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B: Write an English abstract of no less than 150 words based on the article given below. (1×15=15)“互联网+”时代下学生发展核心素养的机遇、挑战及对策赵垣可随着网络的逐步普及和信息技术的快速发展，互联网技术及其成果被广泛应用于包括教育在内的各个领域，可以说人们正在走向“互联网+”（the “internet+”）时代。学生发展核心素养（core competencies and values for students’ development）是21世纪学校教育的必然选择，在日新月异的“互联网+”时代背景下，如何及时把握“互联网+”带来的机遇，正确、恰当地将互联网技术运用于学生发展核心素养上以培养适应时代发展的学生，同时规避互联网技术可能给学生发展核心素养带来的负面影响，是全社会教育人士不得不深思的问题。基于此，本研究主要从“互联网+”给学生发展核心素养带来的机遇、“互联网+”时代下学生发展核心素养所面临的挑战以及针对这些挑战的应对策略三个方面进行探讨，以期为今后的研究提供借鉴和参考。一、“互联网+”时代给学生发展核心素养带来的机遇（一）尊重学生间的差异性，满足学生个性化需求学生发展核心素养既有共通性，也有差异性。尊重学生个体差异、满足学生个性化需求一直以来都是教育者们孜孜以求的教育目标。传统的班级授课制以保障全班大多数学生的学习的进度为主，其教学内容和教学进度较为单一。在班级教室里，同学们整齐划一地跟随教师学习相同的内容，其中受益最大的是中等程度的学生，而那些天资较好、身心发展较快的学生和那些智力水平低下的学生容易被忽视。为了弥补班级授课制的弊端，满足学生个性化需求，西方许多教育学者纷纷进行教育实验，探索新的教学模式，比较有名的如德国的曼海姆制、美国的道尔顿制以及温内特卡制等，但这些改革试验由于种种现实原因，最后都不了了之。而“互联网+”时代的到来却为学生个性化发展，进而发展学生核心素养提供了契机。利用互联网信息技术和平台，学生可以根据自己的特点，挑选自己所需要的信息资源进行学习，如优等生可以利用互联网平台来满足平时上课时老师无法满足的学习需求，培养自己的学习兴趣和爱好，向知识的更深处开拓。而差等生可以利用互联网来搜集一些自己上课没听懂的课件、视频等，通过课下学习来弥补自己与其他学生之间的差距。中等生可以自由安排自己的时间，借助互联网学习，培养多方面的兴趣，丰富自己的学习生活。总之，“互联网+”有效地填补了传统教学的不足，尊重学生的个体差异，满足了学生个性化的需求，使不同程度的学生个性和独特素养得以发展。（二）推翻教育“围墙”，加快学习方式变革学生发展核心素养的主要途径是学习，学生的学习方式得当与否直接影响到其核心素养的发展状况。传统意义上的教学是在教室或其他固定场所进行的，学生被限制在具体的时间和空间里。“互联网+”时代的到来推翻了传统意义上的教育“围墙”，解放了学生和教育资源，学生只要有一个移动终端和网络相连接，就可以在任何时间、任何地点随时进入“课堂”学习。这不仅增加了学生学习内容的选择性，而且有利于学生合理安排自己的学习时间，有效提高学习效率。在国内，为了更好地适应“互联网+”时代的发展，国家已经开始着力实施“三通两平台”建设，即宽带网络校校通、优质资源班班通、网络学习空间人人通，建设教育资源公共服务平台、教育管理公共服务平台。自国家实施“三通两平台”建设以来，到2014年，全国中小学校互联网接入率达74%，有73%的学校拥有多媒体教室,“班班通”和“人人通”实现新突破，师生空间开通数量已达3600万个。除此之外，近些年兴起的慕课、微课、翻转课堂、O2O（Online to Offline）学习模式等进一步打破了传统流水线式的教育模式，加快了学生学习方式的变革，学生不必拘泥于传统的课上认真听讲、课下按时完成作业这种单一的学习模式，可以根据自己的实际情况调整学习内容和学习的进度。