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Why does the author say that greyhounds make great pets?

Most people think of racing when they see greyhounds and believe they need lots of exercise. They can actually be quite lazy! Greyhounds are good at fast races but not long-distance running. They do need regular exercise but they like to run for a short burst and then get back on the bed or a comfortable seat. Another misunderstanding is that greyhounds must be aggressive because they are big in size. In fact greyhounds love people and are gentle with children. Greyhounds can live for 12-14 years but usually only race for two or three years, and after that they make great pets. They dont need a lot of space, dont make a lot of noise, and dont eat a lot for their size. Normally, greyhounds can be as tall as 90 cm. There is, however, a small-sized greyhound, which stands only 33 cm. Greyhounds come in a variety of colors. Grey and yellowish-brown are the most common. Others include black, white, blue, red and brown or a mix of these. Greyhounds have smooth body coats, low body fat and are very healthy. Because theyre slimthey dont have the leg problems like other dogs the same height. But they do feel the cold. Especially since they would much rather be at home in bed thanwalking around outside.

2629.txt

If you keep a pet greyhound, it is important.

Most people think of racing when they see greyhounds and believe they need lots of exercise. They can actually be quite lazy! Greyhounds are good at fast races but not long-distance running. They do need regular exercise but they like to run for a short burst and then get back on the bed or a comfortable seat. Another misunderstanding is that greyhounds must be aggressive because they are big in size. In fact greyhounds love people and are gentle with children. Greyhounds can live for 12-14 years but usually only race for two or three years, and after that they make great pets. They dont need a lot of space, dont make a lot of noise, and dont eat a lot for their size. Normally, greyhounds can be as tall as 90 cm. There is, however, a small-sized greyhound, which stands only 33 cm. Greyhounds come in a variety of colors. Grey and yellowish-brown are the most common. Others include black, white, blue, red and brown or a mix of these. Greyhounds have smooth body coats, low body fat and are very healthy. Because theyre slimthey dont have the leg problems like other dogs the same height. But they do feel the cold. Especially since they would much rather be at home in bed thanwalking around outside.

2629.txt

We can learn from the passage that Jacqueline _ .

Jacqueline Bouvier Kennedy Onassis was one of the most private women in the world, yet when she went to work as an editor in the last two decades of her life, she revealed herself as she did nowhere else. After the death of her second husband, Greek shipping magnate Aristotle Onassis, Jacqueline's close friend and former White House social secretary Letitia Baldrige made a suggestion that she consider a career in publishing.After consideration, Jacqueline accepted it.Perhaps she hoped to find there some ideas about how to live her own life.She became not less but more interested in reading.For the last 20 years of her life, Jacqueline worked as a publisher's editor，first at Viking, then at Doubleday, pursuing a late??life career longer than her two marriages combined. During her time in publishing, she was responsible for managing and editing more than 100 successfully marketed books. Among the first books were In the Russian Style and Inventive Paris Clothes.She also succeeded in persuading TV hosts Bill Moyers and Joseph Campbell to transform their popular television conversations into a book, The Power of Myth.The book went on to become an international best??seller.She dealt, too, with Michael Jackson as he prepared his autobiography ，Moonwalk. Jacqueline may have been hired for her name and for her social relations, but she soon proved her worth.Her choices, suggestions and widespread social relations were of benefit both to the publishing firms and to Jacqueline herself.In the books she selected for publication, she built on a lifetime of spending time by herself as a reader and left a record of the growth of her mind.Her books are the autobiography she never wrote.Her_role_as_First_Lady,_in_the_end,_was_overshadowed_by_her_performance_as_an_editor.However, few knew that she had achieved so much.

3068.txt

What can be inferred from the passage?

Jacqueline Bouvier Kennedy Onassis was one of the most private women in the world, yet when she went to work as an editor in the last two decades of her life, she revealed herself as she did nowhere else. After the death of her second husband, Greek shipping magnate Aristotle Onassis, Jacqueline's close friend and former White House social secretary Letitia Baldrige made a suggestion that she consider a career in publishing.After consideration, Jacqueline accepted it.Perhaps she hoped to find there some ideas about how to live her own life.She became not less but more interested in reading.For the last 20 years of her life, Jacqueline worked as a publisher's editor，first at Viking, then at Doubleday, pursuing a late??life career longer than her two marriages combined. During her time in publishing, she was responsible for managing and editing more than 100 successfully marketed books. Among the first books were In the Russian Style and Inventive Paris Clothes.She also succeeded in persuading TV hosts Bill Moyers and Joseph Campbell to transform their popular television conversations into a book, The Power of Myth.The book went on to become an international best??seller.She dealt, too, with Michael Jackson as he prepared his autobiography ，Moonwalk. Jacqueline may have been hired for her name and for her social relations, but she soon proved her worth.Her choices, suggestions and widespread social relations were of benefit both to the publishing firms and to Jacqueline herself.In the books she selected for publication, she built on a lifetime of spending time by herself as a reader and left a record of the growth of her mind.Her books are the autobiography she never wrote.Her_role_as_First_Lady,_in_the_end,_was_overshadowed_by_her_performance_as_an_editor.However, few knew that she had achieved so much.

3068.txt

The passage is mainly _ .

Jacqueline Bouvier Kennedy Onassis was one of the most private women in the world, yet when she went to work as an editor in the last two decades of her life, she revealed herself as she did nowhere else. After the death of her second husband, Greek shipping magnate Aristotle Onassis, Jacqueline's close friend and former White House social secretary Letitia Baldrige made a suggestion that she consider a career in publishing.After consideration, Jacqueline accepted it.Perhaps she hoped to find there some ideas about how to live her own life.She became not less but more interested in reading.For the last 20 years of her life, Jacqueline worked as a publisher's editor，first at Viking, then at Doubleday, pursuing a late??life career longer than her two marriages combined. During her time in publishing, she was responsible for managing and editing more than 100 successfully marketed books. Among the first books were In the Russian Style and Inventive Paris Clothes.She also succeeded in persuading TV hosts Bill Moyers and Joseph Campbell to transform their popular television conversations into a book, The Power of Myth.The book went on to become an international best??seller.She dealt, too, with Michael Jackson as he prepared his autobiography ，Moonwalk. Jacqueline may have been hired for her name and for her social relations, but she soon proved her worth.Her choices, suggestions and widespread social relations were of benefit both to the publishing firms and to Jacqueline herself.In the books she selected for publication, she built on a lifetime of spending time by herself as a reader and left a record of the growth of her mind.Her books are the autobiography she never wrote.Her_role_as_First_Lady,_in_the_end,_was_overshadowed_by_her_performance_as_an_editor.However, few knew that she had achieved so much.

3068.txt

Where can you buy a souvenir at Pacific Science Center?

Pacific Science Center Guide ◆Visit Pacific Science Center'sStore Don't forget to stop by Pacific Science Center's Store while you are here to pick up a wonderful science activity or remember your visit. The store is located upstairs in Building 3 right next to the Laster Dome. ◆Hungry Our exhibits will feed your mind but what about your body? Our café offers a complete menu of lunch and snack options, in addition to seasonal specials. The café is located upstairs in Building 1 and is open daily until one hour before Pacific Science Center closes. ◆Rental Information Lockers are available to store any belongings during your visit. The lockers are located in Building 1 near the Information Desk and in Building 3. Pushchairs and wheelchairs are available to rent at the Information Desk and Denny Way entrance. ID required. ◆Support Pacific Science Center Since 1962 Pacific Science Center has been inspiring a passion for discovery and lifelong learning in science, math and technology. Today Pacific Science Center serves more than 1.3 million people a year and beings inquiry-based science education to classrooms and community events all over Washington State. It's an amazing accomplishment and one we connot achive without generous support from individuals, corporations, and other social organizations. Wish pacificorganzier.org to find various ways you can support Pacific Science Center.

3828.txt

What does PacificScience Center do for schools?

Pacific Science Center Guide ◆Visit Pacific Science Center'sStore Don't forget to stop by Pacific Science Center's Store while you are here to pick up a wonderful science activity or remember your visit. The store is located upstairs in Building 3 right next to the Laster Dome. ◆Hungry Our exhibits will feed your mind but what about your body? Our café offers a complete menu of lunch and snack options, in addition to seasonal specials. The café is located upstairs in Building 1 and is open daily until one hour before Pacific Science Center closes. ◆Rental Information Lockers are available to store any belongings during your visit. The lockers are located in Building 1 near the Information Desk and in Building 3. Pushchairs and wheelchairs are available to rent at the Information Desk and Denny Way entrance. ID required. ◆Support Pacific Science Center Since 1962 Pacific Science Center has been inspiring a passion for discovery and lifelong learning in science, math and technology. Today Pacific Science Center serves more than 1.3 million people a year and beings inquiry-based science education to classrooms and community events all over Washington State. It's an amazing accomplishment and one we connot achive without generous support from individuals, corporations, and other social organizations. Wish pacificorganzier.org to find various ways you can support Pacific Science Center.

3828.txt

What is the purpose of the last part of the text?

Pacific Science Center Guide ◆Visit Pacific Science Center'sStore Don't forget to stop by Pacific Science Center's Store while you are here to pick up a wonderful science activity or remember your visit. The store is located upstairs in Building 3 right next to the Laster Dome. ◆Hungry Our exhibits will feed your mind but what about your body? Our café offers a complete menu of lunch and snack options, in addition to seasonal specials. The café is located upstairs in Building 1 and is open daily until one hour before Pacific Science Center closes. ◆Rental Information Lockers are available to store any belongings during your visit. The lockers are located in Building 1 near the Information Desk and in Building 3. Pushchairs and wheelchairs are available to rent at the Information Desk and Denny Way entrance. ID required. ◆Support Pacific Science Center Since 1962 Pacific Science Center has been inspiring a passion for discovery and lifelong learning in science, math and technology. Today Pacific Science Center serves more than 1.3 million people a year and beings inquiry-based science education to classrooms and community events all over Washington State. It's an amazing accomplishment and one we connot achive without generous support from individuals, corporations, and other social organizations. Wish pacificorganzier.org to find various ways you can support Pacific Science Center.

3828.txt

The best title of the passage can be " _ ".

If the salinity of ocean waters is analyzed, it is found to vary only slightly from place to place.Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation--conversion of liquid water to water vapor. In this manner, the salinity is increased, since the salts staybehind. If this is carried to the extreme, of course, white crystals of salt would be left behind. The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation or runoff. Normally, in tropical regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions whererivers dilute the sea, salinity is somewhat lower than in other oceanic areas. A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water. In the Weddell Sea, off Antarctica, the densest water in the oceans is formed as a result of this freezingprocess, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portions of the oceans of the world.

1333.txt

Which of the following processes will increase salinity of ocean waters?

If the salinity of ocean waters is analyzed, it is found to vary only slightly from place to place.Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation--conversion of liquid water to water vapor. In this manner, the salinity is increased, since the salts staybehind. If this is carried to the extreme, of course, white crystals of salt would be left behind. The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation or runoff. Normally, in tropical regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions whererivers dilute the sea, salinity is somewhat lower than in other oceanic areas. A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water. In the Weddell Sea, off Antarctica, the densest water in the oceans is formed as a result of this freezingprocess, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portions of the oceans of the world.

1333.txt

According to this passage, the sea _ is likely to have the lowest salinity.

If the salinity of ocean waters is analyzed, it is found to vary only slightly from place to place.Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation--conversion of liquid water to water vapor. In this manner, the salinity is increased, since the salts staybehind. If this is carried to the extreme, of course, white crystals of salt would be left behind. The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation or runoff. Normally, in tropical regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions whererivers dilute the sea, salinity is somewhat lower than in other oceanic areas. A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water. In the Weddell Sea, off Antarctica, the densest water in the oceans is formed as a result of this freezingprocess, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portions of the oceans of the world.

