北语18秋《阅读（IV）》作业1（参考资料）

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【奥鹏】[北京语言大学]18秋《阅读（IV）》作业1
试卷总分:100    得分:100
第1题,We hurried to the station ____ find ourselves three hours earlier for the train.
A、only to
B、in order to
C、so as to
D、such as to



第2题,Forty to sixty percent of genetically modified organisms are finding their way to the produce departments. That process involves taking a gene from one plant or animal and putting it in another. "So now, we make these changes in the laboratory and put these changes back into corn by the new technology," Dr. Curtis Hannah said.Not all consumers are pleased that researchers are tinkering with food that finds its way to American dinner tables. Opponents say that some produce is laced with pesticide to make them drug resistant. Labeling advocate Jodette Green said that foods that have been genetically engineered need to be labeled.A Massachusetts watchdog group said that a local supermarket chain is selling a pancake mix containing genetically engineered ingredients that aren't listed on the label.News Center 5's Rhondella Richardson reports that MassPIRG launched its Safe Food Campaign on Thursday, calling for accurate labeling and better testing of genetically modified food.MassPIRG said that packages of Shaw's Pancake Mix contain GM food, but they aren't labeled as such. "There's no info about the potentially dangerous DNA contained in this pancake mix," Jill Rubin of MassPIRG said at an afternoon press conferenceCereal and many soy and corn products are genetically modified, but they often don't say so on the label. There are not rules or regulations requiring such information on nutrition labels.MassPIRG believes that childhood ear and sinus infections could soon be incurable and that the consumption of genetically engineered food creates more food allergies.Shaw's pancake mix has not caused any known health problems, but many feel that better labeling shouldn't be too hard for a store to swallow. "I want to know what's in everything I buy," shopper Alexander Grieco said. "I have high blood pressure and high cholesterol."MassPIRG targeted Shaw's Supermarkets in its campaign because the Shaw's parent company in London has voluntarily removed all genetically engineered ingredients from its store brand products.A local Shaw's spokesperson said that in England, there was a lack of direction from the government on what to do when consumers questioned product safety. The Food and Drug Administration has found nothing unsafe so far, and Shaw's awaits direction from the FDA before any product is recalled.
Question:According to the article, MassPIRG is an organization ___________.
A、in favor of genetically engineered foods
B、not optimistic about genetically engineered foods
C、politically-oriented
D、responsible for testing genetically engineered food



第3题,The children were surprised when the teacher had them ____ their books unexpectedly.
A、closed
B、to close
C、closing
D、close



第4题,Johnny's mouth watered at the ____ of the delicious cake.
A、sight
B、light
C、touch
D、notice



第5题,English ____ in a new way at my college in the past few years.
A、has been teaching
B、was being taught
C、has been taught
D、had been taught



第6题,To create a supercell, take a storm where wind speed increases with height, while wind direction veers; a situation in which updraughts and downdraughts within the thunderstorm can support each other's existence rather than cancel each other out. It is as winds blow into this turbulent region from three to five kilometers up that a low-pressure section of the storm may begin to rotate.
The rotation of this part of the storm (known as a mesocyclone) causes the air pressure to fall some more, prompting wind lower down to flow into the storm and speed up upwards. This creates a spinning updraught which high-level winds in the storm can boost in the same way that wind blowing across the top of a chimney does wonders for drawing up an open fire.
You're not yet looking at a tornado, though if you're watching this particular storm develop you might start looking for a getaway car -especially if the storm begins to change shape. When mid-to upper-level winds upwind of the storm encounter the supercell, some are forced to detour round it. They converge again downwind, moulding the storm clouds into an ominous anvil-shape in the process. But while some wind goes round the mesocyclone, some runs full square into this meteorological brick wall and is forced downward, creating a "rear flank downdraught" (RFD) which many experts believe is what makes or breaks a tornadic storm.
It's when an RFD tries to swing around the base of the storm, narrowing the area of wind flowing into the updraught and increasing its spin (in the same way figure skaters when their arms are pulled in) that you might want to get into your getaway car. If you're anywhere beneath whirling piece of meteorological give and take-a funnel cloud-you are in a bad, dangerous place known to stormchasers as "the bear cage". It's where, if the funnel cloud sticks around long enough for the updraught to touchdown on terra firma, you will find yourself on the inside of a tornado.
Question:When the storm rotates, ________.
A、air pressure will go on increasing
B、it starts from the low-pressure section
C、wind will join the storm in setting an open fire
D、an updraught will be replaced by a downdraught



