The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good--a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self- improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself. The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks. In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

The discussion was not successfully held. It was dominated by a couple of people while others just sat there listening. A couple of people left during the discussion. All but a few people shared their ideas. One person spoke and others listened. Not everyone participated in the discussion.

There is not much to choose between men. They are all a hotchpotch of greatness and littleness, of virtue and vice, of nobility and baseness. Some have more strength of character, or more opportunity, and so in one direction or another give their instincts freer play, but potentially they are the same. For my part, I do not think I am any better or any worse than most people, but I know that if I set down every action in my life and every thought that has crossed my mind, the world would consider me a monster of depravity. The knowledge that these reveries are common to all men should inspire one with tolerance to oneself as well as to others. It is well also if they enable us to look upon our fellows, even the most eminent and respectable, with humor, and if they lead us to take ourselves not too seriously.

有时候发生在你身上的一些事情起初看起来很可怕、很痛苦、很不公平，但是深思熟虑之后你会发现，如果没有克服过这些困难，你就永远不会意识到自己的潜力、实力、毅力和勇气。疾病、伤害、错失真正伟大的时刻以及极度愚蠢的言行，所有这些事情的出现都是在考验你灵魂的极限。无论它们是什么，如果不经历这些小的考验，你的生活只是一条平坦之路，却毫无目的。它也许是安全而舒适的，但也是枯燥和毫无意义的。如果某些人伤害了你，背叛了你或者伤了你的心，请原谅他们，因为是他们帮助你明白了什么是信任，帮助你懂得了要谨慎选择你要交心的人。珍惜每一天，珍惜每一刻，并且带走每一刻所能得到的东西，因为你可能再也不能重复这个过程了。跟那些你从来没有说过话的人说话，并且倾听他们的话语。你可以做任何你想做的事情。创造自己的生活，然后走出去，去毫无遗憾地享受生活吧。

News can be something the authorities want you to know, or something they would rather keep secret: an announcement of a (1) , denial of a failure, or a secret scandal that nobody really wants you to (2) . If the authorities want to tell the world some good news, they issue statements, communiques, and call (3) . Or politicians make speeches. Local newspapers, radio and television help to (4) to what is going on. And by making contacts with (5) , journalists can ask for more information or explanations to help them (6) . Unless the correspondent is an (7) , it is rare to trust any single source. Officials have a policy to defend, and (8) want to attack it. Rumor and gossip can also confuse the situation. So, you have to (9) as much as possible, using common sense and experience as final checks to help establish just what’s likely to be the truth, or (10) . Just getting the news is only half the job. A correspondent may be well-informed, but his job is to (11) , the public. So, once the information is available it has to be written (12) which is also easily understood. Particularly for radio, since, while a newspaper reader can turn back and reread a sentence or two, the radio listener has (13) . This also means that only a limited number of facts can be contained in a sentence and that there should be an (14) . And vital information necessary to understand the latest development should be presented (15) in ease the producer of a news program decides to (16) an item, by cutting for example the last sentence or two. Finally, the style of presentation must (17) . A cheerful voice might be perfect for a (18) . But it would be sadly out of place for a report of a (19) . And this would also confuse and distract the listener, probably (20) just what had happened and to whom.News can be something the authorities want you to know, or something they would rather keep secret: an announcement of a government success, denial of a failure, or a secret scandal that nobody really wants you to talk about. If the authorities want to tell the world some good news, they issue statements, communiques, and call press conferences. Or politicians make speeches. Local newspapers, radio and television help to alert foreign correspondents to what is going on. And by making contacts with local officials, journalists can ask for more information or explanations to help them write their stories. Unless the correspondent is an eye witness, it is rare to trust any single source. Officials have a policy to defend, and opposition politicians want to attack it. Rumor and gossip can also confuse the situation. So, you have to check information as much as possible, using common sense and experience as final checks to help establish just what’s likely to be the truth, or close to it. Just getting the news is only half the job. A correspondent may be well-informed, but his job is to inform other people, the public. So, once the information is available it has to be written in an interesting way which is also easily understood. Particularly for radio, since, while a newspaper reader can turn back and reread a sentence or two, the radio listener has only one chance. This also means that only a limited number of facts can be contained in a sentence and that there should be an element of repetition. And vital information necessary to understand the latest development should be presented at the start of a report in case the producer of a news program decides to shorten an item, by cutting for example the last sentence or two. Finally, the style of presentation must match the subject matter. A cheerful voice might be perfect for a royal wedding. But it would be sadly out of place for a report of a plane crash. And this would also confuse and distract the listener, probably making it difficult to understand just what had happened and to whom.