1333.txt

The Weddell Sea _ .

If the salinity of ocean waters is analyzed, it is found to vary only slightly from place to place.Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation--conversion of liquid water to water vapor. In this manner, the salinity is increased, since the salts staybehind. If this is carried to the extreme, of course, white crystals of salt would be left behind. The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation or runoff. Normally, in tropical regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions whererivers dilute the sea, salinity is somewhat lower than in other oceanic areas. A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water. In the Weddell Sea, off Antarctica, the densest water in the oceans is formed as a result of this freezingprocess, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portions of the oceans of the world.

1333.txt

Coastal regions are mentioned as cases where _ .

If the salinity of ocean waters is analyzed, it is found to vary only slightly from place to place.Nevertheless, some of these small changes are important. There are three basic processes that cause a change in oceanic salinity. One of these is the subtraction of water from the ocean by means of evaporation--conversion of liquid water to water vapor. In this manner, the salinity is increased, since the salts staybehind. If this is carried to the extreme, of course, white crystals of salt would be left behind. The opposite of evaporation is precipitation, such as rain, by which water is added to the ocean. Here the ocean is being diluted so that the salinity is decreased. This may occur in areas of high rainfall or in coastal regions where rivers flow into the ocean. Thus salinity may be increased by the subtraction of water by evaporation, or decreased by the addition of fresh water by precipitation or runoff. Normally, in tropical regions where the sun is very strong, the ocean salinity is somewhat higher than it is in other parts of the world where there is not as much evaporation. Similarly, in coastal regions whererivers dilute the sea, salinity is somewhat lower than in other oceanic areas. A third process by which salinity may be altered is associated with the formation and melting of sea ice. When seawater is frozen, the dissolved materials are left behind. In this manner, seawater directly beneath freshly formed sea ice has a higher salinity than it did before the ice appeared. Of course, when this ice melts, it will tend to decrease the salinity of the surrounding water. In the Weddell Sea, off Antarctica, the densest water in the oceans is formed as a result of this freezingprocess, which increases the salinity of cold water. This heavy water sinks and is found in the deeper portions of the oceans of the world.

1333.txt

The word "pinpoint" (Para. 1, Line 3) basically means ________.

The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. "She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person's behavior with the known others' behavior; observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for; deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person-questions, self-disclosures , and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements).

2168.txt

What do we learn from the first paragraph?

The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. "She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person's behavior with the known others' behavior; observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for; deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person-questions, self-disclosures , and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements).

2168.txt

It can be inferred from Berger's suggestions that ________.

The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. "She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person's behavior with the known others' behavior; observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for; deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person-questions, self-disclosures , and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements).

2168.txt

In developing personal relationships, secrets and deceptions, in the author's opinion, are ________.

The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. "She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person's behavior with the known others' behavior; observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for; deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person-questions, self-disclosures , and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements).

2168.txt

The author's purpose in writing the passage is ________.

The process of perceiving other people is rarely translated (to ourselves or others) into cold, objective terms. "She was 5 feet 8 inches tall, had fair hair, and wore a colored skirt." More often, we try to get inside the other person to pinpoint his or her attitudes, emotions, motivations, abilities, ideas and characters. Furthermore, we sometimes behave as if we can accomplish this difficult job very quickly-perhaps with a two-second glance. We try to obtain information about others in many ways. Berger suggests several methods for reducing uncertainties about others: watching, without being noticed, a person interacting with others, particularly with others who are known to you so you can compare the observed person's behavior with the known others' behavior; observing a person in a situation where social behavior is relatively unrestrained or where a wide variety of behavioral responses are called for; deliberately structuring the physical or social environment so as to observe the person's responses to specific stimuli; asking people who have had or have frequent contact with the person about him or her; and using various strategies in face-to-face interaction to uncover information about another person-questions, self-disclosures , and so on. Getting to know someone is a never-ending task, largely because people are constantly changing and the methods we use to obtain information are often imprecise. You may have known someone for ten years and still know very little about him. If we accept the idea that we won't ever fully know another person, it enables us to deal more easily with those things that get in the way of accurate knowledge such as secrets and deceptions. It will also keep us from being too surprised or shocked by seemingly inconsistent behavior. Ironically those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements).

2168.txt

The project by OECD is aimed to _

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD., a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach. "Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes," explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers. There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching-a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract. The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution. The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. "We will not be reflecting a university's history," says Mr Schleicher, "but asking: what is a global employer looking for?" A fair question, even if not every single student's destiny is to work for a multinational firm.

3471.txt

The assessment method by OECD is different from the established rankings in _

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD., a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach. "Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes," explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers. There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching-a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract. The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution. The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. "We will not be reflecting a university's history," says Mr Schleicher, "but asking: what is a global employer looking for?" A fair question, even if not every single student's destiny is to work for a multinational firm.

3471.txt

The best universities in the Nobel laureate's eye are _

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD., a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach. "Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes," explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers. There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching-a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract. The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution. The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. "We will not be reflecting a university's history," says Mr Schleicher, "but asking: what is a global employer looking for?" A fair question, even if not every single student's destiny is to work for a multinational firm.

3471.txt

By the case of London School of Economic, the author wants to show that _

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD., a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach. "Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes," explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers. There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching-a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract. The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution. The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. "We will not be reflecting a university's history," says Mr Schleicher, "but asking: what is a global employer looking for?" A fair question, even if not every single student's destiny is to work for a multinational firm.

3471.txt

The OECD's ranking system will probably be welcomed most by _

Working out exactly what students and taxpayers get for the money they spend on universities is a tricky business. Now the Organisation for Economic Co-operation and Development (OECD., a Paris-based think-tank for rich countries, is planning to make the task a bit easier, by producing the first international comparison of how successfully universities teach. "Rather than assuming that because a university spends more it must be better, or using other proxy measures for quality, we will look at learning outcomes," explains Andreas Schleicher, the OECD's head of education research. Just as the OECD assesses primary and secondary education by testing randomly chosen groups of youngsters from each country in reading and mathematics, it will sample university students to see what they have learned. Once enough universities are taking part, it may publish league tables showing where each country stands, just as it now does for compulsory education. That may produce a fairer assessment than the two established rankings, though the British one does try to broaden its inquiry by taking opinions from academics and employers. There is much to be said for the OECD's approach. Of course a Nobel laureate's view on where to study may be worth hearing, but dons may be so busy writing and researching that they spend little or no time teaching-a big weakness at America's famous universities. And changes in methodology can bring startling shifts. The high-flying London School of Economics, for example, tumbled from 17th to 59th in the British rankings published last week, primarily because it got less credit than in previous years for the impressive number of foreign students it had managed to attract. The OECD plan awaits approval from an education ministers' meeting in January. The first rankings are planned by 2010. They will be of interest not just as a guide for shoppers in the global market, but also as indicators of performance in domestic markets. They will help academics wondering whether to stay put or switch jobs, students choosing where to spend their time and money, and ambitious university bosses who want a sharper competitive edge for their institution. The task the OECD has set itself is formidable. In many subjects, such as literature and history, the syllabus varies hugely from one country, and even one campus, to another. But OECD researchers think that problem can be overcome by concentrating on the transferable skills that employers value, such as critical thinking and analysis, and testing subject knowledge only in fields like economics and engineering, with a big common core. Moreover, says Mr Schleicher, it is a job worth doing. Today's rankings, he believes, do not help governments assess whether they get a return on the money they give universities to teach their undergraduates. Students overlook second-rank institutions in favour of big names, even though the less grand may be better at teaching. Worst of all, ranking by reputation allows famous places to coast along, while making life hard for feisty upstarts. "We will not be reflecting a university's history," says Mr Schleicher, "but asking: what is a global employer looking for?" A fair question, even if not every single student's destiny is to work for a multinational firm.

3471.txt

After children have helped to set the table with impressive accuracy, they _ .

people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thusmastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second entera second-grade mathematics class without any serious problems of intellectual adjustment. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped----or, as the case might be, bumped into---- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers-----the idea of a oneness, a twoness, a twoness that applies to any class of objects and is aprerequisite for doing anything more mathematically demanding than setting a table----is itself far from innate.

824.txt

It is _ to believe that the quality of water keeps unchanged when it is contained in two different glasses.

people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thusmastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second entera second-grade mathematics class without any serious problems of intellectual adjustment. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped----or, as the case might be, bumped into---- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers-----the idea of a oneness, a twoness, a twoness that applies to any class of objects and is aprerequisite for doing anything more mathematically demanding than setting a table----is itself far from innate.

824.txt

It can be inferred from the passage that children are likely to _ when they are asked to count all the balls of different colors

people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thusmastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second entera second-grade mathematics class without any serious problems of intellectual adjustment. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped----or, as the case might be, bumped into---- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers-----the idea of a oneness, a twoness, a twoness that applies to any class of objects and is aprerequisite for doing anything more mathematically demanding than setting a table----is itself far from innate.

824.txt

According to this passage, _ is mastered by birth.

people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thusmastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second entera second-grade mathematics class without any serious problems of intellectual adjustment. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped----or, as the case might be, bumped into---- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers-----the idea of a oneness, a twoness, a twoness that applies to any class of objects and is aprerequisite for doing anything more mathematically demanding than setting a table----is itself far from innate.

824.txt

What's the author‘s attitude towards " children's numerical skills" ?

people appear to born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impress accuracy---one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thusmastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second entera second-grade mathematics class without any serious problems of intellectual adjustment. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped----or, as the case might be, bumped into---- concepts that adults take for quantity is unchanged as water pours from a short glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers-----the idea of a oneness, a twoness, a twoness that applies to any class of objects and is aprerequisite for doing anything more mathematically demanding than setting a table----is itself far from innate.

824.txt

The first thing the doctor asked the man to do was to _ .

A man walked into a doctor's examining room. "Put out your tongue," the doctor said. The man put out his tongue and the doctor said. "0. K. You can put your tongue back now. " the doctor said. "it's clear what's wrong with you. You need more exercise." "But, doctor, " the man said. "I don't think--" " Don't tell I me what you think, " the doctor said am the doctor, not you. I know what you need. I see hundreds of people like you. None of them get any exercise. They sit in offices all day and in front of the television in the evening. What you need is to walk quickly for at least 20 minutes a day. " "Doctor, you don't understand," the patient said "I -" "I don't want to hear any excuses, " the doctor said. "You must find time for exercise. If you don't, you will get fat and have health problems when you are older. " "But I walk every clay," the patient said. "Oh, yes, and I know what kind of walking that is. You walk a few feet to the train station from your house, a few more feet from the station to your office , and a few more feet from your office to a restaurant for lunch and back. That's not real walking. I'm talking about a walk in the park for twenty minutes every day. " Please listen to me, doctor! " the patient shouted, getting angry with this doctor who thought he knew everything. "I'm a mailman," the patient went on, "and I walk for seven hours every day. " For a moment the doctor was silent, then he said quietly, "Put your tongue out again, will you?"

2696.txt

The doctor would not _ .

