground zero as part of a project
funded by the National Science Foundation. They spent two days beginning the task of formulating (构思) ideas about how to design such structures and to search for clues on how to do so in buildings that were damaged, but still are standing.
“Our objective in visiting ground zero was to go and look at the buildings surrounding the World Trade Center, those buildings that are still standing, but that sustained damage,” said Mr. Bruneau, Ph.D. “Our immediate hope is that we can develop a better understanding as to why those buildings remain standing, while our long-term goal is to see whether earthquake engineering technologies can be married to existing technologies to achieve enhanced performance of buildings in the event of terrorist attacks,” he added.
Photographs taken by the investigators demonstrate the monumental damage to the World Trade Center towers and buildings nearby. One building a block away from the towers remains standing, but was badly damaged. “This building is many meters away from the World Trade Center and yet we see a column (柱子) there that used to be part of that building,” explained A. Whittaker, Ph.D. “The column became a missile that shot across the road, through the window and through the floor.”
The visit to the area also brought some surprises, according to the engineers. For example, the floor framing (框架) system in one of the buildings was quite strong , allowing floors that were pierced by tons of falling debris (残砾) to survive. “Good framing systems may provide a simple, but reliable strategy for blast resistance,” he added. Other strategies may include providing alternate paths for gravity loads in the event that a load-bearing column fails. “We also need a better understanding of the mechanism of collapse,” said A. Whittaker. “We need to find out what causes a building to collapse and how you can predict it.”
A. Reinhorn, Ph.D. noted that “earthquake shaking has led to the collapse of buildings in the past. Solutions developed for earthquake-resistant design may apply to blast engineering and terrorist-resistant design. Part of our mission now is to transfer these solutions and to develop new ones where none exist at present.”
【小题1】The question raised in the first paragraph is one _____ .
| A．that was asked by structural engineers a month ago |
| B．that is too difficult for structural engineers a month ago |
| C．that was never thought of before the terrorist attack |
| D．that terrorists are eager to find a solution to |
| A．was part of the building close to the World Trade Center |
| B．was part of the World Trade Center |
| C．was shot through the window and the floor of the World Trade Center |
| D．damaged many buildings near the World Trade Center |
| A．floors in the faraway buildings remained undamaged |
| B．some floor framing systems demonstrate resistance to explosion |
| C．complex floor framing systems are more blast resistant |
| D．floors in one of the buildings were pierced by tons of debris |
| A．blast engineers should develop new solutions for terror-resistant design |
| B．blast engineering can borrow technologies developed for terror-resistant design |
| C．solutions developed for earthquake-resistant design may apply to terrorist-resistant design |
| D．blast engineering emerges as a totally new branch of science |
Many parents have learned the hard way that what sounds like open communication is often the very thing that closes a youngster’s ears and mouth. One common mistake is the Lecture, the long monologue that often starts with “When I was your age….” Eighteen-year-old Kelly calls lectures “long, one-side discussions in which I don’t say much.”
Kids reflexively（条件反射地） shut down in the face of a lecture. Their eyes glaze over, and they don’t register any incoming information. Listen to 13-year-old Sarah describe her least favorite times with her mom and dad. “First, they scream. Then comes the ‘We’re so disappointed’ speech. Then the ‘I never did that to my parents’ lecture begins. After that, even if they realize how ridiculous they sound, they never take it back.”
Lines like “When you have children of your own, you’ll understand” have been seriously said by parents since time immemorial. But many of our expert parents, like Bobby, a registered nurse and mother of three, feel that by falling back on clichés（陈词滥调）to justify our actions, we weaken our position.
Since kids are creatures of here and now, the far-off future has no relevance to them. Therefore, good communicators like Bobby suggest, “Give specific reasons for your actions in present language: ‘I’m not letting you go to the party because I don’t think there will be enough adult supervisions（监护）.’”
Betty, who lives in Missiouri, uses an indirect approach. “I find that warnings are accepted more readily if I discuss a news article on a subject I am concerned about. My husband and I talk about it while our children absorb the information. Then they never think I’m preaching(布道).”
This really helped when Betty’s kids began driving. Instead of constantly repeating “Don’t drink; don’t speed,” she would talk about articles in the paper and express sympathy for the victims of a car crash. Betty made no special effort to draw her kids into the conversation. She depended on a teenager’s strong desire to put in his opinions---especially if he thinks he isn’t being asked for them.
【小题1】The purpose of the passage is to _________.
| A．compare two ways of parents` communicating with their kids |
| B．explain why kids won’t listen to their parents |
| C．give parents advice on how to communicate with their kids |
| D．introduce kids` reaction to the communication between them and their parents |
| A．Kids won’t listen to their parents because they think what their parents say is boring. |
| B．Kids don’t like any discussion at all. |
| C．Some kids think their parents should apologize when they are wrong. |
| D．Many kids think they have no right to express their own opinions. |
| A．讨论 | B．对话 | C．插话 | D．独白 |
| A．Something related to kids’ present life |
| B．Kids possible life in the future |
| C．Parents` own experience |
| D．What parents have done to their own parents. |
| A．tell their kids to listen carefully |
| B．arouse kids’ desire to express themselves. |
| C．list out as many examples as possible |
| D．set out their warnings directly |