Maritime piracy has impeded the delivery of shipments.

Ships entering piracy risk areas must be aware of the risk of attack and should take appropriate measures to increase the level of surveillance（监督）and security on board and devise means of responding to attacks．A clear and comprehensive Ship Security Plan and the training of crews in security measures and response techniques are essential．Without clearly defined and rigorously practiced procedures，the risk of an uncoordinated response during the inevitable confusion of an attack increases the danger faced by those on board the ship．While a Ship Security Plan and crew training may not prevent an attack they should help reduce the risks if an attack takes place．

Attacks by pirates or armed robbers pose an immediate threat to the safety of a ship and individual crew members．When responding to attacks，masters and crews should seek to minimize the risk to those on board and maintain effective control over the safe navigation of the ship． Finally，it is important that all incidents of piracy and armed robbery，even minor incidents，are reported in detail to the appropriate authorities as soon as practicable．Accurate knowledge of the type and extent of piracy and armed robbery of ships is valuable for assessing the risk and formulating a comprehensive response.

问题：

The passage implies the following except ______．

A.Safety of lives onboard and the control of the safe navigation of the ship are the priority considerations when making decisions in responding to attacks

B.A clear and comprehensive Ship Security Plan can be developed by notifying the appropriate authorities of piracy-related information

C.The risk of an uncoordinated response during the inevitable confusion of an attack could be decreased by clearly defined and well practiced procedures

D.The communication of piracy-related information is a useful mechanism for anti-piracy Actions

Without clearly defined and rigorously practiced procedures，the risk of an uncoordinated response during the inevitable confusion of an attack increases the danger faced by those on board the ship．A.frequently

B.perioically

C.occasionally

D.strictly

Which of the following is not mentioned as the measures taken for anti-piracy ___________．A.Risk assessment and Ship Security Plan

B.security alarming system onboard

C.Practices of procedures

D.communication of piracy- or security- related information

Which of the following is correct according to the passage ___________．A.A Ship Security Plan can always define clear and comprehensive procedures

B.Rigorously practiced procedure can always prevent a piracy attack

C.A well-designed Ship Security Plan and the training of crews are significant for anti-piracy

D.A well-designed Ship Security Plan and the training of crews can always prevent the ship from being attacked

There is a great concern in Europe and North America about declining standards of literacy in schools. In Britain, the fact that 30 percent of 16 year olds have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything that impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of" traditional" versus" modern" teaching techniques: The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying" They can’t see the wood for the trees". When teachers use picture books, they are simply continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished---sometimes to the point of extinction. Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text. A teacher’s main concern is to help young beginner readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or she may not be able to understand much of it: this is called" barking at text". The teacher’s takes of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school. Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvelous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking' at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practice making their own meaning in response to text. They need to have their innate powers of imagination trained.

As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as out culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend the use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.

Academic journals ranging from educational research, psychology, language !earning, psycholinguistic, and so on cite experiments, which demonstrate how detrimental picture a

A．they read too loudly

B．there are too many repetitive words

C．they are discouraged from using their imagination

D．they have difficulty assessing its meaning

There is a great concern in Europe and North America about declining standards of literacy in schools. In Britain, the fact that 30 percent of 16 year old have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything which impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of "traditional" versus "modem" teaching techniques.

The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can't see the wood for the trees". When teachers use picture books, they are simply continuing a long-establisbed tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished -- sometimes to the point of extinction.

Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.

A teacher's main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or: she may not be able to understand much of it: this is called "barking at text". The teacher's task of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.

Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.

As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates.

Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.

Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite experime

A．they read too loudly

B．there are too many repetitive words

C．they are discouraged from using their imagination

D．they have difficulty assessing its meaning

There is a great concern in Europe and North America about declining standards of literacy in schools. In Britain, the fact that 30 percent of 16 year old have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything which impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of "traditional" versus "modem" teaching techniques,

The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying "They can’t see the wood for the trees". When teachers use picture books, they are simply' continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished — sometimes to the point of extinction.

Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text.

A teacher’s main concern is to help young beginning readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even if a child is able to read aloud fluently, he or she may not be able to understand much of it: this is called "barking at text". The teacher’s task of improving comprehension is made

harder by influences outside the classroom. But the adverse effects ot suck, things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school.

Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvellous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practise making their own meaning in response to text. They need to have their innate powers of imagination trained.

As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language. If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake.

Academic journals ranging from educational research, psychology, language learning, psycholinguistics, and so on cite exp

A．they read too loudly

B．there are too many repetitive words

C．they are discouraged from using their imagination

D．they have difficulty assessing its meaning