A man walked into a doctor's examining room. "Put out your tongue," the doctor said. The man put out his tongue and the doctor said. "0. K. You can put your tongue back now. " the doctor said. "it's clear what's wrong with you. You need more exercise." "But, doctor, " the man said. "I don't think--" " Don't tell I me what you think, " the doctor said am the doctor, not you. I know what you need. I see hundreds of people like you. None of them get any exercise. They sit in offices all day and in front of the television in the evening. What you need is to walk quickly for at least 20 minutes a day. " "Doctor, you don't understand," the patient said "I -" "I don't want to hear any excuses, " the doctor said. "You must find time for exercise. If you don't, you will get fat and have health problems when you are older. " "But I walk every clay," the patient said. "Oh, yes, and I know what kind of walking that is. You walk a few feet to the train station from your house, a few more feet from the station to your office , and a few more feet from your office to a restaurant for lunch and back. That's not real walking. I'm talking about a walk in the park for twenty minutes every day. " Please listen to me, doctor! " the patient shouted, getting angry with this doctor who thought he knew everything. "I'm a mailman," the patient went on, "and I walk for seven hours every day. " For a moment the doctor was silent, then he said quietly, "Put your tongue out again, will you?"

2696.txt

The doctor told the man that he _ .

A man walked into a doctor's examining room. "Put out your tongue," the doctor said. The man put out his tongue and the doctor said. "0. K. You can put your tongue back now. " the doctor said. "it's clear what's wrong with you. You need more exercise." "But, doctor, " the man said. "I don't think--" " Don't tell I me what you think, " the doctor said am the doctor, not you. I know what you need. I see hundreds of people like you. None of them get any exercise. They sit in offices all day and in front of the television in the evening. What you need is to walk quickly for at least 20 minutes a day. " "Doctor, you don't understand," the patient said "I -" "I don't want to hear any excuses, " the doctor said. "You must find time for exercise. If you don't, you will get fat and have health problems when you are older. " "But I walk every clay," the patient said. "Oh, yes, and I know what kind of walking that is. You walk a few feet to the train station from your house, a few more feet from the station to your office , and a few more feet from your office to a restaurant for lunch and back. That's not real walking. I'm talking about a walk in the park for twenty minutes every day. " Please listen to me, doctor! " the patient shouted, getting angry with this doctor who thought he knew everything. "I'm a mailman," the patient went on, "and I walk for seven hours every day. " For a moment the doctor was silent, then he said quietly, "Put your tongue out again, will you?"

2696.txt

The doctor _ .

A man walked into a doctor's examining room. "Put out your tongue," the doctor said. The man put out his tongue and the doctor said. "0. K. You can put your tongue back now. " the doctor said. "it's clear what's wrong with you. You need more exercise." "But, doctor, " the man said. "I don't think--" " Don't tell I me what you think, " the doctor said am the doctor, not you. I know what you need. I see hundreds of people like you. None of them get any exercise. They sit in offices all day and in front of the television in the evening. What you need is to walk quickly for at least 20 minutes a day. " "Doctor, you don't understand," the patient said "I -" "I don't want to hear any excuses, " the doctor said. "You must find time for exercise. If you don't, you will get fat and have health problems when you are older. " "But I walk every clay," the patient said. "Oh, yes, and I know what kind of walking that is. You walk a few feet to the train station from your house, a few more feet from the station to your office , and a few more feet from your office to a restaurant for lunch and back. That's not real walking. I'm talking about a walk in the park for twenty minutes every day. " Please listen to me, doctor! " the patient shouted, getting angry with this doctor who thought he knew everything. "I'm a mailman," the patient went on, "and I walk for seven hours every day. " For a moment the doctor was silent, then he said quietly, "Put your tongue out again, will you?"

2696.txt

So we can know _ .

A man walked into a doctor's examining room. "Put out your tongue," the doctor said. The man put out his tongue and the doctor said. "0. K. You can put your tongue back now. " the doctor said. "it's clear what's wrong with you. You need more exercise." "But, doctor, " the man said. "I don't think--" " Don't tell I me what you think, " the doctor said am the doctor, not you. I know what you need. I see hundreds of people like you. None of them get any exercise. They sit in offices all day and in front of the television in the evening. What you need is to walk quickly for at least 20 minutes a day. " "Doctor, you don't understand," the patient said "I -" "I don't want to hear any excuses, " the doctor said. "You must find time for exercise. If you don't, you will get fat and have health problems when you are older. " "But I walk every clay," the patient said. "Oh, yes, and I know what kind of walking that is. You walk a few feet to the train station from your house, a few more feet from the station to your office , and a few more feet from your office to a restaurant for lunch and back. That's not real walking. I'm talking about a walk in the park for twenty minutes every day. " Please listen to me, doctor! " the patient shouted, getting angry with this doctor who thought he knew everything. "I'm a mailman," the patient went on, "and I walk for seven hours every day. " For a moment the doctor was silent, then he said quietly, "Put your tongue out again, will you?"

2696.txt

To "blank out" is probably_ .

Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the materical and I knew the answers. Yet I couldn't even writen them down!" These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in bery tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1619.txt

Poor grades are usually the result of _ .

Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the materical and I knew the answers. Yet I couldn't even writen them down!" These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in bery tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1619.txt

Test anxiety has been recognized as _ .

Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the materical and I knew the answers. Yet I couldn't even writen them down!" These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in bery tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1619.txt

To deal with this problem, students say they want to _ .

Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the materical and I knew the answers. Yet I couldn't even writen them down!" These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in bery tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1619.txt

A University of California counselor said_ .

Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology and similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the materical and I knew the answers. Yet I couldn't even writen them down!" These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can't write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students. Special university counseling courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies. Students are trained to become calm in bery tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test. An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program. Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."

1619.txt

What is mainly discussed in the passage?

When a rather dirty , poorly dressed person kneels at your feet and puts out his hands to beg for a few coins , do you hurry on , not knowing what to do , or do you feel sad and hurriedly hand over some money ? What should our attitude to beggars be ? There can be no question that the world is full of terribly sad stories. It must be terrible to have no idea where our next meal is going to come from. It seems cruel not to give some money to beggars. Certainly , most of the world's great religions order us to be open-hearted and share what we have with those less fortunate than ourselves.But has the world changed ?Maybe what was morallyright in the old days ,when one knew exactly who in the village had suffered misfortune and needed help ,is no longer the best idea. Quite a few people will not give to beggars.Let us look at their arguments. First ,some believe that many city beggars dress up on purpose to look pitiable and actually make a good living from begging.Giving to beggars only encourages this sort of evil.Secondly ,there is the worry that the money you give will be spent on beer ,wine or drugs.Thirdly ,there is the opinion that there is no real excuse for begging. One might be poor ,but that is no reason for losing one's sense of pride and self-dependence. Related to this is the opinion that the problem should be dealt with by the government rather than ordinary people.Some people think beggars should go to the local government department and receive help. It is hard to come to any final conclusion ;there are various cases and we must deal with them differently.A few coins can save a life in some situations ,and even if the money is wasted ,that does not take sway the moral goodness of the giver.

3215.txt

What can we infer from the sentence "But has the world changed ?"in the second paragraph?

When a rather dirty , poorly dressed person kneels at your feet and puts out his hands to beg for a few coins , do you hurry on , not knowing what to do , or do you feel sad and hurriedly hand over some money ? What should our attitude to beggars be ? There can be no question that the world is full of terribly sad stories. It must be terrible to have no idea where our next meal is going to come from. It seems cruel not to give some money to beggars. Certainly , most of the world's great religions order us to be open-hearted and share what we have with those less fortunate than ourselves.But has the world changed ?Maybe what was morallyright in the old days ,when one knew exactly who in the village had suffered misfortune and needed help ,is no longer the best idea. Quite a few people will not give to beggars.Let us look at their arguments. First ,some believe that many city beggars dress up on purpose to look pitiable and actually make a good living from begging.Giving to beggars only encourages this sort of evil.Secondly ,there is the worry that the money you give will be spent on beer ,wine or drugs.Thirdly ,there is the opinion that there is no real excuse for begging. One might be poor ,but that is no reason for losing one's sense of pride and self-dependence. Related to this is the opinion that the problem should be dealt with by the government rather than ordinary people.Some people think beggars should go to the local government department and receive help. It is hard to come to any final conclusion ;there are various cases and we must deal with them differently.A few coins can save a life in some situations ,and even if the money is wasted ,that does not take sway the moral goodness of the giver.

3215.txt

Which of the following is NOT mentioned in the passage?

When a rather dirty , poorly dressed person kneels at your feet and puts out his hands to beg for a few coins , do you hurry on , not knowing what to do , or do you feel sad and hurriedly hand over some money ? What should our attitude to beggars be ? There can be no question that the world is full of terribly sad stories. It must be terrible to have no idea where our next meal is going to come from. It seems cruel not to give some money to beggars. Certainly , most of the world's great religions order us to be open-hearted and share what we have with those less fortunate than ourselves.But has the world changed ?Maybe what was morallyright in the old days ,when one knew exactly who in the village had suffered misfortune and needed help ,is no longer the best idea. Quite a few people will not give to beggars.Let us look at their arguments. First ,some believe that many city beggars dress up on purpose to look pitiable and actually make a good living from begging.Giving to beggars only encourages this sort of evil.Secondly ,there is the worry that the money you give will be spent on beer ,wine or drugs.Thirdly ,there is the opinion that there is no real excuse for begging. One might be poor ,but that is no reason for losing one's sense of pride and self-dependence. Related to this is the opinion that the problem should be dealt with by the government rather than ordinary people.Some people think beggars should go to the local government department and receive help. It is hard to come to any final conclusion ;there are various cases and we must deal with them differently.A few coins can save a life in some situations ,and even if the money is wasted ,that does not take sway the moral goodness of the giver.

3215.txt

In the last paragraph ,the writer thinks that it is hard to come to any final conclusion ,because

When a rather dirty , poorly dressed person kneels at your feet and puts out his hands to beg for a few coins , do you hurry on , not knowing what to do , or do you feel sad and hurriedly hand over some money ? What should our attitude to beggars be ? There can be no question that the world is full of terribly sad stories. It must be terrible to have no idea where our next meal is going to come from. It seems cruel not to give some money to beggars. Certainly , most of the world's great religions order us to be open-hearted and share what we have with those less fortunate than ourselves.But has the world changed ?Maybe what was morallyright in the old days ,when one knew exactly who in the village had suffered misfortune and needed help ,is no longer the best idea. Quite a few people will not give to beggars.Let us look at their arguments. First ,some believe that many city beggars dress up on purpose to look pitiable and actually make a good living from begging.Giving to beggars only encourages this sort of evil.Secondly ,there is the worry that the money you give will be spent on beer ,wine or drugs.Thirdly ,there is the opinion that there is no real excuse for begging. One might be poor ,but that is no reason for losing one's sense of pride and self-dependence. Related to this is the opinion that the problem should be dealt with by the government rather than ordinary people.Some people think beggars should go to the local government department and receive help. It is hard to come to any final conclusion ;there are various cases and we must deal with them differently.A few coins can save a life in some situations ,and even if the money is wasted ,that does not take sway the moral goodness of the giver.