据此，我们认为“互联网+”时代的到来，突破时空限制对学生学习的束缚，为学生提供了多样化的学习方式，学生可以依据自己身心发展规律并结合自己所处环境的实际状况采取合适的学习方式来发展自己的核心素养。（三）学生核心素养评价方式的突破与改进以往的纸笔测试对考查学生的知识掌握状况起到了至关重要的作用，但21世纪学生发展核心素养已不限于对知识的掌握，而是努力使学生获得适应其终身发展的必备品格和关键能力，进而成为全面发展的人，其中相当一部分的核心素养是不能单纯靠纸笔测试就能鉴定的，比如对于一些适应信息时代的高阶素养，传统的纸笔考试就暴露出了极大的局限性，需要借助信息才能完成。而“互联网+”时代的到来，为学生评价方式的优化带来了新的契机。据有关研究显示，在全球范围内，互联网技术已经被广泛应用到学生综合素养评价环节中，从2015年的PTSA起，所有参加的国家或地区都可以从纸笔考试和基于计算机的考试中任选其一，而调查的结果显示选择基于计算机考查方式的国家和地区竟高达94%。计算机和互联网技术模拟设置出多种不同的协作情境，有严格的标准要求，且具有高度的可控性，能达到问题情境逼真的效果，能够更加真实准确地评价学生的真实发展状况。除了PTSA考试外，互联网信息技术也可以广泛应用于日常教学活动中。在“互联网+”背景下，教学人员可以借用QQ群、微信、直播平台等网络平台对学生的活动过程和成效进行及时的多方互动与评价指导。在这样网络环境中，师生可以共同欣赏学生的活动成果，同学之间利用网络互动来评价自己或他人的研究过程和研究成果，网络平台能全面记录学生的成长足迹、活动收获，使老师、同学及时了解活动进展和给出活动建议，同时也为最终的评价提供了鲜活、具体、真实的依据。二、“互联网+”下学生发展核心素养所面临的挑战（一）学生对知识信息的选择和接受面临挑战知识是学生发展核心素养的基础。在“互联网+”时代下，知识是以指数形式快速发展的，我们甚至可以说“互联网+”时代其实就是“知识大爆炸”时代，其突出特征就是知识的海量化、复杂化与碎片化，这使得学生在学习中面临诸多挑战。首先，“互联网+”时代下的知识信息是海量化和碎片化的，这其中有相当一部分信息对学生发展核心素养来说是毫无裨益的，甚至有些不良信息会直接损害青少年身心健康发展（如黄色信息、恐怖言论、暴力侵害、极端思想等）。学生如何从鱼龙混杂的信息海洋里挑选出能真正有助于学生学习、有助于学生发展核心素养的知识信息，这对学生来说是一个挑战。其次，“互联网+”时代下的海量知识虽说丰富了学生的生活，拓展了学生的视野，但从另一个角度来说，这却可能增加了学生的认知负担。认知能力、知识接受能力弱的学生在大量的信息面前可能会不知所措，可能会丧失学习的积极性和主动性。因此，在“互联网+”环境下如何提高学生学习的主动性和积极性，对发展学生核心素养来说是一个挑战。再次，“互联网+”时代下的知识虽说是丰富多彩的，但大多数是碎片化的，不成体系，学生对这些知识的学习也往往只是“蜻蜓点水”，不能静下心来深度思考接触到的内容，长此以往容易产生学生文字感悟力下降和思维能力弱化等问题。如何将这些碎片化的知识纳入到学生已有的知识体系中，引导学生深度学习，提升学生知识迁移应用能力和抽象思维能力，这不仅对学生而且对教师来说也是一个挑战。（二）学生的异化危机，主体性丧失在“互联网+”时代背景下，学生核心素养的发展无法回避信息与技术，无处不在的信息与技术在为学生发展核心素养带来机遇的同时，也潜藏着巨大的危机，稍不留神，学生就会迷失自我。首先，“互联网+”背景下的学习资源具有流通性和共享性，处于不同时空的学生可以学习和利用同样的信息资源，这些同样的资源可能被反复复制、借鉴和利用，这容易引发发展的同质化危机，学生越来越缺乏创新思维与创新意识，最终丧失自我的独特性。其次，“互联网+”时代下学生面临的异化危机进一步加剧。21世纪是信息技术的时代，信息技术几乎被应用到任何领域，甚至可以说在无形之中决定着人们的行为方式。这正如马尔库塞所批判，伴随着启蒙理性、知识增长、科学进步以及技术改进所产生的直接后果便是人本质异化，科学技术执行着意识形态的新控制功能，扮演着对人的理性批判、否定与创造性压抑，进而造就了单向度的人。