第7题,____ I saw was two men crossing the street.
A、What
B、Whom
C、Who
D、That



第8题,Young people should have the right to control and direct their own learning, that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time.
No human right, except the right to life itself, is more fundamental than this. A person's freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us.
This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and beyond that, could do whatever might seem necessary (which now includes dosing them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for about six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal. With this requirement we created an industry, an army of people whose whole work was to tell young people what they had to learn and to try to make them learn it. Some of these people, wanting to exercise even more power over others, or to be even more "helpful," are now beginning to say, "If compulsory education is good for children, why wouldn't it be good for everyone? If it is a good thing, how can there be too much of it?"
They are beginning to talk, as one man did on a nationwide TV show, about "womb-to-tomb" schooling. If hours of homework every night are good for the young, why wouldn't they be good for us all-they would keep us away from the TV set and other frivolous pursuits. Some group of experts, somewhere, would be glad to decide what we all ought to know and then very so often check up on us to make sure we knew it-with, of course, appropriate penalties if we did not.
Question:According to the passage, it is most fundamental that young people should have the freedom of _______ .
A、speech
B、thought
C、learning
D、curiosity



第9题,Young people should have the right to control and direct their own learning, that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time.
No human right, except the right to life itself, is more fundamental than this. A person's freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us.
This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and beyond that, could do whatever might seem necessary (which now includes dosing them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for about six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal. With this requirement we created an industry, an army of people whose whole work was to tell young people what they had to learn and to try to make them learn it. Some of these people, wanting to exercise even more power over others, or to be even more "helpful," are now beginning to say, "If compulsory education is good for children, why wouldn't it be good for everyone? If it is a good thing, how can there be too much of it?"
They are beginning to talk, as one man did on a nationwide TV show, about "womb-to-tomb" schooling. If hours of homework every night are good for the young, why wouldn't they be good for us all-they would keep us away from the TV set and other frivolous pursuits. Some group of experts, somewhere, would be glad to decide what we all ought to know and then very so often check up on us to make sure we knew it-with, of course, appropriate penalties if we did not.
Question:The passage implies that _______.
A、the right of controlling one's own learning is not a human right
B、some people are doing the kind of learning which they do not want
C、interest plays an important role in learning
D、learning is becoming more and more dangerous



第10题,I ____ everything by the time you get back next month.
A、shall finish
B、will be finishing
C、have finished
D、shall have finished



第11题,Anyone meeting Matthew Daniels for the first time could easily assume that he is the product of a conventional, even privileged childhood. With his well-spoken manner, his Ivy League education, and his business card reading "resident, Massachusetts Family Institute," Mr. Daniels is the picture of youthful American success.
But Daniels can tell a story that refutes those assumptions about his childhood. His father abandoned the family when he was 2. His mother took a job as a secretary. But on her way home one evening she was mugged, sustaining injuries that eventually left her unable to work, the family went on welfare.
Growing up in New York's Spanish Harliem, Daniels was one of only four white students until ninth grade. Despite a difficult environment, he stayed out of trouble. He even won a full scholarship to Dartmouth College, graduating in 1985.
How did he do it? He credits his mother's religious faith. "It's why I didn't end up like the guys in my neighborhood," he says. "Some went to prison." Although his father, a writer, didn't support the family, he maintained contact with his son, emphasizing the importance of books and education.
Because of his experience, Daniels has become a passionate advocate of the two-parent family. He sees it as an institution under cultural siege, generally supported by "the person in the street" but too often dismissed by those in academic and media circles.
Some of the groups, he says, have miscalculated the social consequences of "trying to convince people that there are all sorts of" alternative family forms. Even during law school, he encountered professors who were "openly hostile to the idea that we need two-parent families to have a healthy society."
Reporters and academics may not be the only ones ambivalent about marriage. A new study of college textbooks finds that many texts on marriage paint a pessimistic view. They emphasize divorce and domestic violence, the report says, and focus far more on adult relationships and problems than on children's needs.
Questionaniels benefited most from __________.
A、his mother's religion and his father's idea of education
B、his experience as a child from a poor family
C、his school education
D、neighborhood



