After a year of studies, an elementary school in New York decided that math worksheets and essay assignments（作业）were actually a waste of time. In February, head teacher Jane Hsu sent a letter to parents _____ that the prekindergarten through fifth-grade students would not be given any traditional homework to _____ kids to spend more free time reading, playing outside or doing activities they enjoy.

Some parents,_____ , disagree with the policy change, thinking that a lack of homework will cause children’s academic（学术的）performance to _____ Homework has been a part of _____ from the beginning, and has increased in _____ in recent years.

Hsu’s advice that children should read and spend time with their families has _____ some parents who even consider _____ their children out of the school. This group feels that homework assignments give their children a(n) _____ to work toward.

Others feel so ______ about the importance of homework that they have begun ______ their own homework assignments to their children.

An Australian Childhood Foundation’s ______ found that 71% of Australian parents feel they do not spend ______ time with their children mainly because of running the household or helping with homework. Education experts in Australia are saying that parents should ______ helping. Doing so will give kids more ______, will give parents more free time and will help ______ the number of arguments in the family caused by homework.

Some research suggests that homework has ______ academic benefit for elementary students, while other research shows homework can help kids ______ independence and confidence. When parents try to help their children with homework, the ______ can take away that feeling and can also make the busy working parents more ______.

Why College Is Not Home

The college years are supposed to be a time for important growth in autonomy(自主性) and the development of adult identity. However, now they are becoming an extended period of adolescence, during which many of today’s students are not shouldered with adult responsibilities.

For previous generations, college was a decisive break from parental control; guidance and support needed to come from people of the same age and from within. In the past two decades, however, continued connection with and dependence on family, thanks to cell phones, email and social media, have increased significantly. Some parents go so far as to help with coursework. Instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home.

To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves ＂trying on＂ new ways of thinking about oneself both intellectually(在思维方面)and personally. While we should provide ＂safe spaces＂ within colleges, we must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered by strict debate and questioning.

Learning to deal with the social world is equally important. Because a college community(群体) differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community.

Moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults: the response to being controlled by their elders. If acceptable social behavior is too strictly defined(规定) and controlled, the insensitive or aggressive behavior that administrators are seeking to minimize may actually be encouraged.

It is not surprising that young people are likely to burst out, particularly when there are reasons to do so. Our generation once joined hands and stood firm at times of national emergency. What is lacking today is the conflict between adolescents’ desire for autonomy and their understanding of an unsafe world. Therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth.

Every college discussion about community values, social climate and behavior should include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discovery.

A．	B．
C．	D．

Bad Things About Cell Phones in School

Giving your schoolchild a cell phone has a very positive effect. 【小题1】 However, at school especially in the classroom, cell phones cause a lot of problems.

The Internet capabilities (联网功能) of phones will make students absent from their tasks. 【小题2】 In addition to sending text messages, smartphones have email and Internet capabilities. All of these features will distract (使分心) children from their tasks at hand.

【小题3】 The most common means by which the whole class distraction happens is when a cell phone rings during the middle of a class, attracting students’ attention towards the noise. A student with a cell phone may also encourage others to play the game on his cell phone or share information that comes up on the Internet.

The use of phones may contribute to the students’cheating in the exams. Students can take advantage of cell phones’ Internet capabilities to look for answers to questions for tests for which they haven’t studied. Having a palm-sized computer may give students the chance to cheat in exams. 【小题4】

Using a phone may reduce children’s social behavior. If a student has a cell phone, particularly one with an Internet connection, it must reduce his necessity to socially communicate with others. 【小题5】

   Robyn Lee， a 15-year-old teenage girl who studies at York Community High School， US says she has four friends. But she also has 15 to 20 other friends she considers part of her regular social circle.

“It's like a bad thing to have only one， friend ，”explained Robyn. “If you have one friend， it means only one person likes you. That’s not cool，” she said.

For many years， experts studying teen friendships have known that teenagers prefer to travel in groups. In studies conducted in 1963 and in 1995， researchers found teen friendship groups averaged six people. In 2005， when teens were asked about how many friends they kept in touch with regularly， the average answer was 20.

The change to bigger -group friendships has advantages， such as increasing more connections and improving teens' self-pride by giving them a place to belong.

However， the change also has some disadvantages，say psychologists. “The meaning of friendship is becoming much more complicated，” said Bernardo Carducci， a professor of psychology at Indiana University Southeast.

MaryRose Moss， a 17-year-old in Chicago， knows how she could get more friends. She created a Facebook page when she was 14 and within months ， she had her group of 500 friends.

Text messaging has opened the door to many new connections， she says. “I'm friends with some people that I wouldn't be as close to if it weren't for technology，” said Moss. “It's so easy to send a text to somebody even if you don't know him very well. ”

Some psychologists wonder whether social-networking technology is affecting some skills children once got from making friends in the old-fashioned way.

“In the past， you argued， discussed and reached an agreement， but if somebody disagrees with you now， you can ‘defriend’ him with the click of keys，” said Carducci.

Marianne Boe， a social studies teacher in Chicago ， sees signs of changing friendships in the hallways. Ten years ago， she could easily know groups of girls who stayed friends through all four years of high school. “Today， it's harder，” Boe said.