M: Hello, and welcome to our program, “Working Abroad“. Our guest this evening is a Londoner, who lives and works in Italy. Her name’s Susan Hill. Susan, welcome to the program. You live in Florence, how long have you been living there? W: Since 1982. But when I went there in 1982, I planned to stay for only 6 months. M: Why did you change your mind? W: Well, I’m a designer, I design leather goods, mainly shoes, and handbags. Soon after I arrived in Florence, I got a job with one of Italy’s top fashion houses, Ferregamo. So, I decided to stay. M: How lucky! Do you still work for Ferregamo? W: No, I’ve been a freelance designer for quite a long time now. Since 1988, in fact. M: So does that mean you design for several different companies now? W: Yes, that’s right. I design many fashion items for a number of Italian companies, and during the last four years, I’ve also been designing for the British company, Burberry’s. M: What have you been designing for them? W: Mostly handbags, and small leather goods. M: How’s the fashion industry in Italy changed since 1982? W: Oh, yes. It’s become a lot more competitive. Because of quality of products from other countries has improved a lot. But its high quality and design is still world-famous. M: And do you ever think of returning to live in England? W: No, not really. Working in Italy is more interesting. I also love the Mediterranean sun and the Italian life style. M: Well, thank you for talking to us, Susan. W: It was a pleasure. Q. 19. Where does this talk most probably take place? Q. 20.What was the woman’s original plan when she went to Florence? Q. 21.What has the woman been doing for a living since 19887 Q. 22.What do we learn about the change in Italy’s fashion industry? In a studio. In a clothing store. At a beach resort. At a fashion show.

Jane Brown has been married for 12 years. She has three children and lives in a suburb outside Columbus, Ohio. When her youngest child reached school age, Jane decided to go back to work. She felt that she should contribute to the household finances. Her salary could make the difference between the financial struggle and a secure financial situation for her family. Jane also felt bored and frustrated in her role as a home maker and wanted to be more involved in life outside her home. Jane was worried about the children’s adjustment to this new situation, but she arranged for them to go stay with a woman nearby after school each afternoon. They seemed to be happy with the arrangement. The problem seemed to be between Jane and her husband Bill. When Jane was at home all day, she was able to clean the house, go grocery shopping, wash the clothes, take care of the children and cook the two or three meals each day. She was very busy, of course, but she succeeded in getting everything done. Now these same things need to be done, but Jane has only evenings and early mornings to do them. Both Jane and Bill are tired when they arrived at home at six p. m.. Bill is accustomed to sitting down and reading the paper or watching TV until the dinner is ready. This is exactly what Jane feels like doing, but someone has to fix the dinner, and Bill expects it to be Jane. Jane is becoming very angry at Bill’s attitude. She feels that they should share the household job. But Bill feels that everything should be the same as it was before Jane went back to work. Q. 23. Why did Jane want to go back to work? Q. 24.How did Jane spend her days before she went back to work? Q. 25.What problem arose when Jane went back to work? Q. 26.What does the story try to tell us? Because she was bored with her idle life at home. Because she was offered a good job by her neighbour. Because she wanted to help with the family’s finances. Because her family would like to see her more involved in social life.