其对学生造成的直接后果就是学生在学习过程中热衷于网上搜索，过度依赖互联网的信息技术，这使得越来越多的学生开始变得懒于思考和动手，其主体意识和主体能力渐渐消退，逐渐失去人之为人的独特优势，最终丧失自我主体性，异化为学业上的“行尸走肉”。（三）学生人际关系生疏，道德素养缩水互联网时代的到来使学生沉浸在虚拟化的世界中，学生之间可能出现人际关系生疏、道德素养缩水。首先是人际交往的虚拟化。随着信息技术的快速发展，人们的交往方式发生了翻天覆地的变化，日新月异的网络媒介使人们从面对面的交流转向了虚拟化交往，这虽然扩大了人们的交往范围，提高了信息传达的时效性，但却可能丧失了人之交往的本真所在。尤其值得注意的是近几年国内兴起的“慕课”、翻转课堂等教学模式，使学生与教师直接面对面接触的机会越来越少，这对师生关系的和谐发展来说是个挑战。其次是抑郁孤独感加剧。快速发展的网络信息技术尽管给人带来了诸多便捷，在技术层面看似拉近人们之间的距离，但网络世界的虚拟性和隐匿性同时也增加了人们的心理距离，加剧了人们情感上隔膜。技术层面的改进远不能弥补心理层面的欠缺，人们变得更加孤独了。再次，诚信危机加剧，道德素养缩水。“互联网+”为学生多样化的学习带来了契机，但学生在享受诸多的网络资源和便捷的服务时，如果不加以约束，可能迷失自我。部分学生因为有了技术的支撑逐渐放松了对自己的要求，其自我约束意识在不知不觉中减淡，道德素养逐渐缩水，引发诚信危机，如论文抄袭、学术造假、大学生网络诈骗等现象层出不穷。（四）学生间新的“数字鸿沟”出现随着“互联网+”时代的到来，传统意义上由于计算机等基础设施分布不均造成的数字鸿沟不断缩小，但新的数字鸿沟却逐渐显露出来。“数字鸿沟”（Digital Divide）又称“信息鸿沟”，即信息富有者和信息贫困者之间的鸿沟。传统意义上的数字鸿沟主要是由于基础设施分配不均造成的，可以通过互联网等基础设施的建设与完善来消除，而新的数字鸿沟的出现不单指基础设施匮乏，更主要表现在以下两个方面：一是由于个体的网络技术操作水平不同，导致个体获取信息的能力不同；二是个体选择和使用信息的目的、内容、方法不同，导致个体使用信息的效果不同。一部分学生借助互联网只是用来进行浏览网页、打游戏等娱乐休闲活动，同时也存在一部分学生努力将互联网信息技术运用于自己的日常学习生活，将其看作促进自己学习的一种手段，久而久之会出现一种奇怪的现象就是互联网基础设备越完善，两类学生之间的差距越大，他们之间自然而然也出现了一条“鸿沟”。学生发展核心素养要求学生之间的交流与协作，而新的“数字鸿沟”的出现却在无形之中将学生割裂开来，束缚了学生与他者之间的交往，最终不利于学生核心素养的发展。三、“互联网+”时代挑战下学生核心素养发展的应对策略（一）以学为本，引导学生深度学习“互联网+”时代是高度信息化的时代，学习应该对作用于情境的信息深度加工和知识建构，这就需要深度的理解和基于境脉的价值考量与研判，而“互联网+”时代信息的海量化、碎片化、快餐化和阅读的浅表化对学生核心素养的发展构成了威胁，这就要求我们要以学生为本，引导学生深度学习。促进学生深度学习可以从以下几个方面努力：首先，塑造创生性的网络学习文化。创生性的网络学习文化应以创新为灵魂，以学生的创造性发展为目标，以此来形成促进学生深度学习发展的网络生态环境。需要建立和完善以导向创新型网络阅读为主的激励和监管制度，提出具有挑战性和创新性的网络阅读要求和标准；协同营造发展的网络行为文化，建立网络虚拟阅读共同体，让学生在网络阅读中学会经验分享，在互动中分享集体的智慧、感受集体的力量，从单纯的知识学习走向意义生成基础上的能力发展。其次，培养学生敏锐的阅读能力。随着网络的逐步普及，我国已进入数字化阅读时代，移动性数字化的学习逐渐成为学习的新常态。为了避免学生在数字化阅读过程中迷失方向，必须提高学生的网络阅读能力。要求制定严格的网络阅读计划，选取那些有助于学生核心素养发展的网络内容，加强学生阅读培训，提高学生的信息识别能力和搜集处理信息的能力等。再次，促进学生深度学习的网络活动载体。通过网络平台设置虚拟问题情境，将学生置于解决问题情境中，培养学生的探究意识和能力，以此来推动学生问题化学习和主题性探究活动进行。