第12题,Now the committee ____ seven members.
A、consist of
B、is consisting of
C、is consisted of
D、consists of



第13题,From the moment that an animal is born it has to make decisions. It has to decide which of the things around it are for eating, and which are to be avoided; when to attack and when to run away. The animal is, in effect, playing a complicated and potentially very dangerous game with its environment, discomfort or destruction.
This is a difficult and unpleasant business and few animals would survive if they had to start from the beginning and learn about the world wholly by trial and error, for there are too many possible decisions which would prove fatal. So we find, in practice, that the game is always arranged in favor of the young animal in one way or another. Either the animal is protected during the early stages of its learning about the world around it, or the knowledge of which way to respond is built into its nervous system from the start.
The fact that animals behave sensibly can be attributed partly to what we might call genetic learning, to distinguish it from individual learning that an animal does in the cause of its own life time. Genetic learning is learning by a species as a whole, and it is achieved by selection of those members of each generation that happen to behave in the right way. However, genetic learning depends upon a prediction that the future will more or less exactly resemble the past. The more variable individual experience is likely to be, the less efficient is genetic learning as a means of getting over the problems of the survival game. It is not surprising to find that very few species indeed depend wholly upon genetic learning. In the great majority of animals, behavior is a compound of individual experience and genetic learning to behave in particular ways.
Question:The survival game is considered complicated and potentially very dangerous because ________.
A、decisions made by animals may prove fatal
B、animals are often in danger of being attacked
C、animals make decisions entirely by trial
D、environment is not fit for animals to survive



第14题,The full letter reads____follows.
A、like
B、as
C、that
D、which



第15题,California-born and Stanford-educated, John Steinbeck gained prominence during the Great Depression of the 1930s as a novelist who combined themes of social protest with a benign view of human nature and a biological interpretation of human experience, a combination that gained him wide popularity and provided the basis for a career not only in fiction but also in journalism, the theater, and films.
John Ernst Steinbeck, Jr., was born in 1902, in the Salinas Valley, whose scenery, agricultural workers, and ne'er-do-well paisanos appear frequently in his fiction. His father was treasurer of Monterey County, and his mother was a former schoolteacher. Their library introduced him early to such standard authors as Milton, Dostoevsky, Flaubert, George Eliot, and Thomas Hardy. He was a contributor to the school newspaper, a varsity athlete, and president of his graduating class in high school, and he attended Stanford University sporadically between 1920 and 1925, majoring in English, but never finished the degree. He worked on ranches and on a road gang before trying futilely to establish himself as a writer during a brief stay in New York City in 1926, and he worked in a California fish hatchery and camped in the Sierras before publishing his first novel, Cup of Gold, in 1929. In those years he read D. H. Lawrence, Willa Cather, Sherwood Anderson, and particularly the novelists James Branch Cabelland, Hemingway with enthusiasm, but his perennial interests were the classics of Continental literature and the ancient historians.
In 1930 he married and moved to Pacific Grove, California, where his father provided a house and small allowance to support him. Two unsuccessful novels treating the enchantment of the American Dream and the cost of pursuing it (The Pastures of Heaven, 1932, and To a God Unknown, 1933) preceded his first successes, Tortilla Flat in 1935 and In Dubious Battle in 1936. The first was an episodic, warmly humorous treatment of a band of paisanos (a mixture of Spanish, Indian, and Caucasian strands). Their picturesque and shiftless ways, naive affection for their church, mystical appreciation of nature, and loyalty to their band are given the air of legend and likened to the tales of King Arthur's Round Table. The second deals with a strike among fruit pickers, its defeat by the landowners with their vigilantes, and the efforts of communist organizers first to organize the strike and then to exploit the workers.
Question:"aisanos" means ________.
A、rich people
B、poor people
C、peasants
D、laborers