M: Good morning, Can I help you? W: Hello, my name is Miss Bristow and I’m intending to go to a conference in Melbourne for two weeks. M: I see. Do you want the excursion fare or the full return fare? W: Now, can I get a stopover on the excursion fare. M: Yes, you are allowed only one stopover on the excursion fare. W: Oh, I see, only one. M: Yes, But of course, if you pay the full return fare then you can have unlimited stopovers. W: Oh, that’s much better. Yes, you see, the thing is that I’ve got two weeks’ holiday after the conference and I’ve never been out that way before at all to Australia or the Far East, and I wanted to go, you know, shopping or seeing Hong Kong or Shanghai or somewhere around there. M: Yes, Um... W: Where exactly can I go? M: Well, lots of places. There’s Singapore or urn, Thailand, you’ve really got quite a lot of choices you know. W: Well, it sounds marvelous. Urn, how much would that cost? M: The full fare? Well, that’s really quite a lot. It’s 1204 pounds. W: A thousand two hundred and four. Well, it’s once a lifetime, you know, I’ve never been. M: Um... W: The thing is, actually that, urn, I’m absolutely terrified of flying. I’ve never done it before. M: Oh dear. W: And err, I’m hoping that I can persuade my two friends, who are also going to the conferences, to stop over with me on the way back. M: That would be a good idea. W: Oh, yes, by the way, one of them is in Cairo at the moment. Would it be possible for me to stop over there on my way to Melbourne? M: Yes, of course. There are plenty of flights to Cairo and plenty more onwards from Cairo to Melbourne. And then you can stay there for as long as you like. W: Oh, that’s great! Now, the thing is , I think I’d better go and persuade Mr. Gates that he’d like to stop with me in Cairo... M: I see. W: ... go and discuss it with him and then come back to you in a day or two, if that’s all right. M: Yes, certainly. W: Oh, thank you very much. OK, goodbye. M: Thank you, good bye. Q. 27. What does the woman come to the travel agency to do? Q. 28.What kind of ticket will the woman probably buy? Q. 29.How much does the ticket cost? Q. 30.What will the woman’s trip probably be? To buy a plane ticket. To talk to a friend. To ask for some information. To arrange for her conference.

In fact, they say, one reason endangered-species legislation has not passed is that Canadians find it hard to believe that with so much open space, and SO few people, species could be in trouble.

This view may be correct: it has the advantage that the currents are driven by temperature differences that themselves depend on the position of the continents. Such a back-coupling, in which the position of the moving plate has an impact on the forces that move it, could produce complicated and varying motions. On the other hand, the theory is implausible because convection does not normally occur along lines, and it certainly does not occur along lines broken by frequent offsets or changes in direction, as the ridge is. Also it is difficult to see how the theory applies to the plate between the Mid-Atlantic Ridge and the ridge in the Indian Ocean. This plate is growing on both sides, and since there is no intermediate trench, the two ridges must be moving apart. It would be odd if the rising convection currents kept exact pace with them. An alternative theory is that the sinking part of the plate, which is denser than the hotter surrounding mantle, pulls the rest of the plate after it. Again it is difficult to see how this applies to the ridge in the South Atlantic, where neither the African nor the American plate has a sinking part. Another possibility is that the sinking plate cools the neighboring mantle and produces convection currents that move the plates. This last theory is attractive because it gives some hope of explaining the enclosed seas, such as the Sea of Japan. These seas have a typical oceanic floor, except that the floor is overlaid by several kilometers of sediment. Their floors have probably been sinking for long periods. It seems possible that a sinking current of cooled mantle material on the upper side of the plate might be the cause of such deep basins. The enclosed seas are an important feature of the earth’s surface and seriously require explanation because, in addition to the enclosed seas that are developing at present behind island arcs, there are a number of older ones of possibly similar origin, such as the Gulf of Mexico, the Black Sea, and perhaps the North Sea.

The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good--a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self- improvement. Over and over again the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself. The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as in the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks. In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum (one out of many used on the Great Seal of the U. S. and on several U. S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues--especially of New England--of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.