3215.txt

It can be inferred from the text that scientist now generally agreethat the

The fossil remains of the first flying vertebrates, the pterosaurs, haveintrigued paleontologists for more than two centuries. How such largecreatures, which weighed in some cases as much as a piloted hang-glider and hadwingspans from 8 to 12 meters, solved the problems of powered flight, andexactly what these creatures were - reptiles or birds - are among the questionsscientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is thatthey were reptiles. Their skulls, pelvises, and hind feet are reptilian. Theanatomy of their wings suggests that they did not evolve into the class ofbirds. In pterosaurs a greatly elongated fourth finger of each forelimbsupported a winglike membrane. The other fingers were short and reptilian, withsharpclaws. In birds the second finger is the principal strut of the wing,which consists primarily of feathers. If the pterosaurs walked on all fours,the three short fingers may have been employed for grasping. When a pterosaurwalked or remained stationary, the fourth finger, and with it the wing, couldonly turn upward in an extended inverted V shape along each side of the animal's body. The pterosaurs resembled both birds and bats in their overall structureand proportions. This is not surprising because the design of any flyingvertebrate is subject to aerodynamic constraints. Both the pterosaurs and thebirds have hollow bones, a feature that represents a savings in weight. In thebirds, however, these bones are reinforced more massively by internal struts. Although scales typically cover reptiles, the pterosaurs probably hadhairy coats. T. H. Huxley reasoned that flying vertebrates must have beenwarm-blooded because flying implies a high rate of metabolism, which in turnimplies a high internal temperature. Huxley speculated that a coat of hairwould insulate against loss of body heat and might streamline the body toreduce drag in flight. The recent discovery of a pterosaur specimen covered inlong, dense, and relatively thick hairlike fossil material was the first clearevidence that his reasoning was correct. Efforts to explain how the pterosaurs became airborne have led tosuggestions that they launched themselves by jumping from cliffs, by droppingfrom trees, or even by rising into light winds from the crests of waves. Eachhypothesis has its difficulties. The first wrongly assumes that the pterosaurs' hind feet resembled a bat's and could serve as hooks bywhich the animal could hang in preparation for flight. The second hypothesisseems unlikely because large pterosaurs could not have landed in trees withoutdamaging their wings. The third calls for high waves to channel updrafts. Thewind that made such waves however, might have been too strong for thepterosaurs to control their flight once airborne.

1095.txt

The author views the idea that the pterosaurs became airborne byrising into light winds created by waves as

The fossil remains of the first flying vertebrates, the pterosaurs, haveintrigued paleontologists for more than two centuries. How such largecreatures, which weighed in some cases as much as a piloted hang-glider and hadwingspans from 8 to 12 meters, solved the problems of powered flight, andexactly what these creatures were - reptiles or birds - are among the questionsscientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is thatthey were reptiles. Their skulls, pelvises, and hind feet are reptilian. Theanatomy of their wings suggests that they did not evolve into the class ofbirds. In pterosaurs a greatly elongated fourth finger of each forelimbsupported a winglike membrane. The other fingers were short and reptilian, withsharpclaws. In birds the second finger is the principal strut of the wing,which consists primarily of feathers. If the pterosaurs walked on all fours,the three short fingers may have been employed for grasping. When a pterosaurwalked or remained stationary, the fourth finger, and with it the wing, couldonly turn upward in an extended inverted V shape along each side of the animal's body. The pterosaurs resembled both birds and bats in their overall structureand proportions. This is not surprising because the design of any flyingvertebrate is subject to aerodynamic constraints. Both the pterosaurs and thebirds have hollow bones, a feature that represents a savings in weight. In thebirds, however, these bones are reinforced more massively by internal struts. Although scales typically cover reptiles, the pterosaurs probably hadhairy coats. T. H. Huxley reasoned that flying vertebrates must have beenwarm-blooded because flying implies a high rate of metabolism, which in turnimplies a high internal temperature. Huxley speculated that a coat of hairwould insulate against loss of body heat and might streamline the body toreduce drag in flight. The recent discovery of a pterosaur specimen covered inlong, dense, and relatively thick hairlike fossil material was the first clearevidence that his reasoning was correct. Efforts to explain how the pterosaurs became airborne have led tosuggestions that they launched themselves by jumping from cliffs, by droppingfrom trees, or even by rising into light winds from the crests of waves. Eachhypothesis has its difficulties. The first wrongly assumes that the pterosaurs' hind feet resembled a bat's and could serve as hooks bywhich the animal could hang in preparation for flight. The second hypothesisseems unlikely because large pterosaurs could not have landed in trees withoutdamaging their wings. The third calls for high waves to channel updrafts. Thewind that made such waves however, might have been too strong for thepterosaurs to control their flight once airborne.

1095.txt

According to the text, the skeleton of a pterosaur can bedistinguished from that of a bird by the

The fossil remains of the first flying vertebrates, the pterosaurs, haveintrigued paleontologists for more than two centuries. How such largecreatures, which weighed in some cases as much as a piloted hang-glider and hadwingspans from 8 to 12 meters, solved the problems of powered flight, andexactly what these creatures were - reptiles or birds - are among the questionsscientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is thatthey were reptiles. Their skulls, pelvises, and hind feet are reptilian. Theanatomy of their wings suggests that they did not evolve into the class ofbirds. In pterosaurs a greatly elongated fourth finger of each forelimbsupported a winglike membrane. The other fingers were short and reptilian, withsharpclaws. In birds the second finger is the principal strut of the wing,which consists primarily of feathers. If the pterosaurs walked on all fours,the three short fingers may have been employed for grasping. When a pterosaurwalked or remained stationary, the fourth finger, and with it the wing, couldonly turn upward in an extended inverted V shape along each side of the animal's body. The pterosaurs resembled both birds and bats in their overall structureand proportions. This is not surprising because the design of any flyingvertebrate is subject to aerodynamic constraints. Both the pterosaurs and thebirds have hollow bones, a feature that represents a savings in weight. In thebirds, however, these bones are reinforced more massively by internal struts. Although scales typically cover reptiles, the pterosaurs probably hadhairy coats. T. H. Huxley reasoned that flying vertebrates must have beenwarm-blooded because flying implies a high rate of metabolism, which in turnimplies a high internal temperature. Huxley speculated that a coat of hairwould insulate against loss of body heat and might streamline the body toreduce drag in flight. The recent discovery of a pterosaur specimen covered inlong, dense, and relatively thick hairlike fossil material was the first clearevidence that his reasoning was correct. Efforts to explain how the pterosaurs became airborne have led tosuggestions that they launched themselves by jumping from cliffs, by droppingfrom trees, or even by rising into light winds from the crests of waves. Eachhypothesis has its difficulties. The first wrongly assumes that the pterosaurs' hind feet resembled a bat's and could serve as hooks bywhich the animal could hang in preparation for flight. The second hypothesisseems unlikely because large pterosaurs could not have landed in trees withoutdamaging their wings. The third calls for high waves to channel updrafts. Thewind that made such waves however, might have been too strong for thepterosaurs to control their flight once airborne.

1095.txt

The ideas attributed to T. H. Huxley in the text suggest that he wouldmost likely agree with which of the following statements?

The fossil remains of the first flying vertebrates, the pterosaurs, haveintrigued paleontologists for more than two centuries. How such largecreatures, which weighed in some cases as much as a piloted hang-glider and hadwingspans from 8 to 12 meters, solved the problems of powered flight, andexactly what these creatures were - reptiles or birds - are among the questionsscientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is thatthey were reptiles. Their skulls, pelvises, and hind feet are reptilian. Theanatomy of their wings suggests that they did not evolve into the class ofbirds. In pterosaurs a greatly elongated fourth finger of each forelimbsupported a winglike membrane. The other fingers were short and reptilian, withsharpclaws. In birds the second finger is the principal strut of the wing,which consists primarily of feathers. If the pterosaurs walked on all fours,the three short fingers may have been employed for grasping. When a pterosaurwalked or remained stationary, the fourth finger, and with it the wing, couldonly turn upward in an extended inverted V shape along each side of the animal's body. The pterosaurs resembled both birds and bats in their overall structureand proportions. This is not surprising because the design of any flyingvertebrate is subject to aerodynamic constraints. Both the pterosaurs and thebirds have hollow bones, a feature that represents a savings in weight. In thebirds, however, these bones are reinforced more massively by internal struts. Although scales typically cover reptiles, the pterosaurs probably hadhairy coats. T. H. Huxley reasoned that flying vertebrates must have beenwarm-blooded because flying implies a high rate of metabolism, which in turnimplies a high internal temperature. Huxley speculated that a coat of hairwould insulate against loss of body heat and might streamline the body toreduce drag in flight. The recent discovery of a pterosaur specimen covered inlong, dense, and relatively thick hairlike fossil material was the first clearevidence that his reasoning was correct. Efforts to explain how the pterosaurs became airborne have led tosuggestions that they launched themselves by jumping from cliffs, by droppingfrom trees, or even by rising into light winds from the crests of waves. Eachhypothesis has its difficulties. The first wrongly assumes that the pterosaurs' hind feet resembled a bat's and could serve as hooks bywhich the animal could hang in preparation for flight. The second hypothesisseems unlikely because large pterosaurs could not have landed in trees withoutdamaging their wings. The third calls for high waves to channel updrafts. Thewind that made such waves however, might have been too strong for thepterosaurs to control their flight once airborne.

1095.txt

Which of the following best describes the organization of the lastparagraph of the text?

The fossil remains of the first flying vertebrates, the pterosaurs, haveintrigued paleontologists for more than two centuries. How such largecreatures, which weighed in some cases as much as a piloted hang-glider and hadwingspans from 8 to 12 meters, solved the problems of powered flight, andexactly what these creatures were - reptiles or birds - are among the questionsscientists have puzzled over. Perhaps the least controversial assertion about the pterosaurs is thatthey were reptiles. Their skulls, pelvises, and hind feet are reptilian. Theanatomy of their wings suggests that they did not evolve into the class ofbirds. In pterosaurs a greatly elongated fourth finger of each forelimbsupported a winglike membrane. The other fingers were short and reptilian, withsharpclaws. In birds the second finger is the principal strut of the wing,which consists primarily of feathers. If the pterosaurs walked on all fours,the three short fingers may have been employed for grasping. When a pterosaurwalked or remained stationary, the fourth finger, and with it the wing, couldonly turn upward in an extended inverted V shape along each side of the animal's body. The pterosaurs resembled both birds and bats in their overall structureand proportions. This is not surprising because the design of any flyingvertebrate is subject to aerodynamic constraints. Both the pterosaurs and thebirds have hollow bones, a feature that represents a savings in weight. In thebirds, however, these bones are reinforced more massively by internal struts. Although scales typically cover reptiles, the pterosaurs probably hadhairy coats. T. H. Huxley reasoned that flying vertebrates must have beenwarm-blooded because flying implies a high rate of metabolism, which in turnimplies a high internal temperature. Huxley speculated that a coat of hairwould insulate against loss of body heat and might streamline the body toreduce drag in flight. The recent discovery of a pterosaur specimen covered inlong, dense, and relatively thick hairlike fossil material was the first clearevidence that his reasoning was correct. Efforts to explain how the pterosaurs became airborne have led tosuggestions that they launched themselves by jumping from cliffs, by droppingfrom trees, or even by rising into light winds from the crests of waves. Eachhypothesis has its difficulties. The first wrongly assumes that the pterosaurs' hind feet resembled a bat's and could serve as hooks bywhich the animal could hang in preparation for flight. The second hypothesisseems unlikely because large pterosaurs could not have landed in trees withoutdamaging their wings. The third calls for high waves to channel updrafts. Thewind that made such waves however, might have been too strong for thepterosaurs to control their flight once airborne.

1095.txt

The author seems to tell us in Paragraph 1 that _ .

