Some concepts may be difficult to grasp chiefly because they may be unfamiliar or _____ i

A、A person authorized to act on another’s behalf; esp lawyer

B、a body of laws and legal concepts which come down from old Roman laws established by Emperor Justinian

C、the party who initiates a lawsuit by filing a complaint with the clerk of the court against the defendant(s) demanding damages, performance and/or court determination of rights.

D、the party sued in a civil lawsuit or the party charged with a crime in a criminal prosecution. In some types of cases (such as divorce) a defendant may be called a respondent.

Listed below are some comments on accounting concepts. 1 In achieving a balance between concepts, the most important consideration is satisfying as far as possible the economic decision-making needs of users. 2 Materiality means that only items having a physical existence may be recognised as assets. 3 The substance over form convention means that the legal form of a transaction must always be shown in financial statements, even if this differs from the commercial effect. Which, if any, of these comments is correct, according to the lASB's Conceptual Framework for Financial Reporting？

A、1 only

B、2 only

C、3 only

D、None of them

great concern to this question. Some are stongly against it because it violates the traditional concepts of life, ethics, morality, etc. Some are for it beacuse mercy killing release patients prom being afflicted from incurable diseases. Write an essay about 400 words, approve of with one of the above mentioned two opposing ideas.

Requirements: In the first part of your writing you should present your thesis statement and in the Second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion with a summary. Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks. Write your composition on ANSWER SHEET FOUR.

eometry being learned. Once the baby has mastered the idea that space is three-dimensional, it reaches out and begins grasping various kinds of objects. It is then, from perhaps nine to fifteen months, that the concepts of sets and numbers are formed. So far, so good. But now an ominous development takes place. The nerve fibers in the brain insulate themselves in such a way that the baby begins to hear sounds very precisely. Soon it picks up language, and it is then brought into direct communication with adults. From this point on, it is usually downhill all the way for mathematics, because the child now becomes exposed to all the nonsense words and beliefs of the community into which it has been so unfortunate as to have been born. Nature, having done very well by the child to this point, having permitted it the luxury of thinking for itself for eighteen months, now abandons it to the arbitrary conventions and beliefs of society. But at least the child knows something of geometry and numbers, and it will always retain some memory of the early halcyon days, no matter what vicissitudes it may suffer later on. The main reservoir of mathematical talent in any society is thus possessed by children who are about two years old, children who have just learned to speak fluently.

What does the passage mainly discuss？

A．How basic concepts of physics are learned.

B．Math-learning strategies for babies.

C．How basic concepts of physics are learned.

D．Math-learning strategies for babies.

THE INTRINSIC COMPLEXITY OF CONCEPTS

The words discussed so far have been limited to one type: those whose meaning identifies the members of a class. For example, the word chair is used correctly when it is applied to the class which includes objects as different as straight chairs, folding chairs and rocking chairs. The same skill in identifying instances of the same class is required for understanding some types of verbs. For example, all people walk differently, but native speakers of English use the word walk correctly when they realize that these minor differences are irrelevant.

But not all words in a language involve the identification of classes. In fact, the mastery of a working vocabulary in any human language appeals to a wide range of intellectual skills, some easier and some more difficult than those required for grasping the meaning of common nouns and verbs. As an example of a relatively easy concept, consider what is required for understanding proper nouns: one must simply point out a single individual and attach a label, like John or Daddy. Because it is easier to associate a label with a single individual than to name a class with common properties, children master proper nouns first, sometimes when they are as young as six to nine months old.

In contrast, a relational term like large or small constitutes a relatively complex concept. The correct use of words like these requires that two things be kept in mind: the absolute size of the object in question, and its position on a scale of similar objects. For example, an elephant which is six feet tall at the shoulders may be small as far as elephants go, but a dog of the same height would be huge. Five- and six-year-old children are unable to make the shift in perspective necessary for using relational words appropriately. In one well-known experiment which documents this conclusion, children were engaged in a pretend tea party with dolls and an adult observer. The adult gave the child an ordinary juice glass and asked the child if it was large or small. Though all of the children in the study agreed that the glass was small from their own perspective, it appeared ridiculously large when placed on the toy table around which the dolls were seated. Nevertheless, the youngest children were still inclined to say that the glass was small when asked about its size with respect to its new context.

Another complex concept underlies deictic expressions, which are words used to point to objects and indicate their distance from the speaker. For example, the speaker may use here or this to point out objects which may be close to him, while there and that are appropriate only when the objects are relatively far away. But since there are no absolute distances involved in the correct use of a deictic expression, children have difficulty determining when the "close" terms are to be preferred over the "far" terms. As with relational terms, it is necessary to take into account the size of the object pointed to. Thus a thirty-story building six feet in front of us is close enough to be called this building, but an ant removed from us by the same distance is far enough away to be called that ant.