第16题,It is not easy ____ the answer to the difficult math problem.
A、to figure out
B、figuring out
C、figure out
D、being figured out



第17题,Whether work should be placed among the causes of happiness or among the causes of unhappiness may perhaps be regarded as a doubtful question. There is certainly much work which is exceedingly irksome, and an excess of work is always very painful. I think, however, that, provided work is not excessive in amount, even the dullest work is to most people less painful than idleness. There are in work all grades, from mere relief of tedium up to the profoundest delights, according to the nature of the work and the abilities of the worker. Most of the work that most people have to do is not in itself interesting, but even such work has certain great advantages. To begin with, it fills a good many hours of the day without the need of deciding what one shall do. Most people, when they are left free to fill their own time according to their own choice, are at a loss to think of anything sufficiently pleasant to be worth doing, and whatever they decide on, they are troubled by the feeling that something else would have been pleasanter. To be able to fill leisure intelligently is the last product of civilization, and at present very few people have reached this level.  
Moreover, the exercise of choice is in itself tiresome. Except to people with unusual initiative it is positively agreeable to be told what to do at each hour of the day, provided the orders are not too unpleasant. Most of the idle rich suffer unspeakable boredom as the price of their freedom from drudgery. At times, they may find relief by hunting big game in Africa, or by flying round the world, but the number of such sensations is limited, especially after youth is past.   
Accordingly the more intelligent rich men work nearly as hard as if they were poor, while rich women for the most part keep themselves busy with innumerable trifles of whose earth-shaking importance they are firmly persuaded.
Question:The above passage discusses ________ .
A、the rich and the poor
B、work as sources of happiness
C、the importance of work
D、the use of less interesting  work



第18题,Also serving to produce a distinctive usage was the practice of distinguishing a son from a father by the use of Junior. This typically American practice began in the middle of the eighteenth century when most gentlemen had some knowledge of Latin and were familiar with the use of the term Junior, translated often into English as "the younger," as applied to such Latin worthies as Cato and Pliny. The practice was so well established by 1776 that three signers of the Declaration added the Jr. Agai. British custom has been different; the second of a pair of great statesmen is known as William Pitt, the younger.
Still another important movement beginning around 1750 was the rise of the name Charles. Earlier, Charles is hardly found at all in New England, and is rare in the other colonies. After that its growth was not only steady but even spectacular. By 1850 it had become one of the commonest names, and it has remained close to the top since that time. Its curious nickname, Chuck, is typically American.
Almost at an equal pace with the rise of Charles, the use of Biblical names, even in New England, began to fall off. Ebenezer, and even Samuel and Benjamin, came to have about them an old-fashioned aura.
The facts are clear enough; the causes remain obscure. Immigration probably had little to do with such changes. English influence, at the ideal level, may have helped the growth of Charles. During these same decades the name was increasing in popularity there, where Sir Charles Grandison was a much read novel and Bonie Prince Charlie had given the name a renewed vogue among those who still held sentimentally to the Stuarts. But most of the other new developments seem to be wholly native and even to run counter to British practice.
Question:Which of the following is true in the end of the eighteenth century?
A、The use of Biblical names remained popular.
B、The growing use of names such as Ebenezer and Samuel showed an interest in religion.
C、Samuel, Benjamin and Ebenezer were names no longer used by people.
D、Names such as Ebenezer became old-fashioned.



