Many children first learn the value of money by receiving an allowance. The purpose is to let children learn from experience at an age when financial mistakes are not very costly. The amount of money that parents give to their children to spend as they wish differs from family to family. Timing is another consideration. Some children get a weekly allowance. Others get a monthly allowance. In any case, parents should make clear what, if anything, the child is expected to pay for with the money. At first, young children may spend all of their allowance soon after they receive it. If they do this, they will learn the hard way that spending must be done within a budget. Parents are usually advised not to offer more money until the next allowance. The object is to show young people that a budget demands choices between spending and saving. Older children may be responsible enough to save money for larger costs, like clothing or electronics. Allowances give children a chance to experience the things they can do with money. They can share it in the form of gifts or giving to a good cause. They can spend it by buying things they want. Or they can save and maybe even invest it. Saving helps children understand that costly goals require sacrifice: you have to cut costs and plan for the future. Requiring children to save part of their allowance can also open the door to future saving and investing. Many banks offer services to help children and teenagers learn about personal finance. A savings account is an excellent way to learn about the power of compound interest . That may not seem like a lot. But over time it adds up. The author intends to _ . A) make parents aware of the children's allowances B) show the methods of investing C) give advice on how to save money D) introduce the advantages of allowances
A
A motivational strategy that parents can employ with their kids, is to frame tasks and responsibilities in the context of what the end benefit is for them. I call this strategy WIIFM ("What's in it for me?"). When a teen can combine an understanding of WIIFM with a sense of passion about achieving a goal, barriers will start to fall away. At our teen summer camps, we arrange an event near the end of the 10-day session that helps campers identify an important life goal and mentally break through their biggest barrier to achieving the goal. We pass around 12-by-12-inch pine boards. We tell campers that this activity is not about breaking a piece of wood. It's about how you can get what you want in your life. It's about breaking barriers to grab on to your goals. They have the power to break through any barrier. It has nothing to do with body size or physical condition. The skinniest, smallest teens will break through the board almost as easily as the big ones. We talk to the campers about the reasons they might have had for not reaching their goals in the past. Maybe they got lazy and decided it wasn't worth the effort. Maybe they failed and let their fear of failure hold them back. But this exercise is about putting the past where it belongs. Today is about making new choices. By this point in the program, we ask them to think of the goal they've set for themselves and write their goals on the boards. Then they write the possible obstacles which may hold them back on the opposite sides. An inch of pine now stands between them and their dreams. The facilitators and their teammates gather around. The support is strong. One by one, they break through the barriers and grab their goals! All around us teens are laughing, crying, hugging, and holding up the broken pieces of their boards. The confidence shown on their faces is beautiful. While arranging such an activity in one's home is almost unrealistic for parents, the value of helping a teen break through a personal barrier simply by being there as moral support... We can learn from the passage that through the event the campers _ . A) become hard-working B) get moral support C) gain confidence D) set right goals
C
Q: For thousands of years, people thought of glass as something beautiful to look at. Only recently have they come to think of it as something to look through. Stores display their goods in large glass windows. Glass bottles and jars that hold food and drink allow us to see the contents. Glass is used to make eyeglasses, microscopes, telescopes, and many other extremely useful and necessary objects. Until the Second World War, most of the glass used for optical instruments was imported from Europe. However, during the war Americans could not get European glass, and they were forced to make their own. Therefore, new kinds of glasses were developed that had been previously unknown. These new effects were achieved by mixing other chemical elements with the sand. Some of these new glasses are very strong and can resist many kinds of shocks. Legend has it that a very hard glass was invented by a Roman who showed his discovery to the Emperor. When the Emperor saw the glass he feared that it would become more valuable than gold and sliver, making his treasure worthless. Therefore, he had the glassmaker killed, and the secret was not discovered again for hundreds of years. In the present century, safety glass was invented for use in modern cars and planes. Safety glass is made by placing a layer of plastic between two layers of plate glass. When the outside layer of glass is broken, the pieces do not scatter and injure people. Some glass of the type is strong enough to resist bullets . Although nowadays plastics have replaced glass under conditions where glass might be easily broken, there are new uses being developed, for the greatest advantage of glass is that its component parts are inexpensive and can be found all over the world. Why are new uses of glass being developed? A) Because glass is not as safe as plastics. B) Because glass is cheap and easily obtainable. C) Because glass is not as strong and durable as plastics. D) Because glass is more and more widely used.
A: B
(Question)
Wilma was born on June 23, 1940 in St Bethlehem, Tennesse. By the time she was 6, Wilma Rudolph was given metal braces to aid her in walking. She started receiving treatment with help from her family. A few years later, she walked without any assistance into the church. When she was in junior high, she joined the basketball team. She finally made an appeal to compete in games again and when her wish was finally permitted, she amazed everyone by leading the team to an undefeated season and the state championships. Though they lost the championship title in the end, Wilma Rudolph earned the attention of the women's track coach,Ed Template at Tennessee State University and was invited to join the "Tigerbelles".Her efforts paid off as she turned out to be so good that the Tigerbelles invited her to join them in the national Olympic team trails. Not only did she make it into the team, but she won a bronze medal in the 4x100 m relay at the 1956 Melbourne Olympics. Four years later, Rudolph set a world 200 m record (22.9 seconds) at the 1960 US Championships. At the Rome Olympics in 1960, she competed in the 100 m, 200 m and 4x100 m relay, and equaled the world record of 11.3 seconds in the semifinals of the 100 m. She won the final by three metres in 11.0 seconds, but it was not accepted as a world record. Wilma Rudolph's extraordinary achievements in Rome made her a darling of the European press who gave her the nickname "The Black Gazelle " and "The Black Pearl". She also became the first woman in American history to win 3 gold medals in the Olympics and was crowned "the Fastest Woman in the World", Wilma Rudolph's spirit inspired people such as Jackie Joyner Kersee and Florence Griffith Joyner who became the next woman to win 3 gold medals. We learn that Wilma broke the world record in _ . A) the 4x100m relay at the 1956 Melbourne Olympics B) the semifinals of the 100m at the Rome Olympics C) the 200m at the 1960 US Championships D) the final of the 100m at the Rome Olympics
(Answer)
C