In the past, if a person wanted to see the national treasures of a country, one had to go there in person. Therefore, very few people were able to enjoy some of history's most important and interesting artifacts . This has changed with an increase in the number of traveling museum exhibitions. King Tutankhamen Artifacts A traveling exhibition of artifacts from the tomb of King Tutankhamen, popularly known as "King Tut", toured the United States from November 1976 to April 1979. The 55 objects were shown in six cities and were seen by around eight million museum-goers. The second touring exhibit was started in 2007, this time with 130 artifacts and stops in London and three different American cities. However some objects, like the king's golden face mask, are too valuable or too delicate to be transported long distances, so "replicas" (exact copies of something) are on show. Japanese Color Woodblock Prints The Art Museum at University of Virginia, in Charlottesville, Virginia, has an extraordinary collection of Japanese color woodblock prints . These prints document the period from about 1850 to 1900, a time when Japan was opening itself to Western influences. Before this point, Japan was a closed society that had little communication with the world outside of its borders. These works of art beautifully show the feeling of change and the trend toward modernization. The museum has put together a traveling exhibition of 60 of these prints, which can be borrowed and exhibited worldwide for periods of eight weeks or more. Face-to-face with "Lucy" One of the world's most famous archaeological finds in history are the 3.2 million-year-old bones of a 106-centimeter-tall female found in the Ethiopian desert in 1974. Lucy, a name given to her by the discovery team, is a "hominid", or a creature that scientists believe is the earliest ancestor of modern human beings. Rarely is an artifact this valuable allowed to travel widely, but Lucy has been taken to several museums in the U.S. while a detailed replica remains... What do the Japanese woodblock prints show about the society from 1850 to 1900? A) Japan had little communication with other countries. B) The whole country refused changes in the society. C) Japan was opening itself up to Western ideas. D) Japan achieved modernization.
C
When the sand began kicking up and hitting our faces, I started to worry that maybe we had made a mistake. That afternoon, my dad had stood on the deck of our home and laughed as our neighbors packed up their cars and headed inland. They left to spend the night in motels or at friends' homes that were out of range of approaching summer storm. Challenging the weather that threatened to damping our spirits, we lit a fire on the beach. Dad told jokes and we had a good time. When it was 6:30 p.m., all laughter disappeared. Our eyes were drawn to the sky. A tornado was headed straight for us! In a flash, we were all on our feet. The wind started screaming and now we were running to the cottage. My mom stopped next to the front door. "Where can we go?" She shouted at my dad. Most cottages on this part of Lake Michigan had been built without basements. Ours was no exception. The huge windows and the cottage itself wouldn't offer safety from high wind. "Follow me!" my dad yelled. We crawled beneath the deck, pressing ourselves against the foundation of the cottage. Between the deck supports, we watched the approaching storm in silent terror. My dad shouted, "Hold on!" and something else I couldn't hear over the screaming wind. I think he was praying. By the time it reached our cottage, it was nothing more than a strong wind. The rest of the storm lasted for an hour and then simply blew away. "Next time, we'll stay inland at Grandma's. Okay?" my dad said. What was the family's immediate action when they saw the tornado approach? A) Running away at once. B) Praying in silent terror. C) Crawling on the ground. D) Closing their eyes tightly.
A
Q: Life on earth depends on water, and there is no substitute for it. The current assumption is that our basic needs for water--whether for drinking, agriculture, industry or the raising of fish--will always have to be met. Given this premise , there are two basic routes we can go; more equal access to water or better engineering solutions. Look at the engineering solutions first. A lot of my research concentrates on what happens to wetlands when you build dams in river basins, particularly in Africa. The ecology of such areas is almost entirely driven by the seasonal changes of the river--the pulse of the water. And the fact is that if you build a dam, you generally spoil the downstream ecology. In the past, such problems have been hidden by a lack of information. But in the near future, governments will have no excuses for their ignorance. The engineers' ability to control water flows has created new kinds of unpredictability, too. Dams in Africa have meant fewer fish, less grazing and less floodplain agriculture, none of which were expected. And there average economic life is assumed to be thirty years. Dams don't exist forever, but what will replace them is not clear. The challenge for the future is to find new means of controlling water. Although GM technology will allow us to breed better dry-land crops, there is no market for companies to develop crops suitable for the micro-climates of the Sahel and elsewhere in Africa. Who is going to pay for research on locally appropriate crops in the Third World? Which of the following statements is NOT true for meeting our basic needs for water? A) Water resource should be used more reasonably. B) More dams should be built in river basins. C) More wetlands should be protected from destruction. D) More dry-land crops could be developed in Africa.
A: B
Many schools have established successful home visit programs. Home visits by teachers let parents and children know how much teachers care. Also, it is a way for teachers to learn more about their students , get the parents to pay more attention to their children's education and bridge cultural gaps that might exist between students and teachers. Most teachers report that their home visits have a lasting effect on the child, the parents and on parent--teacher communication. The Head Start program has used home visits for many years. Head Start teachers are required to make at least two home visits for each student, regardless of their ability, during each school year in addition to regular parent-teacher conferences at school. Many U.S. kindergartens also require home visits by teachers before school starts. The visit approach varies from school to school and usually depends on the funding the source. In some schools, teachers prefer to visit in pairs. They feel more comfortable that way and sometimes need a translator in order to communicate with a child's parents. Other teachers visit one-on-one with parents. Some interact with both the child and the parent. Many teachers may bring along learning activities for the child that also involve the parents participation. Normally, visits can last from 30 to 90 minutes, depending on the teacher and the activities. When teachers get to know their students and their students' families, the parents become more active in their children's education. Home visits, not unnecessary as some people think, can give teachers the ideas they need to help all students succeed. The effect of home visits is that _ . A) parents have more opportunities to play with children. B) students can succeed more easily through their own efforts. C) teachers can learn more about how to help students. D) parents play a decisive role in children's education.
C