For more than 40 years, scientists have sought to learn how well human beings can adapt to long periods in space. The International Space Station continues to provide valuable knowledge about spaceflight. But an earlier space station, Skylab, helped make the current space project possible.

Canadian astronaut Chris Hadfield sang aboard the International Space Station on May 12, 2013. His music video has become extremely popular. The astronaut played his own version of David Bowie's song Space Oddity. He performed while floating weightlessly, with images of planet earth and space appearing in the window behind him.

Chris Hadfield recently returned home after nearly five months on the space station. For him, the long flight produced a hit video on YouTube and no major physical problems. But 40 years ago, scientists did not know how humans would react to long-term spaceflight. To find out, NASA, the American space agency, launched Skylab in May, 1973. Over nearly a year, three teams of astronauts visited Skylab for stays of between 28 to 84 days. They learned how people react to extended periods in space.

Gerald Carr commanded Skylab 4. He spoke at a NASA event marking the 40th anniversary of Skylab's launch. He said that the loss of the body's muscle mass was a main concern. Astronauts on Skylab used exercise equipment to stay strong. The astronauts spent their workdays carrying out experiments, including biomedical research.

Marshall Porterfield is the director of NASA's Space Life and Physical Sciences Division. He says the Skylab astronauts' understanding of their own ability to deal with long-term spaceflight continues to help current astronauts. NASA says the next step for life away from Earth is a year-long space station mission, set for 2015. What are the answers to this following set of questions: 1. What space station helped make space projects possible?
Answer: 1. Skylab

Animals love to walk near the train tracks. One night a beautiful black cat was walking along the train tracks looking for a nice mouse to eat. He came across some friends, Bob the cat and Steve the dog. They chose to go looking for food together. They walked up and down the tracks looking for a wonderful meal to snack on, when they happened across a big huge melon. Bob asked the black cat if he like melons, the cat did not like melons. Bob asked the dog if he liked melons, Steve did not like melons either. Bob then ate the melon himself as they looked around for that tasty treat. They heard bells from the train coming by and then they finally saw the food they were looking for jump from the bushes over the tracks and run straight into the barn nearby. The black cat wanted to eat the mouse, so he chased him into the barn. Minutes later the black cat returned with his meal in his mouth to share with his friends. What are the answers to this following set of questions: 1. What is bob?
2. What else was there?
3. anything else?
4. What did they decide to do?
5. separately
6. where did they look?
7. what did they want to snack on?
8. what did they find instead?
9. how many liked the melon?
10. who didn't like it?
11. what hapopened to the melon?
12. by?
13. what happened next?
14. from?
15. where did the 'food' come from?
16. and went to?
17. who chased the mouse
Answer: 1. a cat
2. Steve the dog
3. a beautiful black cat
4. go looking for food
5. No
6. up and down the tracks
7. a wonderful meal
8. a big huge melon
9. one
10. Bob and Steve
11. It was eaten.
12. Bob
13. They heard bells
14. from the train
15. from the bushes
16. the barn
17. the black cat

It's not just gloves that can help people keep warm in winter. Love can, too. A pair of 16-year-old American twins, Jack and Jake Moran, stared a program called "Warm Hearts, Warm Hands" last month. Their aim was to collect new and used gloves with fellow students at Richards High School. "We started this program a few weeks ago after we saw something on the news about a student who got frostbite riding his bike to school," Jack said. "I just kind of realized that there are so many kids who don't have or wear gloves. The school has started the collection competition among classes, and the class that collects the most gloves gets a pizza party. The twin brothers talked to other students about their program. Many teachers also joined in, bringing in gloves and encouraging their students to help meet the needs of local community members. "The conversations we are having now aren't so much about what actions we can take, but about _ .This program has really shown me that I don't need to get on a plane and go to help refugees to make a difference. I can do it right here. I can do it every day." Jake said. More than 500 pairs of gloves have been collected in a month and more donations are coming in every day, including hats and scarves. What are the answers to this following set of questions: 1. what are the teens collecting?
2. Who are the teens?
3. and how old are they?
4. What program did they start?
5. where did they start the program?
6. Why?
7. Was there a contest for which class brought in the most gloves?
8. YES
9. What was the prize?
10. How many gloves did they collect?
11. What else was donated?
Answer: 1. new and used gloves
2. Jack and Jake Moran
3. 16
4. Warm Hearts, Warm Hands
5. at Richards High School
6. a student who got frostbite riding his bike to school because he didnt have gloves
7. Yes
8. collection competition
9. pizza party
10. 500 pairs of gloves
11. hats and scarves

The AtlanticCongo languages are a major division constituting the core of the NigerCongo language family of Africa, characterised by the noun class systems typical of the family. They comprise all of NigerCongo except Mande, Dogon, Ijoid and the Katla and Rashad languages (previously classified as Kordofanian). Mukarovsky's West-Nigritic corresponded roughly to modern AtlanticCongo.

In the infobox at the right, the languages which appear to be the most divergent (Senufo, Kru) are placed at the top, whereas those closer to the core (the similar "BenueKwa" branches of Kwa, VoltaNiger and BenueCongo) are near the bottom. The erstwhile Atlantic branch has been broken up into Senegambian, Bak, Mel, Gola and Limba, which are left next to each other merely because there is no published evidence to move them; VoltaCongo (Savannas through BenueCongo) is intact apart from Kru and Senufo. If Kwa or Savannas prove to be invalid, the tree will be even more crowded.

There are a few poorly attested languages, such as Bayot and Bung, which may prove to be additional branches.

"Glottolog" (2013) does not accept that the Kordofanian branches (Lafofa, Talodi and Heiban) or the difficult-to-classify Laal language have been demonstrated to be AtlanticCongo languages. It otherwise accepts the family, but not its inclusion within a broader NigerCongo. What are the answers to this following set of questions: 1. What are the Kordofanian branches?
2. Who does not agree that they are Atlantic-Congo in origin?
3. When did they state this opinion?
4. What are the Atlantic-Congo languages a part of?
5. What are they defined by?
6. Name a language not comprised by the Atlantic-Congo family.
7. And another?
8. And one more?
9. What was categorized as Kordofanian?
10. Which languages are the most divergent?
11. What has the Atlantic branch been broken into?
12. Have Gola and Limba been well-studied?
Answer:
1. Lafofa, Talodi and Heiban
2. Glottolog
3. in 2013
4. the NigerCongo language family
5. the noun class systems typical of the family
6. Mande
7. Dogon
8. Rashad
9. the Katla and Rashad languages
10. Senufo and Kru
11. Senegambian, Bak, Mel, Gola and Limba
12. no