Passage1Do who choose to go on exotic，far-flung holidays deserve free health advice before they travel？And even if they pay，who ensures that they get good，up-to-date information？Who，for that matter，should collect that information in the first place？For a variety of reasons，travel medicine in Britain is a responsibility nobody wants.As a result，many travellers go abroad prepared to avoid serious disease.Why is travel medicine so unloved？Partly there's an identity problem. Because it takes an interest in anything that impinges on the health of travelers ，this emerging medical specialism invariably cuts across the traditional disciplines. It delves into everything from seasickness，jet lag and the hazards of camels to malaria and plague. But travel medicine has a more serious obstacle to overcome. Travel clinics are meant to tell people how to avoid ending up dead or in a hospital when they come home，but it is notoriously difficult to get anybody pay out money for keeping people healthy.Travel medicine has also been colonized by commercial interests; the vast majority of travel clinics in Britain are run by airlines or travel companies. And while travel concerns are happy to sell profitable injections, they may be less keen to spread bad news about travellers' diarrhea in Turkey, or to take time to spell out preventive measures travellers could take."The NHS finds it difficult to define travellers' health,"says Ron Behrens,"the only NHS consultant in travel and director of the travel clinic of the Hospital for Tropical Diseases in London."Should it come within the NHS or should it be paid for?"It's Gary area, and opinion is spilt. No one seems to have any responsibility for defining its role,"he says.To compound its low status in the medical hierarchy, travel medicine has to rely on statistics that are patchy at best. In most cases we just don't know how many Britons contract diseases when abroad. And even if a disease linked to travel there is rarely any information about where those afflicted went, what they are, how they behaved, or which vaccinations they had. This shortage of hard facts and figures makes it difficult to give detailed advice to people, information that might even save their lives.A recent leader in British Medical Journal argued."Travel medicine will emerge as credible disciplines only if the risks encountered by travellers and the relative benefits of public health interventions are well defined in terms of their relative occurrence, distribution and control."Exactly how much money is wasted by poor travel advice. The real figure is anybody's guess, but it could easily run into millions. Behrens gives one example. Britain spends more than £ 1 million each year just on cholera vaccines that often don't work and so give people a false sense of security."Information on the prevention and treatment of all forms of diarrhea would be a better priority," he says.What does the author mean by saying… but it is notoriously difficult to get anybody pay out money for keeping people healthy."(Para.2)?
A、People don't pay attention to their health.
B、Few people are willing to support travel medicine.
C、Most travellers firmly believe that they will be safe.
D、Health comes last compared with others.
相关问题推荐
-
下列选项中不属于《义务教育数学课程标准（2011年版）》中“统计与概率”领域学习内容的是（ ）。
A、掌握基本的统计概念：统计图、加权平均数、众数、中位数、平均数、方差，频数、频率、频数分布、频数分布直方图和频数折线图、抽样等
B、了解独立性检验的基本思想、方法及初步应用
C、能够根据问题的需要，有效地从事收集、整理、描述和分析数据的活动
D、能解释统计数据，根据结果作出简单的判断和预测，并进行交流
-
音乐教学要重视课堂（）的设计，并紧密围绕目标来展开音乐教学活动。
A、导入
B、教学目标
C、新课教授
D、教学气氛
-
音乐课程教学的过程与方法主要包括体验、模仿、探究、（）和综合五个方面。
A、聆听
B、联想
C、合作
D、创造
-
请阅读 Passage 2,完成第 26~30小题。Passage 2Americans today don't place a very highvalue on intellect. Our heroes are athletes, entertainers ,and entrepreneurs, not scholars. Even our schools are where we send ourchildren to get a practical education-not to pursue knowledge for the sake ofknowledge. Symptoms of pervasive anti-intellectualismin our schools aren't difficult to find. "Schools have always been in a societywhere practical is more important than intellectual,"says education writerDiane Ravitch. "Schools could be acounterbalance. " Ravitch ' s latest book,Left Back: A Century of FailedSchool Reforms, traces the roots of anti-intellectualism in our schools,concluding they are anything but a counterbalance to the American distaste forintellectual pursuits. But they could and should be. Encouraging kids to reject the life of themind leaves them vulnerable to exploitation and control. Without the ability to think critically, todefend their ideas and understand the ideas of others, they cannot fullyparticipate in our democracy. Continuingalong this path, says writer Earl Shorris, "We will become a second-ratecountry. We will have a less civil society. ""Intellect is resented as a form ofpower or privilege," writes historian and professor Richard Hofstadter inAnti-Intellectualism in American Life, a Pulitzer-Prize winning book on theroots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter,our democratic and populist urges have driven us to reject anything that smellsof elitism. Practicality, common sense,and native intelligence have been considered more noble qualities than anythingyou could learn from a book. Ralph Waldo Emerson and otherTranscendentalist philosophers thought schooling and rigorous book learning putunnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 0r15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain ' s Huckleberry Finn exemplified Americananti-intellectualism. Its hero avoids beingcivilized-going to school and learning to read-so he can preserve his innategoodness. Intellect, according to Hofstadter, isdifferent from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, andcontemplative side of the mind. Intelligence seeks to grasp, manipulate,re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizesand imagines. Schoolremains a place where intellect is mistrusted. Hofstadter says our country ' s educational systemis in the grips of people who "joyfully and militantly proclaim theirhostility to intellect and their eagerness to identify with children who showthe least intellectual promise. "What does the author think of intellect?
A、It is second to intelligence.
B、It evolves from common sense.
C、It is to be pursued.
D、It underlies power.
-
When designing speaking tasks, we must follow the principles except.
A、maximum foreign talk
B、even participation
C、high motivation
D、high language level