第19题,In order to buy her house she had to obtain a ____ from the bank.
A、finance
B、capital
C、loan
D、debt



第20题,Yhudi Menuhin, who died in Berlin on March 12, 1999, at the age of 82, was a child prodigy who fulfilled his promise to become one of the world's foremost violinists before extending his range to teaching and conducting.
The gently spoken U.S.-born virtuoso became as renowned for his devotion to humane causes as for his mastery of the violin.
The spotlight has been on him since his debut at seven in 1924. By the time he was 13, he had performed in Paris, London and New York. In Berlin, his performance prompted physicist Albert Einstein to exclaim, "Now I know there is a God in Heaven."
Reportedly the world's highest paid musician in the 1930s, his striving for perfection made him a legend. Menuhin said the violin made its own demands, "Almost like a pagan goddess, exacting a certain tribute."
When he was 38, one New York newspaper wrote, "The freshness and unique purity of his playing is exhilarating. No other violinist has such speaking eloquence in the tone alone."
He gave up public violin performances in his 70s. His hearing was a little impaired by then and he had taken on many more interests. But his conducting was still full of energy and his travel schedule grueling.
"I feel that what I've learned in music I can apply to a wide repertoire, which is fun because I am exploring new terrain," he said in an interview at the time of his 80th birthday.
"But I feel no desire now to spend hours working away again at something which I myself in the past and other people can play far better than I can now. I don't see the point."
A British citizen since 1985 and a life peer since 1993-Baron Menuhin of Stoke d'Abernon in the County of Surrey-he had a school in England and an academy in Switzerland for young musicians, whom he often conducts.
He has also helped found various musical festivals, held the Nehru Peace Prize and was a goodwill ambassador for UNESCO.
While pursuing interests such as the environment, organic farming, alternative medicine, education and the plight of gypsies, he sticks to a long-standing healthy diet and yoga.
"I don't squander my energies. Keep myself in fairly good trim. I stand on my head every morning. Conducting is a wonderful exercise because it uses every faculty," he says.
Question:Menuhin began his career as _________.
A、a child prodigy
B、a violinist
C、a teacher
D、a conductor



第21题,In an Indianapolis neighborhood where some teenage girls flaunt pregnancies like new hairdos, Aisha Fields is unabashedly square: She plans to abstain from sex until she marries. "Most of my friends already have babies," says Aisha, a high school junior and abstinence mentor. "Being pregnant is a fashion. Girls go around bragging:'I'm three months (pregnant).' They think it's cool." With 1 million US teens becoming pregnant every year, and 13 percent of all American babies born to teens, Aisha's "just-say-no" attitude is a policymaker's dream come true. Federal and state officials are banking on such an attitude as they launch a new campaign to shrink the ranks of unwed teenage moms. On Oct. 1, the government will begin dispensing some of the nearly $850 million earmarked under the welfare-reform law over five years for teaching abstinence and preventing out-of-wedlock births. But experts say there is no research to suggest that abstinence-only education will succeed. In contrast, more comprehensive programs that cover contraception, family planning, and communication skills can help delay sexual involvement by teens, according to a study by the National Campaign to Prevent Pregnancy in Washington. "It seems foolish to be tossing away all this money without knowing whether it will work," says Lisa Kaeser, a senior associate at the Alan Guttmacher Institute, a Washington-based nonprofit group that researches reproductive health. But experts agree the latest campaign against teen pregnancy marks a big improvement over older policies in one fundamental respect: It emphasizes prevention. Question:Experts think that __________.
A、as long as teenagers get abstinence education, they will avoid being pregnant
B、contraception is more useful in preventing teen pregnancy
C、family planning and communication skills can be learned easily
D、many things should be done in preventing teen pregnancy



