Q: Read the following article and select the best answer. Article: A man enters a store to buy milk. He walks out of the store with milk. That is all-milk. At the same time, a woman enters the same grocery store also to buy milk. She buys it. But she also buys chicken and lemons to make dinner that night. Then she remembers to buy food for her son to eat at school. She also gets a bottle of wine for drinks with friends and a birthday card for her husband's niece. Then she gets coffee for breakfast, ice cream for dessert and remembers stamps to mail the bills. And don't forget soap for the bathroom. And that is the difference between the female and male brains simply explained in a grocery store. Generally speaking, men do one thing at a time. Women do many. Now scientific research supports this theory about male and female brains. A recent study has confirmed what we have known all along--men and women think differently. Scientists at the University of Pennsylvania studied brain images of 949 people aged from eight to 22 years old. They found that male brains have more connections on one side of the brain, or hemisphere. In the female brains, they found more activity and connections between the right and left sides of the brain. The left side of the brain is known as the side of "reason." The right hemisphere is known as the "creative" side. Regina Verma is a professor at the University of Pennsylvania. She co-wrote the report. She says when women are asked to do something difficult they might use different parts of the brain. Men, she adds, generally use just one side of the brain. As a result, men generally deal directly with a problem. There is a strong connection between the "understanding" and the "action" parts of their brains. Women, however, might include other parts of the brain when solving a problem. Women take a less direct path to find a solution. Question: What causes the difference between men's and women's behavior? - Watching things from different sides. - Having different attitudes towards life. - Using different parts of the brain to think. - Reacting at different speed to problems.
A: Using different parts of the brain to think.

Q: Read the following article and select the best answer. Article: For many parents, raising a teenager is like fighting a long war, but years go by without any clear winner. Like a border conflict between neighboring countries, the parent-teen war is about boundaries: Where is the line between what I control and what you do? Both sides want peace, but neither feels it has any power to stop the conflict. In part,this is because neither is willing to admit any responsibility for starting it. From the parents' point of view, the only cause of their fight is their adolescents' complete unreasonableness. And of course, t _ Both feel trapped. In this article, I'll describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the trap. The first no-win situation is quarrel on unimportant things. Examples include the color of the teen's hair, the cleanness of the bedroom, the preferred style of clothing, the child's failure to eat a good breakfast before school, or his tendency to sleep until noon on the weekends. Second, blaming. The goal of a blaming battle is to make the other admit that his bad attitude is the reason why everything goes wrong. Third, needing to be right. It doesn't matter what the topic is--politics, the laws of physics, or the proper way to break an egg--the point of these arguments is to prove that you are right and the other person is wrong,for both wish to be considered an authority--someone who actually knows something--and therefore to command respect. Unfortunately, as long as parents and teens continue to assume that they know more than the other, they'll continue to fight these battles forever and never make any real progress. Question: Why does the author compare the parent teen war to a border conflict? - Both can continue for generations. - Both are about where to draw the line. - Neither has any clear winner. - Neither can be put to an end.
A: Both are about where to draw the line.

Q: Read the following article and select the best answer. Article: Remember those big, colorful books with large pictures of balls or apples when you were a little kid? Those have proven to be helpful, according to a number of studies. Between 1 and 5 years old, introducing books to Children can help greatly because this is usually the age when intellectual capabilities form. At age 1 to 5, a child can decide whether he wants to learn or wants to be a good learner. The road to learning starts here. Their curiosity and imagination are fed with the many pictures, sounds and colors in the books. Children normally began school at 5 years old. But today, they go to school when they are as young as one and a half years old. This is because many parents have recognized that influencing the child's formative years is very important. The fight influence can make the child want to read in the future. Parents should play a part in encouraging children to read. Even just reading them bedtime stories can help children feel the joy and amazement connected to reading. This can help them become better readers and better learners as they grow older. If children are interested in reading books rather than watching television, they can improve many skills besides reading and learning. Books can act as stepping stones to intelligence. However, parents must be very careful not to overpower their children. If they force children to read books that are too hard to understand, they might think reading is boring and lose interest in it. Question: . This passage mainly _ . - advises kids to spend less time watching TV - explains why reading is good for us - tells us that reading is good for children - suggests that parents spend more time with their kids
A: tells us that reading is good for children

Q: Read the following article and select the best answer. Article: Imagine that the genome is a book.The book consists of 23 chapters with thousands of stories made up of paragraphs, words and letters on different levels.There are one billion words in the book, as long as 800 Bibles; if I read the genome out to you at the rate of one word per second for eight hours a day, it would take me centuries; if I wrote out the human genome, one letter per millimeter, my text would be as long as the River Danube.This is a huge volume, a book of great length, but it all fits inside an extremely small cell nuclear that fits easily upon the head of a pin. The idea of the genome as a book is not, strictly speaking, even a metaphor.It is true to a great extent.A book is a piece of digital information, written in one-directional form and defined by a code that translates a small alphabet of signs into a large dictionary of meanings through the order of their groupings.So is a genome.The only difference is that all English books read from left to right, while some parts of the genome read from left to right while some from right to left, but never both at the same time. While English books are written in words of different lengthens using twenty-six letters, genomes are written entirely in words of three-letter length, using only four letters, and instead of being written on flat pages, they are written on long chains of DNA molecules . The genome is a very clever book, because in the right condition it can both photocopy itself and read itself. Question: The real purpose of the author's comparison of the genome to a book is _ . - to focus on the differences between the two - to lay emphasis on the similarities between the two - to simplify the concept of the human genome - to give an exact description of the human genome
A: to simplify the concept of the human genome