Common and proper nouns, relational terms and deictic expressions do not exhaust the range of concepts mastered by children, but they do illustrate the variety of tasks involved in acquiring the vocabulary of a first language. Linguists can examine the evidence from the acquisition of word meaning and find support for two fundamental hypotheses: that some concepts are more complex than others, and that the acquisition of language requires a considerable exercise of intelligence.

In order to correctly acquire the meanings of nouns in referring to "classes", a child ______.

A．has to learn to identify some features while ignoring others

B．first has to be able to use proper nouns

C．must be at least six years old

D．must play with toys

eometry being learned. Once the baby has mastered the idea that space is three-dimensional, it reaches out and begins grasping various kinds of objects. It is then, from perhaps nine to fifteen months, that the concepts of sets and numbers are formed. So far, so good. But now an ominous development takes place. The nerve fibers in the brain insulate themselves in such a way that the baby begins to hear sounds very precisely. Soon it picks up language, and it is then brought into direct communication with adults. From this point on, it is usually downhill all the way for mathematics, because the child now becomes exposed to all the nonsense words and beliefs of the community into which it has been so unfortunate as to have been born. Nature, having done very well by the child to this point, having permitted it the luxury of thinking for itself for eighteen months, now abandons it to the arbitrary conventions and beliefs of society. But at least the child knows something of geometry and numbers, and it will always retain some memory of the early halcyon days, no matter what vicissitudes it may suffer later on. The main reservoir of mathematical talent in any society is thus possessed by children who are about two years old, children who have just learned to speak fluently.

What does the passage mainly discuss？

A．How basic concepts of physics are learned.

B．Math-learning strategies for babies.

C．How basic concepts of physics are learned.

D．Math-learning strategies for babies.

THE INTRINSIC COMPLEXITY OF CONCEPTS

The words discussed so far have been limited to one type: those whose meaning identifies the members of a class. For example, the word chair is used correctly when it is applied to the class which includes objects as different as straight chairs, folding chairs and rocking chairs. The same skill in identifying instances of the same class is required for understanding some types of verbs. For example, all people walk differently, but native speakers of English use the word walk correctly when they realize that these minor differences are irrelevant.

But not all words in a language involve the identification of classes. In fact, the mastery of a working vocabulary in any human language appeals to a wide range of intellectual skills, some easier and some more difficult than those required for grasping the meaning of common nouns and verbs. As an example of a relatively easy concept, consider what is required for understanding proper nouns: one must simply point out a single individual and attach a label, like John or Daddy. Because it is easier to associate a label with a single individual than to name a class with common properties, children master proper nouns first, sometimes when they are as young as six to nine months old.

In contrast, a relational term like large or small constitutes a relatively complex concept. The correct use of words like these requires that two things be kept in mind: the absolute size of the object in question, and its position on a scale of similar objects. For example, an elephant which is six feet tall at the shoulders may be small as far as elephants go, but a dog of the same height would be huge. Five-and six-year-old children are unable to make the shift in perspective necessary for using relational words appropriately. In one well known experiment which documents this conclusion, children were engaged in a pretend tea party with dolls and an adult observer. The adult gave the child an ordinary juice glass and asked the child if it was large or small. Though all of the children in the study agreed that the glass was small from their own perspective, it appeared ridiculously large when placed on the toy table around which the dolls were seated. Nevertheless, the youngest children were still inclined to say that the glass was small when asked about its size with respect to its new context.

Another complex concept underlies deictic expressions, which are words used to point to objects and indicate their distance from the speaker. For example, the speaker may use here or this to point out objects which may be close to him, while there and that are appropriate only when the objects are relatively far away. But since there are no absolute distances involved in the correct use of a deictic expression, children have difficulty determining when the "close" terms are to be preferred over the "far" terms. As with relational terms, it is necessary to take into account the size of the object pointed to. Thus a thirty-story building six feet in front of us is close enough to be called this building, but an ant removed from us by the same distance is far enough away to be called that ant.

Common and proper nouns, relational terms and deictic expressions do not exhaust the range of concepts mastered by children, but they do illustrate the variety of tasks involved in acquiring the vocabulary of a first language. Linguists can examine the evidence from the acquisition of word meaning and find support for two fundamental hypotheses: that some concepts are more complex than others, and that the acquisition of language requires a considerable exercise of intelligence.

In order to correctly acquire the meanings of nouns in referring to "classes", a child ______.