第22题,From the moment that an animal is born it has to make decisions. It has to decide which of the things around it are for eating, and which are to be avoided; when to attack and when to run away. The animal is, in effect, playing a complicated and potentially very dangerous game with its environment, discomfort or destruction.
This is a difficult and unpleasant business and few animals would survive if they had to start from the beginning and learn about the world wholly by trial and error, for there are too many possible decisions which would prove fatal. So we find, in practice, that the game is always arranged in favor of the young animal in one way or another. Either the animal is protected during the early stages of its learning about the world around it, or the knowledge of which way to respond is built into its nervous system from the start.
The fact that animals behave sensibly can be attributed partly to what we might call genetic learning, to distinguish it from individual learning that an animal does in the cause of its own life time. Genetic learning is learning by a species as a whole, and it is achieved by selection of those members of each generation that happen to behave in the right way. However, genetic learning depends upon a prediction that the future will more or less exactly resemble the past. The more variable individual experience is likely to be, the less efficient is genetic learning as a means of getting over the problems of the survival game. It is not surprising to find that very few species indeed depend wholly upon genetic learning. In the great majority of animals, behavior is a compound of individual experience and genetic learning to behave in particular ways.
Question:"Genetic learning" refers to ________.
A、learning after an animal is born
B、learning obtained by some members of each generation who happen to behave properly
C、learning gained by all the members in a species
D、learning gained by young animals from their experience



第23题,I didn't see your sister at the meeting. If she ____, she would have met my brother.
A、has come
B、did come
C、came
D、had come



第24题,Americans are pound of their variety and individuality, yet they love and respect few things more than a uniform, whether it is the uniform of an elevator operator or the uniform of a five-star general. Why are uniforms so popular in the United States?Among the arguments for uniforms, one of the first is that in the eyes of most people they look more professional than civilian（百姓的）clothes. People have become conditioned to expect superior quality from a man who wears a uniform. the television repairman who wears uniform tends to inspire more trust than one who appears in civilian clothes. Faith in the skill of a garage mechanic is increased by a uniform. What easier way is there for a nurse, a policeman, a barber, or a waiter to lose professional identity（身份）than to step out of uniform?Uniforms also have many practical benefits. They save on other clothes. They save on laundry bills. They are tax-deductible（可减税的）. They are often more comfortable and more durable than civilian clothes.Primary among the arguments against uniforms is their lack of variety and the consequent loss of individuality experienced by people who must wear them. Though there are many types of uniforms, the wearer of any particular type is generally stuck with it, without change, until retirement. When people look alike, they tend to think, speak, and act similarly, on the job at least.Uniforms also give rise to some practical problems. Though they are long-lasting, often their initial expense is greater than the cost of civilian clothes. Some uniforms are also expensive to maintain, requiring professional dry cleaning rather than the home laundering possible with many types of civilian clothes.
Questioneople are accustomed to think that a man in uniform ____.
A、suggests quality work
B、discards his social identity
C、appears to be more practical
D、looks superior to a person in civilian clothes



第25题,Anyone meeting Matthew Daniels for the first time could easily assume that he is the product of a conventional, even privileged childhood. With his well-spoken manner, his Ivy League education, and his business card reading "resident, Massachusetts Family Institute," Mr. Daniels is the picture of youthful American success.
But Daniels can tell a story that refutes those assumptions about his childhood. His father abandoned the family when he was 2. His mother took a job as a secretary. But on her way home one evening she was mugged, sustaining injuries that eventually left her unable to work, the family went on welfare.
Growing up in New York's Spanish Harliem, Daniels was one of only four white students until ninth grade. Despite a difficult environment, he stayed out of trouble. He even won a full scholarship to Dartmouth College, graduating in 1985.
How did he do it? He credits his mother's religious faith. "It's why I didn't end up like the guys in my neighborhood," he says. "Some went to prison." Although his father, a writer, didn't support the family, he maintained contact with his son, emphasizing the importance of books and education.
Because of his experience, Daniels has become a passionate advocate of the two-parent family. He sees it as an institution under cultural siege, generally supported by "the person in the street" but too often dismissed by those in academic and media circles.
Some of the groups, he says, have miscalculated the social consequences of "trying to convince people that there are all sorts of" alternative family forms. Even during law school, he encountered professors who were "openly hostile to the idea that we need two-parent families to have a healthy society."
Reporters and academics may not be the only ones ambivalent about marriage. A new study of college textbooks finds that many texts on marriage paint a pessimistic view. They emphasize divorce and domestic violence, the report says, and focus far more on adult relationships and problems than on children's needs.
Question:The passage discusses ______.
A、Daniels's life
B、the need for two-parent family
C、the importance of education
D、one parent family