Salvation Army Angel Program Angel Tree collects gifts for children and families in need. Participate by selecting an angel from any Angel Tree at all Cyprus Credit Union location or any Utah Macy's Department store. Shop for your angel, then return your new, unwrapped gift to the same Angel Tree. Gifts must be returned before December 14. For more information, call (801) 988-5678 in the Salt Lake area,(801) 374-2588 in the Provo area. Utah Association for People with Intellectual Disabilities Holiday Gift Box Program The program serves primarily low-income adults with intellectual disabilities who don't qualify for other programs because of age limits, said Joyce Whalen, the association's board president. To donate, visit the association at 1326 S.2100 East from 9am to about 5:30 pm to choose an ornament that provides information about an individual who will benefit from the program. Shop for new items and return them by December 14. Donations of generic items, such as towels, socks and hygiene products also accepted, as are monetary donations. For more information, call 801-440-1674. Utah Foster Care Foundation's Giving Tree Program The program seeks new gifts and cash donations to fulfill the holiday wishes of more than 1,000 children in state-licensed foster homes." Many of the children in care have been removed from their _ because of neglect or abuse," said Nikki Mackay, the foundation's director. " Christmas can be a difficult time for them." To learn how to support the program, call 877-505-5437. Utah State Hospital Forgotten Patient Program The program provides Christmas gifts for hundreds of patients with mental illness. In the history of the program--which may go back as far as 60 years, organizer Shawna Peterson said, "we've never had a forgotten patient." And she doesn't want this year to change that. To support the program, contact Peterson at 801-344-6088. From the last program, we can infer that _ . A) the patients often forgot to come to the hospital B) the patients are often forgotten to be looked after C) the patients are being taken good care of D) the patients had a poor memory in the hospital
C
(Question)
After an earthquake or any similar disaster, parents and teachers need to help children overcome the effects of this frightening and sometimes devastating ( ) experience. Psychologists say that if children go through a disturbing event before the age of ten, they are three times as likely to suffer psychological problems as teenagers. After a disaster children may become easily upset, shy, aggressive , or afraid of wind, rain, noises, or darkness. They may have trouble letting go of their parents and resist going to school or daycare. Some children may even feel guilty thinking that they somehow caused the disaster through their bad behavior. Because of such common reactions, parents and others should begin as soon after the event as possible helping these children. Some suggestions include talking to the children about what happened, letting the children express their own feelings, spending extra time with them doing activities together and reassuring them that you love them and won't leave them. For some children expressing themselves through drawing pictures or writing can be useful. Do everything possible to help children get back to a normal routine; however, don't be afraid to "spoil" these children for a while after the disaster. Let them have extra privileges and more attention than usual. Encourage the children to grieve after a loss. It should be OK for them to cry. Caring families and friends can do much to heal children victims of disasters. According to the passage, a child who has just experienced a devastating disaster may become _ . A) more mature B) less dependent C) willing to help D) ready to attack
(Answer)
D
Ques: Most American students go to traditional public schools.There are about 88, 000 public schools, all over the US.Some students attend about 3000 independent public schools called charter schools. Charter schools are self-governing.Private companies operate some charter schools.They are similar in some ways to traditional public schools.They receive tax money just as other public schools do.Charter schools must prove to local or state governments that their students are learning.These governments provide the schools with the agreement called a charter that permits them to operate. Charter schools are different because they do not have to obey most laws governing traditional public schools.Local, state, or federal governments cannot tell them what to teach.Each school can choose its own goals and decide the ways it wants to reach them.Class size is usually smaller than in traditional public schools. The Bush Administration strongly supports charter schools as a way to re-organize public schools that are failing to educate students.But some education agencies and unions oppose charter schools.One teachers' union has just made public the results of the first national study comparing the progress of students in traditional schools and charter schools. The American Federation of Teachers criticized the government's delay in releasing the results of the study, which is called the National Assessment of Educational Progress.Union education experts say the study shows that charter school students performed worse on math and reading tests than students in regular public schools. Some experts say the study is not a fair look at charter schools because students in those schools have more problems than students in traditional schools.Other education experts say the study results should make charter school officials demand improved student progress. It can be interred from the text that _ . A) charter schools are part of the public education system B) one-on-one attention should be paid to students C) the number of charter schools will be limited D) charter schools are all privately financed
Ans: A
Pets provide an unconditional love that requires very little on the part of the human. Animals are so special to those of us who love them. We miss them when they are no longer with us. We grieve for them in ways which are just the same as grieving for a human loved one. Whether the end comes through old age, illness, or sudden death, the death of a pet can cause enormous feelings of sorrow, guilt, and loneliness for children and adults alike, as the animal was considered a family member, a child's favoured playmate, or an older person's loyal and faithful companion. Some people don't want a pet because they do die! It's understandable to be unwilling to expose yourself to death but, at the same time, _ . When we live with animals we're more in step with the rhythms of the planet from day to night and from season to season because our companions make us more aware of the changes around us. Our companion animals teach us about the simple gifts of a beautiful day, a good meal and a gentle touch. The death of a pet can make us struggle with our belief structure-a natural part of the grieving period. Whether grieving an animal or human, we question our beliefs and many people find their belief structure becomes stronger when they ask themselves hard questions. Others find a new way of acceptance. And we learn from our animals. Animals aren't afraid to die; they show us that the end of life can be faced without fear. They can teach us to accept death as an opening for love and wonder. Allow yourself to grieve in whatever way is appropriate for you. The loss of a pet is real grief and causes us to travel through the stages of grief-denial, anger, depression, guilt, and acceptance. These stages must be lived through for the mourning to allow full healing. What's the attitude of the author towards grieving a pet? A) Neutral. B) Negative. C) Positive. D) Critical.
C