These operations have the same general pattern. The franchisor, the parent company, first establishes a successful retail business. As it expands, it sees a profit potential in offering others the right to open similar business under its name. The parent company’s methods and means of identification with consumers are included in this right. The parent company supplies skill, and may build and rent stores to franchisees. For these advantages the franchisee pays the franchisor a considerable fee. However, some of the advantages and disadvantages are different.
By extending a “proven” marketing method, a parent can profit in several ways. First, the franchisee’s purchase price gives the parent an immediate return on the plan. Then the sale of supplies to the franchisee provides a continuing source of profits. As new businesses are added and the company’s reputation spreads, the values of the franchise increases and sales of franchises become easier. The snowballing effect can be dramatic. Such growth, too, bring into play the economies of scale. Regional or national advertising that might be financially impossible for a franchisor with 20 franchises could be profitable for one with 40.
The parent, then, finds immediate gains from the opportunity to expand markets on the basis of reputation alone, without having to put up capital or take the risk of owning retail stores. Added to this advantage is a less obvious but material one, Skilled, responsible retail managers are rare. People who invest their capital in franchises, though, probably come closer to the ideal than do paid managers. In fact, the franchisee is an independent store operator working for the franchisor, but without an independent’s freedom to drop supplies at will. Of course the factory’s costs of selling supplies are less. But also certainly the franchisee buying goods that have had broad consumer acceptance will not casually change supplies, even when the contract permits. If the hamburger is not what the customer expected, they may not return. Having paid for the goodwill, the franchisee won’t thoughtlessly destroy it.
1. Franchising refers to a business operation in which a successful parent company .
| A．sells name-brand goods to a private investor |
| B．rents proven ideas and techniques for investment |
| C．sells the right, the guidance to a business under its name |
| D．takes no advertising responsibility for individual investors |
| A．an immediate investment return |
| B．the profit from the sale of supplies |
| C．the ownership of additional retail stores |
| D．the possibility of profitable advertising |
| A．the advantages and disadvantages of franchising |
| B．the benefits of franchising to the franchisor |
| C．the unmatched economic growth in the 1960’s |
| D．some regional and national business operation |
| A．More advantages of franchising. |
| B．Negative aspects related to franchising. |
| C．The standard of consumer acceptance. |
| D．Risks of investment besides franchising |
2 . Eating too much fatty food, exercising too little and smoking can raise your future risk of heart disease. But there is another factor that can cause your heart problems more immediately：the air you breathe.
Previous studies have linked high exposure (暴露) to environmental pollution to an increased risk of heart problems，but two analyses now show that poor air quality can lead to heart attack or stroke (中风) within as little as a few hours after exposure. In one review of the research, scientists found that people exposed to high levels of pollutants (污染物) were up to 5% more likely to suffer a heart attack within days of exposure than those with lower exposure. A separate study of stroke patients showed that even air that the U. S. Environmental Protection Agency (EPA)considers to be of “moderate” (良好) quality and relatively safe for our health can raise the risk of stroke as much as 34% within 12 to 14 hours of exposure.
The authors of both studies stress that these risks are relatively small for healthy people and certainly modest compared with other risk factors such as smoking and high blood pressure. However, it is important to be aware of these dangers because everyone is exposed to air pollution regardless of lifestyle choices. So stricter regulation by the EPA of pollutants may not only improve environmental air quality but could also become necessary to protect public health.
1. The text mainly discusses the relationship between ________.| A．heart problems and air quality |
| B．heart problems and exercising |
| C．heart problems and smoking |
| D．heart problems and fatty food |
| A．relatively high | B．extremely low |
| C．relatively low | D．extremely high |
| A．Eating fatty food has immediate effects on your heart. |
| B．The EPA conducted many studies on air quality. |
| C．Moderate air quality is more harmful than smoking. |
| D．Stricter regulations on pollutants should be made. |
| A．inform | B．persuade |
| C．describe | D．entertain |
We'd just finished John Steinbeck's novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I've read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel's terrible logic-the giving way of dreams to fate.
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school-one that often attracts the literary-minded children of Manhattan's upper classes-into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.'s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn't always read from the expected point of view.
About The Red Pony, one student said, “it's about being a man, it's about manliness.” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they're all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
1. The underlined words in Paragraph 1 probably mean that a book helps to __________.| A．realize our dreams | B．give support to our life |
| C．smooth away difficulties | D．awake our emotions |
| A．Because they spent much time reading it. | B．Because they had read the novel before. |
| C．Because they came from a public school. | D．Because they had similar life experiences. |
| A．she was a literary-minded girl | B．her parents were immigrants |
| C．she couldn't fit in with her class | D．her father was then in prison |
| A．creatively | B．passively | C．repeatedly | D．carelessly |
| A．introduce classic works of literature | B．advocate teaching literature to touch the heart |
| C．argue for equality among high school students | D．defend the current testing system |