A: You are asked to write in no less than 300 words about the tile of Harmful Plagiarism in Academic Field in China. You should base your composition on the outline given in Chinese below. (1×15=15)目前在学术界出现了剽窃和抄袭等不良现象。作为一名未来的博士研究生，你如何看待这些现象，你认为应该如何制止这种现象的发生，以及你应该如何从自身做起。

Einstein was awarded Nobel Prize of Physics for his Photon theory. Actually his contribution to the theory of Relativity is far more important than his Photon theory. Nevertheless, the Nobel Prize Nominating Committee took a very prudent attitude to the radical theory of relativity. In fact, Nobel Prize has never been awarded so far to the founders of the theory of relativity. What motivated Einstein and his successors most is neither wealth nor fame, nor any other lofty goals, but the pure curiosity in science and aesthetics of science.

多数事情是不能没有而独自享受的——但是阅读却可以。当我们独自坐在家中时，我们能漫游全世界，并且能够明白成千上万种事物产生的道理。我们生活在现代，却能与生活在数千年前的人交谈。读书能丰富我们的阅历。读书使我们能体验到别人对生活的感受，哪怕他们生活在千里之外或数百年之前。尽管我们可能是微不足道的，但我们却能和聪明人交朋友。只有书籍能给我们这些乐趣。那些不能享受读书之乐的人是贫乏的人，而那些最喜欢读书的人，可以从中得到最大的幸福和满足。

If you want to know why Denmark is the world’s leader in wind power, start with a three-hour car trip from the capital Copenhagen — mind the bicyclists — to the small town of Lem on the far west coast of Jutland. You’ll feel it as you cross the 6.8 km-long Great Belt Bridge: Denmark’s bountiful wind, so fierce even on a calm summer’s day that it threatens to shove your car into the waves below. But wind itself is only part of the reason. In Lem, workers in factories the size of aircraft hangars build the wind turbines sold by Vestas, the Danish company that has emerged as the industry’s top manufacturer around the globe. The work is both gross and fine; employees weld together massive curved sheets of steel to make central shafts as tall as a 14-story building, and assemble engine housings that hold some 18,000 separate parts. Most impressive are the turbine’s blades, which scoop the wind with each sweeping revolution. As smooth as an Olympic swimsuit and honed to aerodynamic perfection, each blade weighs in at 7,000 kg, and they’re what help make Vestas’ turbines the best in the world. “The blade is where the secret is,” says Erik Therkelsen, a Vestas executive. “If we can make a turbine, it’s sold”. But technology, like the wind itself, is just one more part of the reason for Denmark’s dominance. In the end, it happened because Denmark had the political and public will to decide that it wanted to be a leader—and to follow through. Beginning in 1979, the government began a determined program of subsidies and loan guarantees to build up its wind industry. Copenhagen covered 30% of investment costs, and guaranteed loans for large turbine exporters such as Vestas. It also mandated that utilities purchase wind energy at a preferential price—thus guaranteeing investors a customer base. Energy taxes were channeled into research centers, where engineers crafted designs that would eventually produce cutting-edge giants like Vestas’ 3-magawatt (MW) V90 turbine.As a result, wind turbines now dot Denmark. The country gets more than 19% of its electricity from the breeze (Spain and Portugal, the next highest countries, get about 10%) and Danish companies control one-third of the global wind market, earning billions in exports and creating a national champion from scratch. “They were out early in driving renewables, and that gave them the chance to be a technology leader and a job-creation leader,” says Joke Schmidt, international climate policy director for the New York City-based Natural Resources Defense Council. “They have always been one or two steps ahead of others.”The challenge now for Denmark is to help the rest of the world catch up. Beyond wind, the country (pop. 5.5million) is a world leader in energy efficiency, getting more GDP per watt than any other member of the E.U. Carbon emissions are down 13.3% from 1990 levels and total energy consumption has barely moved, even as Denmark’s economy continued to grow at a healthy clip. With Copenhagen set to host all-important U.N. climate change talks in December—where the world hopes for a successor to the expiring Kyoto Protocol—and the global recession beginning to hit environmental plans in capitals everywhere, Denmark’s example couldn’t be more timely. “We’ll try to make Denmark a showroom,” says Prime Minister Anders Fogh Rasmussen. “You can reduce energy use and carbon emissions, and achieve economic growth.”It’s tempting to assume that Denmark is innately green, with the kind of Scandinavian good conscience that has made it such a pleasant global citizen since, oh, the whole Viking thing. But the country’s policies were actually born from a different emotion, one now in common currency: fear. When the 1973 oil crisis hit, 90% of Denmark’s energy came from petroleum, almost all of it imported. Buffeted by the same supply shocks that hit the rest of the developed world, Denmark launched a rapid drive for energy conservation, to the point of introducing car-free Sundays and asking businesses to switch off lights during closing hours. Eventually the Mideast oil started flowing again, and the Danes themselves began enjoying the benefits of the petroleum and natural gas in their slice of the North Sea. It was enough to make them more than self-sufficient. But unlike most other countries, Denmark never forgot the lessons of 1973, and kept driving for greater energy efficiency and a more diversified energy supply. The Danish parliament raised taxes on energy to encourage conservation and established subsidies and standards to support more efficient buildings. “It all started out without any regard for the climate or the environment,” says Svend Auken, the former head of Denmark’s opposition Social Democrat Party and the architect of the country’s environmental policies in the 1990s. “But today there’s a consensus that we need to build renewable power.”To the rest of the world, Denmark has the power of its example, showing that you can stay rich and grow green at the same time. “Denmark has proven that acting on climate can be a positive experience, not just painful,” says NRDC’s Schmidt. The real pain could come from failing to follow in their footsteps.1. Which of the following is NOT cited as a main reason for Denmark’s world leadership in wind power?2. The author has detailed some of the efforts of the Danish Government in promoting the wind industry in order to show .3. What does the author mean by“Denmark’s example couldn’t be more timely”?4. According to the passage, Denmark’s energy-saving policies originated from .5. Which of the following is NOT implied in the passage?