I recently turned fifty, which is young for a tree, midlife for an elephant ,and ancient for a sportsman. Fifty is a nice number for the states in the US or for a national speed limit but it is not a number that I was prepared to have hung on me. Fifty is supposed to be my father's age, but now I am stuck with this number and everything it means. A few days ago, a friend tried to cheer me up by saying, " Fifty is what forty used to be."He had made an inspirational point ,Am I over the hill ?People keep telling me that the hill has been moved, and I keep telling them that he high-jump bar has dropped from the six feet I once easily cleared to the four feet that is impossible for me now. " Your are not getting older, you are getting better." says Dr. Joyce Brothers. This, however, is the kind of doctor who inspires a second opinion. And so.as I approach the day when I cannot even jump over the tennis net. I am moves to share some thoughts on aging with you. I am moved to show how aging feels to me physically and mentally. Getting older. of course, is obviously a better change than the one that brings you eulogies.In fact ,a poet named Robert Browning considered it the best change of all: Grow old along with me! The best is yet to me. Whether or not Browning was right, most of my first fifty years have been golden ones, so I will settle for what is ahead being as good as what has gone by. I find myself moving toward what is ahead with a curious blend of both fighting and accepting my aging, hoping that the philosopher was right when he said."Old is always fifteen years from now."

3387.txt

When the author turned fifty ,people around him _ .

I recently turned fifty, which is young for a tree, midlife for an elephant ,and ancient for a sportsman. Fifty is a nice number for the states in the US or for a national speed limit but it is not a number that I was prepared to have hung on me. Fifty is supposed to be my father's age, but now I am stuck with this number and everything it means. A few days ago, a friend tried to cheer me up by saying, " Fifty is what forty used to be."He had made an inspirational point ,Am I over the hill ?People keep telling me that the hill has been moved, and I keep telling them that he high-jump bar has dropped from the six feet I once easily cleared to the four feet that is impossible for me now. " Your are not getting older, you are getting better." says Dr. Joyce Brothers. This, however, is the kind of doctor who inspires a second opinion. And so.as I approach the day when I cannot even jump over the tennis net. I am moves to share some thoughts on aging with you. I am moved to show how aging feels to me physically and mentally. Getting older. of course, is obviously a better change than the one that brings you eulogies.In fact ,a poet named Robert Browning considered it the best change of all: Grow old along with me! The best is yet to me. Whether or not Browning was right, most of my first fifty years have been golden ones, so I will settle for what is ahead being as good as what has gone by. I find myself moving toward what is ahead with a curious blend of both fighting and accepting my aging, hoping that the philosopher was right when he said."Old is always fifteen years from now."

3387.txt

The author considers his fifty years of life

I recently turned fifty, which is young for a tree, midlife for an elephant ,and ancient for a sportsman. Fifty is a nice number for the states in the US or for a national speed limit but it is not a number that I was prepared to have hung on me. Fifty is supposed to be my father's age, but now I am stuck with this number and everything it means. A few days ago, a friend tried to cheer me up by saying, " Fifty is what forty used to be."He had made an inspirational point ,Am I over the hill ?People keep telling me that the hill has been moved, and I keep telling them that he high-jump bar has dropped from the six feet I once easily cleared to the four feet that is impossible for me now. " Your are not getting older, you are getting better." says Dr. Joyce Brothers. This, however, is the kind of doctor who inspires a second opinion. And so.as I approach the day when I cannot even jump over the tennis net. I am moves to share some thoughts on aging with you. I am moved to show how aging feels to me physically and mentally. Getting older. of course, is obviously a better change than the one that brings you eulogies.In fact ,a poet named Robert Browning considered it the best change of all: Grow old along with me! The best is yet to me. Whether or not Browning was right, most of my first fifty years have been golden ones, so I will settle for what is ahead being as good as what has gone by. I find myself moving toward what is ahead with a curious blend of both fighting and accepting my aging, hoping that the philosopher was right when he said."Old is always fifteen years from now."

3387.txt

We can infer from the passage that

I recently turned fifty, which is young for a tree, midlife for an elephant ,and ancient for a sportsman. Fifty is a nice number for the states in the US or for a national speed limit but it is not a number that I was prepared to have hung on me. Fifty is supposed to be my father's age, but now I am stuck with this number and everything it means. A few days ago, a friend tried to cheer me up by saying, " Fifty is what forty used to be."He had made an inspirational point ,Am I over the hill ?People keep telling me that the hill has been moved, and I keep telling them that he high-jump bar has dropped from the six feet I once easily cleared to the four feet that is impossible for me now. " Your are not getting older, you are getting better." says Dr. Joyce Brothers. This, however, is the kind of doctor who inspires a second opinion. And so.as I approach the day when I cannot even jump over the tennis net. I am moves to share some thoughts on aging with you. I am moved to show how aging feels to me physically and mentally. Getting older. of course, is obviously a better change than the one that brings you eulogies.In fact ,a poet named Robert Browning considered it the best change of all: Grow old along with me! The best is yet to me. Whether or not Browning was right, most of my first fifty years have been golden ones, so I will settle for what is ahead being as good as what has gone by. I find myself moving toward what is ahead with a curious blend of both fighting and accepting my aging, hoping that the philosopher was right when he said."Old is always fifteen years from now."

3387.txt

The writer gives some basics to help in a proper way.

EAT YOUR VEGETABLES.Wash your hands. Always say "please" and "thank you". We are full of advice for our children, but when it comes to money, we often have little to say. As a result, our children may grow up with clean hands and good manners, but without any idea how tomanage their money. Here are some basics that will help guide them their entire lives： Show them the future. If your 13-year-old girl were to save $1.000,investit at 8% and add $100 every month, by the time she's 65,she would have $980,983! Be careful of credit.Credit cards can help you buy necessary things and build a credit history, but they must be used responsibly, which means paying off your debt in time. Explain to your children that when you buy something using a credit card, you can easily end up paying two or three times what you would have paid if you used cash. Teach patience. Suppose your child wants a new bicycle that costs $150.Rather than paying the cash, give him some regular pocket money and explain that by putting aside,say,$15 each week, he will be able to buy it for himself in only ten weeks. Provide incentive. Tell your children the importance of saving. "For every dollar he or she agrees to save and invest rather than spend, you agree to add another dollar to the pot," says Cathy Pareto, expert in money planning. Explain your values. Values and money are deeply intertwined, says Eilleen Gallo,co-author of The Financially Intelligent Parent. When your child demands that you buy something, explain why you really don't want to buy it."You might say, ‘I'd rather save that money for your education,'" advises Gallo. Every time you spend or don't spend money, you have a chance to share your values.

3287.txt

The writer thinks that, if a child wants to buy something, his parents should.

EAT YOUR VEGETABLES.Wash your hands. Always say "please" and "thank you". We are full of advice for our children, but when it comes to money, we often have little to say. As a result, our children may grow up with clean hands and good manners, but without any idea how tomanage their money. Here are some basics that will help guide them their entire lives： Show them the future. If your 13-year-old girl were to save $1.000,investit at 8% and add $100 every month, by the time she's 65,she would have $980,983! Be careful of credit.Credit cards can help you buy necessary things and build a credit history, but they must be used responsibly, which means paying off your debt in time. Explain to your children that when you buy something using a credit card, you can easily end up paying two or three times what you would have paid if you used cash. Teach patience. Suppose your child wants a new bicycle that costs $150.Rather than paying the cash, give him some regular pocket money and explain that by putting aside,say,$15 each week, he will be able to buy it for himself in only ten weeks. Provide incentive. Tell your children the importance of saving. "For every dollar he or she agrees to save and invest rather than spend, you agree to add another dollar to the pot," says Cathy Pareto, expert in money planning. Explain your values. Values and money are deeply intertwined, says Eilleen Gallo,co-author of The Financially Intelligent Parent. When your child demands that you buy something, explain why you really don't want to buy it."You might say, ‘I'd rather save that money for your education,'" advises Gallo. Every time you spend or don't spend money, you have a chance to share your values.

3287.txt

What leads the writer to write this article?

EAT YOUR VEGETABLES.Wash your hands. Always say "please" and "thank you". We are full of advice for our children, but when it comes to money, we often have little to say. As a result, our children may grow up with clean hands and good manners, but without any idea how tomanage their money. Here are some basics that will help guide them their entire lives： Show them the future. If your 13-year-old girl were to save $1.000,investit at 8% and add $100 every month, by the time she's 65,she would have $980,983! Be careful of credit.Credit cards can help you buy necessary things and build a credit history, but they must be used responsibly, which means paying off your debt in time. Explain to your children that when you buy something using a credit card, you can easily end up paying two or three times what you would have paid if you used cash. Teach patience. Suppose your child wants a new bicycle that costs $150.Rather than paying the cash, give him some regular pocket money and explain that by putting aside,say,$15 each week, he will be able to buy it for himself in only ten weeks. Provide incentive. Tell your children the importance of saving. "For every dollar he or she agrees to save and invest rather than spend, you agree to add another dollar to the pot," says Cathy Pareto, expert in money planning. Explain your values. Values and money are deeply intertwined, says Eilleen Gallo,co-author of The Financially Intelligent Parent. When your child demands that you buy something, explain why you really don't want to buy it."You might say, ‘I'd rather save that money for your education,'" advises Gallo. Every time you spend or don't spend money, you have a chance to share your values.

3287.txt

Computers used to _ .

The home computer industry has been growing rapidly in the United States for the last ten years. Computers used to be large, expensive machines that were very difficult to use. But scientists and technicians have been making them smaller and cheaper while at the same time they have been made easier to use. As a result, their popularity has been increasing as more people have been buying computers for their homes and businesses. Computers have been designed to store information and compute problems that are difficult for human beings to work out. Some have voices that speak with the operators. Stores use computers to keep records of their inventories and to send bills to their customers. Offices use computers to copy letters, record business and keep in touch with other offices. People have been using computers in their homes to keep track of the money they spend. One important new use for computers is for entertainment. Many new games have been designed to be played on the computers. People of all ages have been playing these games, People also have been buying home computers to play computer games, watch movies and listen to concerts at home. They have become very popular indeed.

1481.txt

In recent years , computers are being made _ .

The home computer industry has been growing rapidly in the United States for the last ten years. Computers used to be large, expensive machines that were very difficult to use. But scientists and technicians have been making them smaller and cheaper while at the same time they have been made easier to use. As a result, their popularity has been increasing as more people have been buying computers for their homes and businesses. Computers have been designed to store information and compute problems that are difficult for human beings to work out. Some have voices that speak with the operators. Stores use computers to keep records of their inventories and to send bills to their customers. Offices use computers to copy letters, record business and keep in touch with other offices. People have been using computers in their homes to keep track of the money they spend. One important new use for computers is for entertainment. Many new games have been designed to be played on the computers. People of all ages have been playing these games, People also have been buying home computers to play computer games, watch movies and listen to concerts at home. They have become very popular indeed.

1481.txt

Home computers can be used for _ .

The home computer industry has been growing rapidly in the United States for the last ten years. Computers used to be large, expensive machines that were very difficult to use. But scientists and technicians have been making them smaller and cheaper while at the same time they have been made easier to use. As a result, their popularity has been increasing as more people have been buying computers for their homes and businesses. Computers have been designed to store information and compute problems that are difficult for human beings to work out. Some have voices that speak with the operators. Stores use computers to keep records of their inventories and to send bills to their customers. Offices use computers to copy letters, record business and keep in touch with other offices. People have been using computers in their homes to keep track of the money they spend. One important new use for computers is for entertainment. Many new games have been designed to be played on the computers. People of all ages have been playing these games, People also have been buying home computers to play computer games, watch movies and listen to concerts at home. They have become very popular indeed.

1481.txt

Salesmen use computers mainly to _ .

