(Q).
External bleeding Apply direct pressure. Place a clean, folded cloth over the injured area and firmly apply pressure. If blood soaks through, do not remove it. Instead, cover that cloth with another one and continue to apply pressure to the wound for 7~10 minutes. If the bleeding is from the ear, place a clean bandage over the ear, lay the victim on his side, and allow the blood to drain out through the bandage. Elevate the injury. Position the wounded part of the body above the level of the heart if possible while you apply direct pressure. Know the pressure points. If direct pressure and elevation don't sufficiently slow the blood-flow, find a pressure point. Large arteries   found close to the skin's surface supply blood to the head and to each arm and leg. The most common pressure points used during the first aid are located in the upper arms and in the creases above the upper legs. Apply pressure to the closest pressure point to the wound so that the artery is pressed between your fingers and the bone directly behind the artery. If using the pressure point on a leg, you may need to use the heel of your hand instead of your finger. Resort to a tourniquet (,). On very rare occasions everything listed above may fail. To prevent the victim from dying, you should apply a tourniquet. Once a tourniquet is applied, it should not be loosened or removed until the victim has reached medical help. Use a tourniquet ONLY if everything listed above has failed. If you use a tourniquet, write down somewhere on the victim the time when it was applied, so medical personal will know how long it has been in place. According to the passage, if a person is wounded and bleeding, you should   _  . A) spread some salve   on the wound B) pressed the wound firmly with your finger C) cover the wound with a clean, folded cloth and press it D) place a clean bandage over the wound
(A).
C


(Q).
It's interesting that the arrival of snow has effect on people in different countries. For some countries it is an important happening to celebrate each year, while for others a catastrophe  or even a wonder. But there are countries between these two kinds that normally expect snow some time over the winter months, but never receive snow regularly or in the same quantities every year. Britain is one of them, for which the arrival of snow quite simply causes problems. Within hours of the first snowfalls, however light, roads are blocked, trains and buses have to stop in the middle of the way. Normal communication is affected as well: telephone calls become difficult and the post immediately takes more time than usual. And almost within hours, there are also certain shortages----bread, vegetables and other things-----not because all these things can no longer be produced or sent to shops, but mainly because people are frightened and go out and store up with food and so on...just for fear that something bad should happen. But why does snow have this effect? After all, the Swiss, the Austrians and the Canadians don't have such problems. It is simple because there is not enough planning and preparation. We need money to buy equipment to deal with snow and ice. To keep the roads clear, for example, requires snow-ploughs  and machines to spread salt. The reason why a country like Britain does not buy snow-ploughs is that they are used for a few days in any one year, and the money could be more useful in other things such as hospital, education, helping the old and so on.. The words "two kinds" in the passage mean the countries   _  . A) which have weather as yearly happening to celebrate or as rare  weather B) which either have heavy snow or light snow C) to which snow either causes problems or no problems D) which either have snow-ploughs or no snow-ploughs
(A).
A


(Q).
Across the rich world, well-educated people increasingly work longer than the less-skilled. Some 65% of American men aged 62-74 with a professional degree are in the workforce, compared with 32% of men with only a high-school certificate. This gap is part of a deepening divide between the well-education well off and the unskilled poor. Rapid technological advance has raised the incomes of the highly skilled while squeezing those of the unskilled. The consequences, for individual and society, are profound. The world is facing as astonishing rise in the number of old people, and they will live longer than ever before. Over the next 20 years the global population of those aged 65 or more will almost double, from 600 million to 1.1 billion. The experience of the 20th century, when greater longevity translated into more years in retirement rather than more years at work, has persuaded many observers that this shift will lead to slower economic growth, while the swelling ranks of pensioners will create government budget problems. But the notion of a sharp division between the working young and the idle old misses a new trend, the growing gap between the skilled and the unskilled. Employment rates are falling among younger unskilled people, whereas older skilled folk are working longer. The divide is most extreme in America, where well-educated baby-boomers   are putting off retirement while many less-skilled younger people have dropped out of the workforce. That even the better-off must work longer to have a comfortable retirement. But the changing nature of work also plays a big role. Pay has risen sharply for the highly educated, and those people continue to reap rich rewards into old age because these days the educated elderly are more productive than the preceding generation. Technological change may well reinforce that shift: the skills that complement computers, from management knowhow to creativity. Do not necessarily decline with age. What is the result of policy changes in European countries? A) Unskilled workers may choose to retire early. B) more people have to receive in-service training. C) Even wealthy people must work longer to live comfortably in retirement. D) People may be able to enjoy generous defined-benefits from pension plans.
(A).

C