All societies have distinct role expectations for men and for women. In the United States, these expectations have been undergoing change for many decades. Today Americans live in a world of diverse family patterns and conflicting images of ideal life styles for men and women. The conventional norms of the first half century defined a successful woman as a wife and mother who stayed home to carry out a full array of household duties. The husband and father was expected to stay away from the home most of the day, earning enough money to pay the bills. Many adults still live by these expectations, but the traditional pattern is no longer held up as an ideal to be followed by everyone. Times have changed; there is no return to yesterday.Although the women’s movement and political controversies about such issues and the Equal Rights Amendment and sexual harassment suggest that changing sex roles is a recent issue, this is far from the case. Broad trends can be identified over the past hundred years. Women have increased their participation in the labor force from 18% in 1900 to over 50% today, and they give birth to fewer children than women did in the past. In 1910 the birth rate was 30 per 1,000 population; by the 1900s it had declined to 16 per 1,000. These two trends — increasing participation in the labor force and decreasing family size — suggest that major long-term changes have restructured the role expectations of men and women. These changes are complex. The fact that more women are joining the labor force as full-time workers does not mean that a single sex role pattern is emerging. On the contrary, we are living in a period of diverse family patterns. According to Kathleen Gerson, “the domestic woman who builds her life around children and homemaking persists, but she now coexists with a growing number of working mothers and permanently childless women.”Women today face hard choices as they make decisions about work, career, and motherhood. Despite women’s liberation, women still earn less than men in the work place and are still expected to do most of the work in the home. Women work substantially more hours each week in the home and at the workplace than men do. Women are working harder than ever, yet many do not enjoy the benefits of full equality.1. The traditional roles for men and women .2. Changing sex roles is not a recent issue because .3. The fact that more women are joining the labor force as full time workers mean that .4. It is stated in the last paragraph that .5. According to this passage, the statement which is NOT true is .