The home computer industry has been growing rapidly in the United States for the last ten years. Computers used to be large, expensive machines that were very difficult to use. But scientists and technicians have been making them smaller and cheaper while at the same time they have been made easier to use. As a result, their popularity has been increasing as more people have been buying computers for their homes and businesses. Computers have been designed to store information and compute problems that are difficult for human beings to work out. Some have voices that speak with the operators. Stores use computers to keep records of their inventories and to send bills to their customers. Offices use computers to copy letters, record business and keep in touch with other offices. People have been using computers in their homes to keep track of the money they spend. One important new use for computers is for entertainment. Many new games have been designed to be played on the computers. People of all ages have been playing these games, People also have been buying home computers to play computer games, watch movies and listen to concerts at home. They have become very popular indeed.

1481.txt

The best title for the passage would be _ .

The home computer industry has been growing rapidly in the United States for the last ten years. Computers used to be large, expensive machines that were very difficult to use. But scientists and technicians have been making them smaller and cheaper while at the same time they have been made easier to use. As a result, their popularity has been increasing as more people have been buying computers for their homes and businesses. Computers have been designed to store information and compute problems that are difficult for human beings to work out. Some have voices that speak with the operators. Stores use computers to keep records of their inventories and to send bills to their customers. Offices use computers to copy letters, record business and keep in touch with other offices. People have been using computers in their homes to keep track of the money they spend. One important new use for computers is for entertainment. Many new games have been designed to be played on the computers. People of all ages have been playing these games, People also have been buying home computers to play computer games, watch movies and listen to concerts at home. They have become very popular indeed.

1481.txt

The word "colossal" in Line 3 most likely means ________.

Computers may one day turn night into day-with good old, natural sunlight. Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States. Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons. The mirrors would be so high that they could catch the sun's light as it was shining on the other side of the earth. The mirrors could orbit-thousands of miles high-at the same speed as the earth turns on its axis . That way, the mirrors would always be over the same spot. The aluminum-coated , plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own. The scientists say that the computer-controlled mirrors could also be made to tilt slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area. What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.

2527.txt

Which of the following is NOT TRUE of the mirrors?

Computers may one day turn night into day-with good old, natural sunlight. Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States. Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons. The mirrors would be so high that they could catch the sun's light as it was shining on the other side of the earth. The mirrors could orbit-thousands of miles high-at the same speed as the earth turns on its axis . That way, the mirrors would always be over the same spot. The aluminum-coated , plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own. The scientists say that the computer-controlled mirrors could also be made to tilt slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area. What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.

2527.txt

The reflected light should sweep slowly along the surface of the earth because the mirrors ________.

Computers may one day turn night into day-with good old, natural sunlight. Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States. Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons. The mirrors would be so high that they could catch the sun's light as it was shining on the other side of the earth. The mirrors could orbit-thousands of miles high-at the same speed as the earth turns on its axis . That way, the mirrors would always be over the same spot. The aluminum-coated , plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own. The scientists say that the computer-controlled mirrors could also be made to tilt slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area. What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.

2527.txt

The purpose for turning night into day is to ________.

Computers may one day turn night into day-with good old, natural sunlight. Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States. Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons. The mirrors would be so high that they could catch the sun's light as it was shining on the other side of the earth. The mirrors could orbit-thousands of miles high-at the same speed as the earth turns on its axis . That way, the mirrors would always be over the same spot. The aluminum-coated , plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own. The scientists say that the computer-controlled mirrors could also be made to tilt slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area. What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.

2527.txt

The writer of this passage ________.

Computers may one day turn night into day-with good old, natural sunlight. Colossal computer-controlled mirrors, thousands of feet across, may one day orbit the earth, reflecting sunlight onto a darkened United States. Some Scientists say that 16 of these mirrors, each about a half mile across, could aim their reflected light at one area on the earth that was about 200 miles by 300 miles. That much light would equal about 56 moons. The mirrors would be so high that they could catch the sun's light as it was shining on the other side of the earth. The mirrors could orbit-thousands of miles high-at the same speed as the earth turns on its axis . That way, the mirrors would always be over the same spot. The aluminum-coated , plastic mirrors could be folded up and packed into a spaceship, according to the scientists. Once released a few hundred miles in space, the mirrors, powered by a solar-powered engine, could mark the rest of the trip into space on their own. The scientists say that the computer-controlled mirrors could also be made to tilt slowly, so the reflected sunlight would sweep slowly along the surface of the earth. For example, as night fell, the mirrors could be tilted to light up Boston. Later on, as darkness spread slowly westward. Chicago, for example, then San Francisco could be lit up. The reflected sunlight would allow these cities to save up electricity. And in emergencies, such as power-failures, the mirrors could light up the affected area. What no one knows yet is what effect this artificial daytime would have on plants, animals, and humans. Would it confuse some animals and harm plants that are used to regular day-night cycles? The scientists recommend that studies be done to find out what had effects there might be.

2527.txt

When Peterson began her teaching career, _ .

When Andrea Peterson landed her first teaching job, she faced the daunting task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been named national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel The Outsiders in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused no race, equality and social justice, the themes of the book. Peterson composed two other songs herself after classroom discussions about the play and the book. The honor means a lot to residents of Granite Foils. It's inspiring to know that people from small towns own even win national honors. As national teacher of the year, Peterson will spend the next year outside the classroom, as a national and international spokeswoman for education. Not surprisingly, She is a big believe in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day.

3703.txt

What is the most important reason that Peterson won the award?

When Andrea Peterson landed her first teaching job, she faced the daunting task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been named national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel The Outsiders in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused no race, equality and social justice, the themes of the book. Peterson composed two other songs herself after classroom discussions about the play and the book. The honor means a lot to residents of Granite Foils. It's inspiring to know that people from small towns own even win national honors. As national teacher of the year, Peterson will spend the next year outside the classroom, as a national and international spokeswoman for education. Not surprisingly, She is a big believe in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day.

3703.txt

Which of the following is an example of Peterson's way of teaching music?

When Andrea Peterson landed her first teaching job, she faced the daunting task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been named national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel The Outsiders in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused no race, equality and social justice, the themes of the book. Peterson composed two other songs herself after classroom discussions about the play and the book. The honor means a lot to residents of Granite Foils. It's inspiring to know that people from small towns own even win national honors. As national teacher of the year, Peterson will spend the next year outside the classroom, as a national and international spokeswoman for education. Not surprisingly, She is a big believe in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day.

3703.txt

In Peterson's opinion, _ .

When Andrea Peterson landed her first teaching job, she faced the daunting task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been named national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel The Outsiders in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused no race, equality and social justice, the themes of the book. Peterson composed two other songs herself after classroom discussions about the play and the book. The honor means a lot to residents of Granite Foils. It's inspiring to know that people from small towns own even win national honors. As national teacher of the year, Peterson will spend the next year outside the classroom, as a national and international spokeswoman for education. Not surprisingly, She is a big believe in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day.

3703.txt

It can be inferred from the text that _ .

When Andrea Peterson landed her first teaching job, she faced the daunting task of creating a music program with almost no money for equipment or supplies in a climate where standards-based learning was the focus and music just provided a break for students and teachers. For her drive and creativity in overcoming those challenges, she's been named national teacher of the year. Principal Waynes Kettler said he's worked with many outstanding teachers in his 22 years as an educator, but Peterson is "just that one step above anybody I've ever worked with before." Kettler and others at Monte Cristo Elementary School talk about the ways she has introduced the learning from other classrooms into her music program and her creativity in working around things such as the lack of money for new music. When students were reading S.E. Hinton's novel The Outsiders in their regular classroom, Peterson helped them write a 30-minute play with scenes from the book. Then they chose three Broadway tunes that focused no race, equality and social justice, the themes of the book. Peterson composed two other songs herself after classroom discussions about the play and the book. The honor means a lot to residents of Granite Foils. It's inspiring to know that people from small towns own even win national honors. As national teacher of the year, Peterson will spend the next year outside the classroom, as a national and international spokeswoman for education. Not surprisingly, She is a big believe in the value of arts education. She said it's essential for schools to offer classes such as art or music and physical education because for some kids one of those subjects is the only thing that motivates them to come back to school day after day.

3703.txt

The Edmonton Folk Music Festival is held mainly to _ .

For five days,Edmonton's Downtown Park is transformed into one huge stage where artists are able to share their talents, and where people are able to celebrate and enjoy themselves.Since is beginning in 1980,the Edmonton Folk Music Festival has been commemoratingthe ture feeling of what folk music is all about and that's the traditional togethernessthat is felt when people gather to share stories and feelings through song. This year will be the sixth year when volunteer Riedel will be offering up her time to the festival. "People coming off a busy spring and summer have a moment of relaxation ," Riedel said. "It's really east to relax, and it's great seeing family and friends have fun together." These families and friends come from all different kinds of musical tastes. People who take pleasure in Blues are there, so are people who love Bluegrass. This festival does its best to develop everyone's musical interests. With so many years of expenence.the festival has become a well-oiled machine, and does whatever it can to make attendees feel as possible. There are free water stations throughout the venuefor people to fill up their travel cups. When people buy food, reusable ashes are given a $2 plate fee, but that is returned when the plate is brought back. The festival has completely sold out of tickets, and in record time. But with big names such as Van Morrison and Jakob Dylan, it's easy to see how that was going to happen. There is no parking area during the festival, so using the Park & Ride system or Edmonton Transit is highly recommended. A bike lock-up area is provided and will be available Thursday until Sunday one hour before the gates open until 45 minutes after the gates close. The Edmonton Folk Music Festival begins on Wednesday, Aug.4 with Van Morrison playing the special donation fund concert, and will finish up on Sunday, Aug.8.

2750.txt

Which of the following is TRUE according to the passage?

For five days,Edmonton's Downtown Park is transformed into one huge stage where artists are able to share their talents, and where people are able to celebrate and enjoy themselves.Since is beginning in 1980,the Edmonton Folk Music Festival has been commemoratingthe ture feeling of what folk music is all about and that's the traditional togethernessthat is felt when people gather to share stories and feelings through song. This year will be the sixth year when volunteer Riedel will be offering up her time to the festival. "People coming off a busy spring and summer have a moment of relaxation ," Riedel said. "It's really east to relax, and it's great seeing family and friends have fun together." These families and friends come from all different kinds of musical tastes. People who take pleasure in Blues are there, so are people who love Bluegrass. This festival does its best to develop everyone's musical interests. With so many years of expenence.the festival has become a well-oiled machine, and does whatever it can to make attendees feel as possible. There are free water stations throughout the venuefor people to fill up their travel cups. When people buy food, reusable ashes are given a $2 plate fee, but that is returned when the plate is brought back. The festival has completely sold out of tickets, and in record time. But with big names such as Van Morrison and Jakob Dylan, it's easy to see how that was going to happen. There is no parking area during the festival, so using the Park & Ride system or Edmonton Transit is highly recommended. A bike lock-up area is provided and will be available Thursday until Sunday one hour before the gates open until 45 minutes after the gates close. The Edmonton Folk Music Festival begins on Wednesday, Aug.4 with Van Morrison playing the special donation fund concert, and will finish up on Sunday, Aug.8.

2750.txt

We can learn from the passenger that _ .

For five days,Edmonton's Downtown Park is transformed into one huge stage where artists are able to share their talents, and where people are able to celebrate and enjoy themselves.Since is beginning in 1980,the Edmonton Folk Music Festival has been commemoratingthe ture feeling of what folk music is all about and that's the traditional togethernessthat is felt when people gather to share stories and feelings through song. This year will be the sixth year when volunteer Riedel will be offering up her time to the festival. "People coming off a busy spring and summer have a moment of relaxation ," Riedel said. "It's really east to relax, and it's great seeing family and friends have fun together." These families and friends come from all different kinds of musical tastes. People who take pleasure in Blues are there, so are people who love Bluegrass. This festival does its best to develop everyone's musical interests. With so many years of expenence.the festival has become a well-oiled machine, and does whatever it can to make attendees feel as possible. There are free water stations throughout the venuefor people to fill up their travel cups. When people buy food, reusable ashes are given a $2 plate fee, but that is returned when the plate is brought back. The festival has completely sold out of tickets, and in record time. But with big names such as Van Morrison and Jakob Dylan, it's easy to see how that was going to happen. There is no parking area during the festival, so using the Park & Ride system or Edmonton Transit is highly recommended. A bike lock-up area is provided and will be available Thursday until Sunday one hour before the gates open until 45 minutes after the gates close. The Edmonton Folk Music Festival begins on Wednesday, Aug.4 with Van Morrison playing the special donation fund concert, and will finish up on Sunday, Aug.8.