A．has to learn to identify some features while ignoring others

B．first has to be able to use proper nouns

C．must be at least six years old

D．must play with toys

eometry being learned. once the baby has mastered the idea that space is three-dimensional, it reached out and begins grasping various kinds of objects. It is then, from perhaps nine to fifteen months, that the concepts of sets and numbers are formed. So far, so good. But now an ominous development takes place. The nerve fibers in the brain insulate themselves in such a way that the baby begins to hear sounds very precisely. Soon it picks up language, and it is then brought into direct communication with adults. From this point on, it is usually downhill all the way for mathematics, because the child now becomes exposed to all the nonsense words and beliefs of the community into which it has been so unfortunate as to have been born. Nature having done very well by the child to this point, having permitted it the luxury of thinking for itself for eighteen months, now abandons it to the arbitrary conventions and beliefs of society. But at least the child knows something of geometry and numbers, and it will always retain some memory of the early happy days, no matter what vicissitudes it may suffer later on. The main reservoir of mathematical talent in any society is thus possessed by children who are about two years old, children who have just learned to speak fluently.

Which of the following activities would teach a baby about geometry？

A．Picking up language.

B．Communicating with others.

C．Recognizing numbers.

D．Catching different objects.

THE INTRINSIC COMPLEXITY OF CONCEPTS

The words discussed so far have been limited to one type: those whose meaning identifies the members of a class. For example, the word chair is used correctly when it is applied to the class which includes objects as different as straight chairs, folding chairs and rocking chairs. The same skill in identifying instances of the same class is required for understanding some types of verbs. For example, all people walk differently, but native speakers of English use the word walk correctly when they realize that these minor differences are irrelevant.

But not all words in a language involve the identification of classes. In fact, the mastery of a working vocabulary in any human language appeals to a wide range of intellectual skills, some easier and some more difficult than those required for grasping the meaning of common nouns and verbs. As an example of a relatively easy concept, consider what is required for understanding proper nouns: one must simply point out a single individual and attach a label, like John or Daddy. Because it is easier to associate a label with a single individual than to name a class with common properties, children master proper nouns first, sometimes when they are as young as six to nine months old.

In contrast, a relational term like large or small constitutes a relatively complex concept. The correct use of words like these requires that two things be kept in mind: the absolute size of the object in question, and its position on a scale of similar objects. For example, an elephant which is six feet tall at the shoulders may' be small as far as elephants go, but a dog of the same height would be huge. Five-and six-year-old children are unable to make the shift in perspective necessary for using relational words appropriately. In one well-known experiment which documents this conclusion, children were engaged in a pretend tea party with dolls and an adult observer. The adult gave the child an ordinary juice glass and asked the child if it was large or small. Though all of the children in the study agreed that the glass was small from their own perspective, it appeared ridiculously large when placed on the toy table around which the dolls were seated. Nevertheless, the youngest children were still inclined to say that the glass was small when asked about its size with respect to its new context.

Another complex concept underlies deictic expressions, which are words used to point to objects and indicate their distance from the speaker. For example, the speaker may use here or this to point out objects which may be close to him, while there and that are appropriate only when the objects are relatively far away. But since there are no absolute distances involved in the correct use of a deictic expression, children have difficulty determining when the ' close' terms are to be preferred over the ‘far’ terms. As with relational terms, it is necessary to take into account the size of the object pointed to. Thus a thirty-story building six feet in front of us is close enough to be called this building, but an ant removed from us by the same distance is far enough away to be called that ant.

Common and proper nouns, relational terms and deictic expressions do not exhaust the range of concepts mastered by children, but they do illustrate the variety of tasks involved in acquiring the vocabulary of a first language. Linguists can examine the evidence from the acquisition of word meaning and find support for two fundamental hypotheses: that some concepts are more complex than others, and that the acquisition of language requires a considerable exercise of intelligence.

What is common to relational terms and deictic expressions？

A．They both require a considerable exercise of intelligence.

B．They both involve the concept of size in referring to objects.

C．They can both be used to test the intelligence of children.

D．They pose difficulties for young children in acquisition of language.

ometry being learned. Once the baby has mastered the idea that space is three dimensional, itreaches out and begins grasping various kinds of objects. It is then, from perhaps nine to fifteen months, that the concepts of sets and numbers are formed. So far, so good. But now an ominous development takes place. The nerve fibers in the brain insulate themselves in such a way that the baby begins to hear sounds very precisely. Soon it picks up language, and it is then brought into direct communication with adults. From this point on, it is usually downhill all the way for mathematics, because the child now becomes exposed to all the nonsense words and beliefs of the community into which it has been so unfortunate as to have been born. Nature, having done very well by the child to this point, having permitted it the luxury of thinking for itself for eighteen months, now abandons it to the arbitrary conventions and beliefs of society. But at least the child knows something of geometry and numbers; and it will always retain some memory of the early halcyon days, no matter what vicissitudes it may suffer later on. The main reservoir of mathematical talent in any society is thus possessed by children who are about two years old, children who have just learned to speak fluently.

What does the passage mainly discuss？

A．The impact of language on mathematics

B．Children's ability to learn languages

C．How basic concepts of physics are learned

D．Math-learning strategies for babies