When American soldiers return home from war with disabilities, they often suffer twice—first from their combat injuries, next from the humiliation of government dependency. Wounded veterans learn they have two basic choices: They can receive almost $3, 000 a month in disability benefits along with medical care and access to other various welfare programs, or they can try to find a job. Especially in this economy, it’s no wonder that many find that first option hard to turn down. Mark Duggan, an economics professor at Stanford University, reports that enrollment in U.S. veterans’ disability programs rose from 2.3 million in 2001 to 3.9 million in 2014. The percentage of veterans receiving benefits doubled, from 8.9% in 2001 to 18% in 2014. Disability services for veterans now consume $59 billion of the $151 billion department of Veterans Affairs budget. In the 1980s and 1990s, male veterans were more likely to be in the labor force than non-veterans. But since 2000, that has changed dramatically. Now there is a 4% gap between veteran and non-veteran labor participation, with veteran participation lower. Navy SEAL Eric Greitens, founder of The Mission Continues, explains how soldiers who served their country are transformed into welfare receivers who live off their country. “When veterans come home from war they are going through a tremendous change in identity, “ he says. “Then the United States Department of Veterans Affairs, and others, encourage them to view themselves as disabled.“ By the time they come to Greitens’ non-profit organization, “We meet a number of veterans who see themselves as charity cases and are not sure anymore what they have to contribute.“ There are also more practical factors driving the disability boom. One is the expansion of qualification criteria. In 2000, for instance, type 2 diabetes was added as a disability because of evidence linking exposure to Agent Orange with the onset of the disease. Heart disease has also been added to the list. Another possible factor is that younger veterans seem less against welfare than their parents’ generation. Veterans who have served since the 1990s are much more likely to sign up for disability than their older counterparts; 1 in 4 younger veterans is on disability, versus just 1 in 7 of those over age 54. We shouldn’t go back to the bad-old days when veterans were afraid to admit weakness. But Lt. Col. Daniel Gade is one of many veterans who think our disability system is harmful psychologically, to former soldiers. Gade lost his leg in combat in 2005 and now teaches at West Point. He recently gave a talk to disabled veterans at Ft. Carson, Colo., in which he urged them to rejoin the workforce. “People who stay home because they are getting paid enough to get by on disability are worse off, “ he warned. “They are more likely to abuse drugs and alcohol. They are more likely to live alone.“ What a waste of human potential, especially since most veterans on disability still have their prime working years ahead of them when they’re discharged. We could solve this problem by changing the way we view—and label—veterans with disabilities. As Gade noted in a recent article, “Veterans should be viewed as resources, not as damaged goods.“ He recommended that “efforts to help veterans should begin by recognizing their abilities rather than focusing only on their disabilities, and should serve the ultimate aim of moving wounded soldiers to real self-sufficiency.“ On a more practical note, the United States Department of Veterans Affairs could reallocate resources to spend more on job training and less on disability. Current placement programs are sadly inadequate. We are good at sending soldiers off to war. Yet when these young men and women return home, they are essentially told, “We’ll give you enough for a reasonably comfortable life, but we won’t help you find a job.“ It is unreasonable that we are condemning thousands of young veterans who served their country to life on the dole rather than enabling them to reenter the workforce with the necessary accommodations.

Since he’s been thrown out of Eton, where will he go to school and what will______him in the future? become of stand by turn on refer to

This cell phone will last for 6 hours of______use. Then you’ll have to recharge the battery. complex temporary exclusive fragile

The PWP teaching model is not considered appropriate in teaching______. reading listening writing vocabulary

Which of the letter “u“ in the following words has a different pronunciation from others? abuse use excuse lure

In which of the following sentences does liaison of sound appear most? Ms Black worked in an office last yesterday. I called you half an hour ago. Would you like a cup of tea? Could you help me, please?

Jim got well-prepared for the job interview, because he couldn’t risk the good opportunity ______. to lose to be lost losing being lost

When______, the small factory will make 5 cars a day. be completed completing completed to be completed

______refers to the use of word which is thought to be less offensive or unpleasant than another word. Diglossia Euphemism Taboo Dialect

Which of the following is NOT a suitable pre-reading activity? Predicting the content. Discussing a relevant picture. Associating vocabulary with the topic. Selecting titles for the reading material.

What can cloze help to train in terms of writing? Unity of texts. Indention of texts. Compilation of texts. Use of cohesive devices.

Teachers constantly reflect on what they do as a teacher and how their learners learn as learners. With systematic reflections and research, they improve their teaching and their learners’ learning. Here the teacher is playing the role of a(n)______. controller assessor researcher participant

设计任务：请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点： -teaching objectives -teaching contents -key and difficult points -major steps and time allocation -activities and justifications 教学时间：20分钟学生概况：某城镇普通高中一年级(第二学期)学生，班级人数40人，多数学生已经达到《普通高中英语课程标准(实验)》六级水平。学生课堂参与积极性一般。语言素材： Good teacher To be a good teacher, you need some of the gifts of a good actor; you must be able to hold the attention and interest of your audience; you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control; and you must be able to act what you are teaching, in order to make its meaning clear. Watch a good teacher, and you will see that he does not sit still before his class: he stands the whole time he is teaching; he walks about, using his arms, hands and fingers to help him in his explanations, and his face to express feelings. Listen to him, and you will hear the loudness, the quality (音色) and the musical note of his voice always changing according to what he is talking about. The fact that a good teacher has some of the gifts of a good actor doesn’t mean that he will indeed be able to act well on the stage, for there are very important differences between the teacher’s work and the actor’s. The actor has to speak words which he has learnt by heart; he has to repeat exactly the same words each time he plays a certain part, even his movements and the ways in which he uses his voice are usually fixed beforehand (预先). What he has to do is to make all these carefully learnt words and actions seem natural on the stage. A good teacher works in quite a different way. His audience takes an active part in his play: they ask and answer questions, they obey orders, and if they don’t understand something, they say so. The teacher therefore has to meet the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along. I have known many teachers who were fine actors in class but were unable to take part in a stage-play because they could not keep strictly to what another had written.

_____ in some areas in this Province that people put on their shirts or dresses soon after taking off their coats. So short spring is Spring is short Such is spring So short is spring

A number of trees have been planted______there was nothing a year ago but ruins. where when before until

According to Chomsky, ______refers to the actual realization of user’s knowledge of the rules of his language in utterances. competence performance parole langue

In speaking class, the teacher uses phrases such as “Wow“ “My goodness“ “Pardon’’ to communicate with students. Which principle does this teacher focus on? Positively response. Hesitation filler. Body language. Conventional conversation.

When teachers teach pronunciation to students, which suggestion is useless? Use hands and arms to conduct choral pronunciation practice. Move around the classroom when doing choral practice. Try to use visual aids. Rely on explanations.

Which activity is not appropriate in the post-listening step? Role-play. Debate. Predicting. Retelling.

Which of the following statements about lesson plan is NOT true? A clear lesson plan makes a teacher aware of the aims and language contents of the lesson. A lesson plan can help a teacher distinguish the various stages of a lesson. A good lesson plan gives a teacher, especially a novice teacher, confidence in class. Experienced teachers do not need to do lesson planning.

How does Mark Duggan prove his opinion in the passage?

What did veterans use to do in the 1980s and 1990s?

In Gade’s opinion, the veterans who receive welfare from the government tend to______.

What is the author’s attitude toward current placement programs?

What do more and more disabled veterans appear to do nowadays?