“Masterpieces are dumb,” wrote Flaubert. “They have a tranquil aspect like the very products of nature, like large animals and mountains.” He might have been thinking of War and Peace, that vast, silent work, unfathomable and simple, provoking endless questions through the majesty of its being. Tolstoi’s simplicity is “overpowering,” says the critic Bayley. “disconcerting,” because it comes from “his casual assumption that the world is as he sees it” Like other nineteenth-century Russian writers he is “impressive” because the “means what he says.” but he stands apart from all others and from most Western writers in his identity with life, which is so complete as to make us forget he is an artist. He is the center of his work, but his egocentricity is of a special kind, Goethe, for example, says Bayley, “cared for nothing but himself. Tolstoi was nothing but himself.”For all his varied modes of writing and the multiplicity of characters in his fiction, Tolstoi and his work are of a piece. The famous “conversion” of his middle years, movingly recounted in his Confession, was a culmination of his early spiritual life, not a departure from it. The apparently fundamental changes that led from epic narrative to dogmatic parable, from a joyous, buoyant attitude toward life to pessimism and cynicism, from War and Peace to The Kreutzer Sonata, came from the same restless, impressionable depths of an independent spirit yearning to get at the truth of its experience. “Truth is my hero,” wrote Tolstoi in his youth, reporting the fighting in Sebastopol. Truth remained his hero — his own, not others’ truth. Others were awed by Napoleon, believed that a single man could change the destinies of nations, adhered to meaningless rituals, formed their tastes on established cannons of art. Tolstoi reversed all preconceptions; and in every reversal he overthrew the “system,” the “machine,” the externally ordained belief, the conventional behavior in favor of unsystematic, impulsive life, of inward motivation and the solutions of independent thought.In his work the artificial and the genuine are always exhibited in dramatic opposition the supposedly great Napoleon and the truly great, unregarded little Captain Tushin, or Nicholas Rostov’s actual experience in battle and his later account of it. The simple is always pitted against the elaborate, knowledge gained from observation against assertions of borrowed faiths. Tolstoi’s magical simplicity is a product of these tensions’ his work is a record of the questions he put to himself and of the answers he found in his search. The greatest characters of his fiction exemplify this search, and their happiness depends on the measure of their answers. Tolstoi wanted happiness, but only hard-won happiness, that emotional fulfillment and intellectual clarity which could come only as the prize of all-consuming effort. He scorned lesser satisfactions.1. Which of the following best characterizes the author’s attitude toward Tolstoi?2. Which of the following best paraphrases Flaubert’s statement quoted in the first paragraph?3. The author quotes from Bayley (in the first paragraph) to show that .4. The author states that Tolstoi’s conversion represented .5. It can be inferred from the passage that which of the following is true of War and Peace?

The health-care economy is filled with unusual and even unique economic relationships. One of the least understood involves the peculiar roles of producer or “provider” and purchaser or “consumer” in the typical doctor-patient relationship. In most sectors of the economy, it is the seller who attempts to attract a potential buyer with various inducements of price, quality, and utility, and it is the buyer who makes the decision, such condition, however, does not prevail in most of the health-care industry.In the health-care industry, the doctor-patient relationship is the mirror image of the ordinary relationship between producer and consumer. Once an individual has chosen to see a physician—and even then there may be no real choice — it is the physician who usually makes all significant purchasing decisions: whether the patient should return “next Wednesday”, whether X-rays are needed, whether drugs should be prescribed, etc. It is a rare and sophisticated patient who will challenge such professional decisions or raise in advance questions about price, especially when the disease is regarded as serious.This is particularly significant in relation to hospital care. The physician must certify the need for hospitalization, determine what procedures will be performed, and announce when the patient may be discharged. The patient may be consulted about some of these decisions, but in the main it is the doctor’s judgments that are final. Little wonder then that in the eye of the hospital it is the physician who is the real “consumer”. As a consequence, the medical staff represents the “power center” in hospital policy and decision-making, not the administration.Although usually there are in this situation four identifiable participants—the physician, the hospital, the patient, and the payer (generally an insurance carrier or government)—the physician makes the essential decisions for all of them. The hospital becomes an extension of the physician; the payer generally meets most of the bills generated by the physician/hospital, and for the most part the patient plays a passive role. We estimate that about 75-80 percent of health-care expenditures are determined by physicians, not patients. For this reason, the economy directed at patients or the general is relatively ineffective.1. What’s the author’s main purpose in writing this passage?2. In the health-care industry, the patients .3. According to the author, when a doctor tells a patient to “return next Wednesday”, the doctor is in effect .4. Doctors are able to determine hospital policies most probably because .5. The author is most probably leading up to .

Once a person starts taking addictive drugs, ________.

At the top of the hill ________ is where they live.

Hopping for passage of a drug rehabilitation program ________.

________ a peanut butter and jelly sandwich.

All passengers must remain inside the aircraft until ________.

Officials often ride in ________.

We had a lovely visit because the Amorys are so ________.

Everything has to be in perfect order to please Morgan; He’s very ________.

Winters easily ________ Jackson’s accusations.

As a political ________, he has fought with revolutionaries all over the world.

Professor Jones is a ________ of Professor Allen.

A chemist works in a(an) ________.

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