When I was a kid, I always used to wonder how in the world my father work outside in the winter without a coat. It could be minus 20 degrees centigrade and there'd be Dad, removing snow, or perhaps chopping some wood --- his coat thrown aside--- wearing a shirt , a cap, and a pair of gloves. "Aren't you cold, Dad?" I'd ask. "No," Dad would reply. "I'm not cold--- working too hard to be cold." Many times I wondered whether my father was an extremely tough man, or whether he was foolish. One time when I was quite young, perhaps five or so, I went ice fishing with Dad. It was a bright, clear day--and bitterly cold. After we'd been out on the ice for a little while, my feet started getting cold. "Daddy, my feet are cold." I said. "Yeah, it's cold out here today," he replied. "Tell you what," he said. "Walk around. Make some circles in the snow. See how many different patterns you can make. That will get your feet warm." Now, I was just a little girl at the time but I remember thinking, "How in the world will walking around in the snow make my feet warm? Dad must be out of mind. But he was my father, after all. I made circles in the snow. I made squares. Pretty soon I was having so much fun making patterns in the snow. I forgot about my feet being cold. Now, all these years later, I know, too, from personal experience how my father was able to take his coat off and work outside in the winter wearing just a shirt, a cap and gloves. Because I do it, too. "Aren't you cold?" my husband asked one winter day. "No," I replied. "I'm not cold--working too hard to be cold." I hope my husband has decided I'm both tough and smart. But I guess quite a bit of the time he thinks I'm foolish. Wherever Dad is in that great big farm in the sky--I'm sure he can't help but smile whenever I take my coat off while I'm working outside in the winter. Hearing her father's advice, the author thought her father _ . A) forgettable B) warm-hearted C) crazy D) cruel
C
(Question)
Real policemen, both in Britain and the United States, hardly recognize any similarity between their lives and what they see on TV -- if they ever get home in time. There are similarities, of course, but the cops (policemen) don't think much of them. The first difference is that a policeman's real life revolves round (......) the law. Most of his training is in criminal law. He has to know exactly what actions are crimes and what evidence can be used to prove them in court. He has to know nearly as much law as a professional lawyer, and what is more, he has to apply it on his feet, in the dark and rain, running down an alley after someone he wants to talk to. Little of his time is spent in chatting to charming ladies or in dramatic confrontations with desperate criminals. He will spend most of his working life typing millions of words on thousands of forms about hundreds of sad, unimportant people who are guilty -- or not -- of stupid crimes of little importance. Most television crime drama is about finding the criminal: as soon as he's arrested, the story is over. In real life, finding criminals is seldom much of a problem. Except in very serious cases like murders and terrorist attacks-- where failure to produce results reflects on the standing of the police -- little effort is spent on searching. The police have detailed machinery which eventually shows up most wanted men. Having made an arrest, a detective really starts to work. He has to prove his case in court and to do that he often has to gather a lot of different evidence. Much of this has to be given by people who don't want to get involved in a court case. So, as well as being overworked, a detective has to be out at all hours of the day and night interviewing his witnesses and persuading them, usually against their own best interests, to help him. A third big difference between the drama detective and the real detective is that the real detective lives in an unpleasant moral twilight . Detectives tend to... The everyday life of a policeman or detective is _ . A) full of danger B) exciting and fantastic C) devoted mostly to regular matters D) wasted on unimportant matters
(Answer)
C
Ques:Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states. The school-to-work program is built around a partnership. For example, Eastman Kodak, a major employer in Colorado, introduces students to business by helping them construct a model city using small pieces of wood. "The children use the models to decide on the best place to set up schools," says Lucille Mantelli, director for Eastman Kodak in Colorado. Kodak introduces math by teaching fifth graders to use their pocket money properly. They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. "Students come to the workplace two or three hours a week," explains Mantelli. "They do the job for us. We pay them and they get school credits . We also give them our views on their performance and developmental opportunities." In these partnerships, everybody wins. The students tend to take more difficult courses than students in schools that don't offer such programs. Business benefits by having a better prepared workforce needed in future years. "It's a way for us to work with the school systems to develop the type of workforce we'll need in future years," Mantelli continued. "We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team." "Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical thinking skills. We need to encourage them to dream... Using the example of Eastman Kodak in Colorado, the writer shows us _ . A) what role the business plays in the program B) why the students get paid for their jobs C) where the students have their math class D) what the school decides to do

Ans:
A