2750.txt

What would the best title for the passenger?

For five days,Edmonton's Downtown Park is transformed into one huge stage where artists are able to share their talents, and where people are able to celebrate and enjoy themselves.Since is beginning in 1980,the Edmonton Folk Music Festival has been commemoratingthe ture feeling of what folk music is all about and that's the traditional togethernessthat is felt when people gather to share stories and feelings through song. This year will be the sixth year when volunteer Riedel will be offering up her time to the festival. "People coming off a busy spring and summer have a moment of relaxation ," Riedel said. "It's really east to relax, and it's great seeing family and friends have fun together." These families and friends come from all different kinds of musical tastes. People who take pleasure in Blues are there, so are people who love Bluegrass. This festival does its best to develop everyone's musical interests. With so many years of expenence.the festival has become a well-oiled machine, and does whatever it can to make attendees feel as possible. There are free water stations throughout the venuefor people to fill up their travel cups. When people buy food, reusable ashes are given a $2 plate fee, but that is returned when the plate is brought back. The festival has completely sold out of tickets, and in record time. But with big names such as Van Morrison and Jakob Dylan, it's easy to see how that was going to happen. There is no parking area during the festival, so using the Park & Ride system or Edmonton Transit is highly recommended. A bike lock-up area is provided and will be available Thursday until Sunday one hour before the gates open until 45 minutes after the gates close. The Edmonton Folk Music Festival begins on Wednesday, Aug.4 with Van Morrison playing the special donation fund concert, and will finish up on Sunday, Aug.8.

2750.txt

The word "agencies" in the passage (paragraph 1) is closest in meaning to

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

In paragraph 1, what is the author's purpose in providing examples of how organisms are destroyed?

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

The word "terrestrial" in the passage (paragraph 1) is closest in meaning to

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

Why does the author mention "aragonite" in the passage (paragraph 2)?

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

The word "enhance" in the passage (paragraph 3) is closest in meaning to

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

Which of the following best explains the process of permineralization mentioned in paragraph 3?

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

The word "precise" in the passage (paragraph 4) is closest in meaning to

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

Paragraph 5 suggests which of the following about the carbonization process?

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

The word "prospect" in the passage (paragraph 6) is closest in meaning to

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

According to paragraph 7, how do environments containing oxygen affect fossil preservation?

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

According to paragraph 7, all of the following assist in fossil preservation EXCEPT

When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash. The term "fossil" often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite. Many other processes may alter the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed "permineralization." Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed " replacement" because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bone are accurately preserved. Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon. Leaves and tissue of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents. The carbon often remains behind as a blackened silhouette. Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes reveals the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps. The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

469.txt

Nowadays British people call the policeman _ .

The English policeman has several nicknames but the most frequently used are "copper" and "bobby". The first name comes from the verb "to cop " (which is also slang ) , meaning " to take " or " to capture ", and the second comes from the first name of Sir Robert Peel, the nineteenth-century politician, who was the founder of the police force as we know it today. An early nickname for the policeman was "peeler", but this one has died out. Whatever we may call them, the general opinion of the police seems to be a favorable one; except, of course, among the criminal part of the community where the police are given more derogatory nicknames which originated in America, such as "fuzz" or "pig". Visitors to England seem nearly always to be very impressed by the English police. It has, in fact, become a standing joke that the visitor to Britain, when asked for his views of the country, will always say, at some point or other, "I think your policemen are wonderful. " Well, the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called "If You Want To Know The Time, Ask A Policeman". Nowadays, most people own watches but they still seem to find plenty of other questions to ask the policeman. In London, the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else! Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol and the second is that he wears a very distinctive type of headgear, the policeman's helmet. His helmet, together with his height, enable an English policeman to be seen from a considerable distance, a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him, but both these suggestions are resisted by the majority of the public and the police themselves.

912.txt

Which of the following statements is TRUE?

The English policeman has several nicknames but the most frequently used are "copper" and "bobby". The first name comes from the verb "to cop " (which is also slang ) , meaning " to take " or " to capture ", and the second comes from the first name of Sir Robert Peel, the nineteenth-century politician, who was the founder of the police force as we know it today. An early nickname for the policeman was "peeler", but this one has died out. Whatever we may call them, the general opinion of the police seems to be a favorable one; except, of course, among the criminal part of the community where the police are given more derogatory nicknames which originated in America, such as "fuzz" or "pig". Visitors to England seem nearly always to be very impressed by the English police. It has, in fact, become a standing joke that the visitor to Britain, when asked for his views of the country, will always say, at some point or other, "I think your policemen are wonderful. " Well, the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called "If You Want To Know The Time, Ask A Policeman". Nowadays, most people own watches but they still seem to find plenty of other questions to ask the policeman. In London, the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else! Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol and the second is that he wears a very distinctive type of headgear, the policeman's helmet. His helmet, together with his height, enable an English policeman to be seen from a considerable distance, a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him, but both these suggestions are resisted by the majority of the public and the police themselves.

912.txt

If you see an English policeman for the first time, you will probably notice at once that

The English policeman has several nicknames but the most frequently used are "copper" and "bobby". The first name comes from the verb "to cop " (which is also slang ) , meaning " to take " or " to capture ", and the second comes from the first name of Sir Robert Peel, the nineteenth-century politician, who was the founder of the police force as we know it today. An early nickname for the policeman was "peeler", but this one has died out. Whatever we may call them, the general opinion of the police seems to be a favorable one; except, of course, among the criminal part of the community where the police are given more derogatory nicknames which originated in America, such as "fuzz" or "pig". Visitors to England seem nearly always to be very impressed by the English police. It has, in fact, become a standing joke that the visitor to Britain, when asked for his views of the country, will always say, at some point or other, "I think your policemen are wonderful. " Well, the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called "If You Want To Know The Time, Ask A Policeman". Nowadays, most people own watches but they still seem to find plenty of other questions to ask the policeman. In London, the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else! Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol and the second is that he wears a very distinctive type of headgear, the policeman's helmet. His helmet, together with his height, enable an English policeman to be seen from a considerable distance, a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him, but both these suggestions are resisted by the majority of the public and the police themselves.

912.txt

That an English policeman can be seen from some distance is _ .

The English policeman has several nicknames but the most frequently used are "copper" and "bobby". The first name comes from the verb "to cop " (which is also slang ) , meaning " to take " or " to capture ", and the second comes from the first name of Sir Robert Peel, the nineteenth-century politician, who was the founder of the police force as we know it today. An early nickname for the policeman was "peeler", but this one has died out. Whatever we may call them, the general opinion of the police seems to be a favorable one; except, of course, among the criminal part of the community where the police are given more derogatory nicknames which originated in America, such as "fuzz" or "pig". Visitors to England seem nearly always to be very impressed by the English police. It has, in fact, become a standing joke that the visitor to Britain, when asked for his views of the country, will always say, at some point or other, "I think your policemen are wonderful. " Well, the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called "If You Want To Know The Time, Ask A Policeman". Nowadays, most people own watches but they still seem to find plenty of other questions to ask the policeman. In London, the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else! Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol and the second is that he wears a very distinctive type of headgear, the policeman's helmet. His helmet, together with his height, enable an English policeman to be seen from a considerable distance, a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him, but both these suggestions are resisted by the majority of the public and the police themselves.

912.txt

Visitors praise the English police because _ .

The English policeman has several nicknames but the most frequently used are "copper" and "bobby". The first name comes from the verb "to cop " (which is also slang ) , meaning " to take " or " to capture ", and the second comes from the first name of Sir Robert Peel, the nineteenth-century politician, who was the founder of the police force as we know it today. An early nickname for the policeman was "peeler", but this one has died out. Whatever we may call them, the general opinion of the police seems to be a favorable one; except, of course, among the criminal part of the community where the police are given more derogatory nicknames which originated in America, such as "fuzz" or "pig". Visitors to England seem nearly always to be very impressed by the English police. It has, in fact, become a standing joke that the visitor to Britain, when asked for his views of the country, will always say, at some point or other, "I think your policemen are wonderful. " Well, the British bobby may not always be wonderful but he is usually a very friendly and helpful sort of character. A music-hall song of some years ago was called "If You Want To Know The Time, Ask A Policeman". Nowadays, most people own watches but they still seem to find plenty of other questions to ask the policeman. In London, the policemen spend so much of their time directing visitors about the city that one wonders how they ever find time to do anything else! Two things are immediately noticeable to the stranger when he sees an English policeman for the first time. The first is that he does not carry a pistol and the second is that he wears a very distinctive type of headgear, the policeman's helmet. His helmet, together with his height, enable an English policeman to be seen from a considerable distance, a fact that is not without its usefulness. From time to time it is suggested that the policeman should be given a pistol and that his helmet should be taken from him, but both these suggestions are resisted by the majority of the public and the police themselves.

912.txt

The author of the text is primarily concerned with _ .

Roger Rosenblatt's book Black Fiction,in attempting to apply literary rather than sociopolitical criteria to its subject,successfully alters the approach taken by most previous studies. As Rosenblatt notes,criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle''s recent work,for example, judges the value of Black fiction by overtly political standards,rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances，its authors react to those circumstances in ways other than ideological,and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt''s literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction,however, presupposes giving satisfactory answers to a number of questions. First of all,is there a sufficient reason,other than the facial identity of the authors,to group together works by Black authors?Second,how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable， coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology. These structures are thematic,and they spring,not surprisingly,from the central fact that the Black characters in these novels exist in a predominantly white culture,whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt''s thematic analysis permits considerable objectivity;he even explicitly states that it is not his intention to judge the merit of the various works - yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect,or are the authors working out of,or trying to forge, a different kind of aesthetic?In addition,the style of some Black novels, like Jean Toomer''s Cane,verges on expressionism or surrealism;does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted,a theme usually conveyed by more naturalistic modes of expression? In spite of such omissions,what Rosenblatt does include in his discussion makes for an astute and worthwhile study. Black Fiction surveys a wide variety of novels,bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson''s Autobiography of an Ex-Colored Man. Its argument is tightly constructed,and its forthright,lucid style exemplifies levelheaded and penetrating criticism.

1038.txt

The author of the text believes that Black Fiction would have been improved had Rosenblatt _ .

Roger Rosenblatt's book Black Fiction,in attempting to apply literary rather than sociopolitical criteria to its subject,successfully alters the approach taken by most previous studies. As Rosenblatt notes,criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle''s recent work,for example, judges the value of Black fiction by overtly political standards,rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances，its authors react to those circumstances in ways other than ideological,and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt''s literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction,however, presupposes giving satisfactory answers to a number of questions. First of all,is there a sufficient reason,other than the facial identity of the authors,to group together works by Black authors?Second,how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable， coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology. These structures are thematic,and they spring,not surprisingly,from the central fact that the Black characters in these novels exist in a predominantly white culture,whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt''s thematic analysis permits considerable objectivity;he even explicitly states that it is not his intention to judge the merit of the various works - yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect,or are the authors working out of,or trying to forge, a different kind of aesthetic?In addition,the style of some Black novels, like Jean Toomer''s Cane,verges on expressionism or surrealism;does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted,a theme usually conveyed by more naturalistic modes of expression? In spite of such omissions,what Rosenblatt does include in his discussion makes for an astute and worthwhile study. Black Fiction surveys a wide variety of novels,bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson''s Autobiography of an Ex-Colored Man. Its argument is tightly constructed,and its forthright,lucid style exemplifies levelheaded and penetrating criticism.

1038.txt

The author''s discussion of Black Fiction can be best described as _ .

Roger Rosenblatt's book Black Fiction,in attempting to apply literary rather than sociopolitical criteria to its subject,successfully alters the approach taken by most previous studies. As Rosenblatt notes,criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle''s recent work,for example, judges the value of Black fiction by overtly political standards,rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances，its authors react to those circumstances in ways other than ideological,and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt''s literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction,however, presupposes giving satisfactory answers to a number of questions. First of all,is there a sufficient reason,other than the facial identity of the authors,to group together works by Black authors?Second,how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable， coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology. These structures are thematic,and they spring,not surprisingly,from the central fact that the Black characters in these novels exist in a predominantly white culture,whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt''s thematic analysis permits considerable objectivity;he even explicitly states that it is not his intention to judge the merit of the various works - yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect,or are the authors working out of,or trying to forge, a different kind of aesthetic?In addition,the style of some Black novels, like Jean Toomer''s Cane,verges on expressionism or surrealism;does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted,a theme usually conveyed by more naturalistic modes of expression? In spite of such omissions,what Rosenblatt does include in his discussion makes for an astute and worthwhile study. Black Fiction surveys a wide variety of novels,bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson''s Autobiography of an Ex-Colored Man. Its argument is tightly constructed,and its forthright,lucid style exemplifies levelheaded and penetrating criticism.

1038.txt

The author of the text employs all of the following in the discussion of Rosenblatt''s book EXCEPT： _ .

Roger Rosenblatt's book Black Fiction,in attempting to apply literary rather than sociopolitical criteria to its subject,successfully alters the approach taken by most previous studies. As Rosenblatt notes,criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle''s recent work,for example, judges the value of Black fiction by overtly political standards,rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances，its authors react to those circumstances in ways other than ideological,and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt''s literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction,however, presupposes giving satisfactory answers to a number of questions. First of all,is there a sufficient reason,other than the facial identity of the authors,to group together works by Black authors?Second,how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable， coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology. These structures are thematic,and they spring,not surprisingly,from the central fact that the Black characters in these novels exist in a predominantly white culture,whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt''s thematic analysis permits considerable objectivity;he even explicitly states that it is not his intention to judge the merit of the various works - yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect,or are the authors working out of,or trying to forge, a different kind of aesthetic?In addition,the style of some Black novels, like Jean Toomer''s Cane,verges on expressionism or surrealism;does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted,a theme usually conveyed by more naturalistic modes of expression? In spite of such omissions,what Rosenblatt does include in his discussion makes for an astute and worthwhile study. Black Fiction surveys a wide variety of novels,bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson''s Autobiography of an Ex-Colored Man. Its argument is tightly constructed,and its forthright,lucid style exemplifies levelheaded and penetrating criticism.

1038.txt

The author of the text refers to James Weldon Johnson''s Autobiography of an Ex-Colored Man most probably in order to _ .

Roger Rosenblatt's book Black Fiction,in attempting to apply literary rather than sociopolitical criteria to its subject,successfully alters the approach taken by most previous studies. As Rosenblatt notes,criticism of Black writing has often served as a pretext for expounding on Black history. Addison Gayle''s recent work,for example, judges the value of Black fiction by overtly political standards,rating each work according to the notions of Black identity which it propounds. Although fiction assuredly springs from political circumstances，its authors react to those circumstances in ways other than ideological,and talking about novels and stories primarily as instruments of ideology circumvents much of the fictional enterprise. Rosenblatt''s literary analysis discloses affinities and connections among works of Black fiction which solely political studies have overlooked or ignored. Writing acceptable criticism of Black fiction,however, presupposes giving satisfactory answers to a number of questions. First of all,is there a sufficient reason,other than the facial identity of the authors,to group together works by Black authors?Second,how does Black fiction make itself distinct from other modern fiction with which it is largely contemporaneous? Rosenblatt shows that Black fiction constitutes a distinct body of writing that has an identifiable， coherent literary tradition. Looking at novels written by Black over the last eighty years, he discovers recurring concerns and designs independent of chronology. These structures are thematic,and they spring,not surprisingly,from the central fact that the Black characters in these novels exist in a predominantly white culture,whether they try to conform to that culture or rebel against it. Black Fiction does leave some aesthetic questions open. Rosenblatt''s thematic analysis permits considerable objectivity;he even explicitly states that it is not his intention to judge the merit of the various works - yet his reluctance seems misplaced, especially since an attempt to appraise might have led to interesting results. For instance, some of the novels appear to be structurally diffuse. Is this a defect,or are the authors working out of,or trying to forge, a different kind of aesthetic?In addition,the style of some Black novels, like Jean Toomer''s Cane,verges on expressionism or surrealism;does this technique provide a counterpoint to the prevalent theme that portrays the fate against which Black heroes are pitted,a theme usually conveyed by more naturalistic modes of expression? In spite of such omissions,what Rosenblatt does include in his discussion makes for an astute and worthwhile study. Black Fiction surveys a wide variety of novels,bringing to our attention in the process some fascinating and little-known works like James Weldon Johnson''s Autobiography of an Ex-Colored Man. Its argument is tightly constructed,and its forthright,lucid style exemplifies levelheaded and penetrating criticism.

1038.txt

The example of Carmen Arace Middle School in the text is used to _ .

Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school's hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million. Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run" a school with 90% black enrollment that is on the cutting edge." Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School's example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine's 17,000 seventh-graders-and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week. In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city's 1.1 million public school students. Profits will be used to buy laptops for each of the school system's 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers. Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. " That is the worst when they disable you," says eighth-grade honors student Jamie Bassell. " You go through laptop withdrawal." The habit is rubbing off on parents. " I taught my mom to use e-mail," says another eighth-grader, Katherine Hypolite. " And now she's taking computer classes. I'm so proud of her!"

552.txt

According to the author, students in New York City's public schools will _ .

Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school's hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million. Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run" a school with 90% black enrollment that is on the cutting edge." Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School's example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine's 17,000 seventh-graders-and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week. In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city's 1.1 million public school students. Profits will be used to buy laptops for each of the school system's 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers. Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. " That is the worst when they disable you," says eighth-grade honors student Jamie Bassell. " You go through laptop withdrawal." The habit is rubbing off on parents. " I taught my mom to use e-mail," says another eighth-grader, Katherine Hypolite. " And now she's taking computer classes. I'm so proud of her!"

552.txt

By introducing the laptop program, Delore Bolton has _ .

Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school's hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million. Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run" a school with 90% black enrollment that is on the cutting edge." Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School's example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine's 17,000 seventh-graders-and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week. In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city's 1.1 million public school students. Profits will be used to buy laptops for each of the school system's 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers. Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. " That is the worst when they disable you," says eighth-grade honors student Jamie Bassell. " You go through laptop withdrawal." The habit is rubbing off on parents. " I taught my mom to use e-mail," says another eighth-grader, Katherine Hypolite. " And now she's taking computer classes. I'm so proud of her!"

552.txt

The word" kink" （Line 2, Paragraph 5）most probably means _ .

Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school's hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million. Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run" a school with 90% black enrollment that is on the cutting edge." Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School's example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine's 17,000 seventh-graders-and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week. In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city's 1.1 million public school students. Profits will be used to buy laptops for each of the school system's 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers. Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. " That is the worst when they disable you," says eighth-grade honors student Jamie Bassell. " You go through laptop withdrawal." The habit is rubbing off on parents. " I taught my mom to use e-mail," says another eighth-grader, Katherine Hypolite. " And now she's taking computer classes. I'm so proud of her!"

552.txt

From the passage we learn that _ .

Carmen Arace Middle School is situated in the pastoral town of Bloomfield, Conn. , but four years ago it faced many of the same challenges as inner-city schools in nearby Hartford: low scores on standardized tests, dropping enrollment and high rates of detention. Then the school's hard-driving principal, Delores Bolton, persuaded her board to shake up the place by buying a laptop computer for each student and teacher to use, in school and at home. For good measure, the board provided wireless Internet access at school. Total cost: $2.5 million. Now, an hour before classes start, every seat in the library is taken by students eager to get online. Fifth-grade teacher Jen Friday talks about sedimentary rocks as students view them at a colorful website. After school, students on buses pull laptops from backpacks to get started on homework. Since the computers arrived, enrollment is up 20%. Disciplinary suspensions are down 80%. Scores on state achievement tests are up 35%. Bolton, who is black, is proud to run" a school with 90% black enrollment that is on the cutting edge." Indeed, school systems in rural Maine and New York City are eager to follow Arace Middle School's example. Governor Angus King has proposed using $50 million from an unexpected budget surplus to buy a laptop for all of Maine's 17,000 seventh-graders-and for new seventh-graders each fall. The funds would create a permanent endowment whose interest would help buy the computers. The plan, scaled back to $30 million in a compromise with the legislature, is scheduled to be voted on this week. In the same spirit, the New York City board of education voted unanimously on April 12 to create a school Internet portal, which would make money by selling ads and licensing e-commerce sites. The portal will also provide e-mail service for the city's 1.1 million public school students. Profits will be used to buy laptops for each of the school system's 87,000 fourth-graders. Within nine years, all students in grades 4 and higher will have their own computers. Back in Bloomfield, the school board is seeking federal grant money to expand its laptop program to high school students. In the meantime, most of the kinks have been worked out. Some students were using their computers to goof off or visit unauthorized websites. But teachers have the ability to track where students have been on the Web and to restrict them. " That is the worst when they disable you," says eighth-grade honors student Jamie Bassell. " You go through laptop withdrawal." The habit is rubbing off on parents. " I taught my mom to use e-mail," says another eighth-grader, Katherine Hypolite. " And now she's taking computer classes. I'm so proud of her!"

552.txt

This passage is mainly about.

We can make mistakes at any age. Some mistakes we make are about money. But most mistakes are about people. Did Jerry really care when I broke up with Helen? When I got that great job, did Jim really feel good about it, as a friend? Or did he envy my luck? And Paul-why didn't pick up that he was friendly just because I had a car? When we look back, doubts like these can make us feel bad. But when we look back, it's too late. Why do we go wrong about our friends-or our enemies? Sometimes what people say hides their real meaning. And if we don't really listen we miss the feeling behind the words. Suppose someone tells you, You're a lucky dog. That's being friendly. But lucky dog? There's a bit of envy in those words. Maybe he doesn't see it himself. But bringing in the dog bit puts you down a little. What he may be saying is that the doesn't think you deserve your luck. Just think of all the things you have to be thankful foris another noise that says one thing and means another. It could mean that the speaker is trying to get you to see your problem as part of your life as a whole. But is he? Wrapped up in this phrase is the thought that your problem isn't important. It's telling you to think of all the starving people in the world when you haven't got a date for Saturday night. How can you tell the real meaning behind someone's words? One way is to take a good look at the person talking. Do his words fit the way he looks? Does what he says agree with the tone of voice? His posture(×Ë̬)? The look in his eyes? Stop and think. The minute you spend thinking about the real meaning of what people to you may save another mistake.

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