Species interdependence in nature confers many benefits on the species involved, but it can also become a point of weakness when one species involved in the relationship is affected by a catastrophe. Thus, flowering plant species dependent on insect pollination, as opposed to self- pollination or wind pollination, could be endangered when the population of insect-pollinators is depleted by the use of pesticides. In the forests of New Brunswick, for example, various pesticides have been sprayed in the past 25 years in efforts to control the spruce budworm, an economically significant pest. Scientists have now investigated the effects of the spraying of Matacil, one of the anti-budworm agents that is least toxic to insect-pollinators. They studied Matacil’s effects on insect mortality in a wide variety of wild insect species and on plant fecundity, expressed as the percentage of the total flowers on an individual plant that actually developed fruit and bore seeds. They found that the most pronounced mortality after the spraying of Matacil occurred among the smaller bees and one family of flies, insects that were all important pollinators of numerous species of plants growing beneath the tree canopy of forests. The fecundity of plants in one common indigenous species, the red-osier dogwood, was significantly reduced in the sprayed areas as compared to that of plants in control plots where Matacil was not sprayed. This species is highly dependent on the insect-pollinators most vulnerable to Matacil. The creeping dogwood, a species similar to the red-osier dogwood, but which is pollinated by large bees, such as bumblebees, showed no significant decline in fecundity. Since large bees are not affected by the spraying of Matacil, these results add weight to the argument that spraying where the pollinators are sensitive to the pesticide used decreases plant fecundity. The question of whether the decrease in plant fecundity caused by the spraying of pesticides actually causes a decline in the overall population of flowering plant species still remains unanswered. Plant species dependent solely on seeds for survival or dispersal are obviously more vulnerable to any decrease in plant fecundity that occurs, whatever its cause. If, on the other hand, vegetative growth and dispersal (by means of shoots or runners) are available as alternative reproductive strategies for a species, then decreases in plant fecundity may be of little consequence. The fecundity effects described here are likely to have the most profound impact on plant species with all four of the following characteristics, a short life span, a narrow geographic range, an incapacity for vegetative propagation, and a dependence on a small number of insect- pollinator species. Perhaps we should give special attention to the conservation of such plant species since they lack key factors in their defenses against the environmental disruption caused by pesticide use.

There are not enough cases for so many suits, so we have to rearrange those cases. We can fit one more suit into the case, can’t we? This case can hold more suits than that one. We can’t find the other case of suits. Can this case fit in with the others? Can’t we put another suit into the case?

W: Morning. Can I help you? M: Well, I’m not really sure. I’m just looking. W: I see. Well, there’s plenty to look at again this year. I’m sure you’d have to walk miles to see each stand. M: That’s true. W: Would you like a coffee? Come and sit down for a minute. No obligation. M: Well, that’s very kind of you. But... W: No, please, is this the first year you’ve been to the fair, Mr...? M: Yes. Johnson. James Johnson. W: My name’s Susan Carter. Are you looking for anything in particular or are you just interested in computers in general? M: Well, actually, I have some specific jobs in mind. I own a small company. We’ve grown quite dramatically over the past 12 months and we really need some technological help to enable us to keep on top of everything. W: What’s your line of business, Mr. Johnson? M: We are a training consultancy. W: I see. And what do you need to keep on top? M: The first thing is correspondence. We have a lot of standard letters and forms. So I suppose we need some kind of word processor. W: Right. Well, that’s no problem. But it may be possible for you to get a system that does a lot of other things in addition to word processing. What might suit you is the MRS000. That’s over there. It’s IBM compatible. M: What about the price? W: Well, the MRS000 costs 1,050 pounds. Software comes free with the hardware. M: Well, I’ll think about it. Thank yon. W: Here’s my card. Please feel free to contact me. Q. 11. Where did the conversation take place? Q. 12.What are the speakers talking about? Q. 13.What is the man’s line of business? Q. 14.How much is the system recommended? At a fair. At a cafeteria. In a computer lab. In a shopping mall.

Science fiction writers have often imagined humans going to live on the Mars. But these days, scientists are taking the idea seriously. It has a great deal to recommend it, since it might solve the problem of overcrowding on the earth. But obviously, it would not be worth making the effort unless people could live there naturally. If the atmosphere were like that of the earth, this might be possible. But in fact it is mostly carbon dioxide. Apart from that, there are other problems to be overcome. For example, the temperature would have to be raised from 6 degrees below zero to 15 degrees above it. Scientists who study Mars have laid down the program that they can follow. To begin with, they will have to find out whether life has ever existed on the planet of Mars in the past. Secondly they will have to make a reliable map of its surface. And finally, they will have to make a list of the gases. Above all, they will have to discover how much nitrogen it possesses. Since nitrogen is four fifths of the air we breathe, they are surprisingly optimistic about raising the temperature on Mars and believe it could be done in a hundred years. It will take a bit longer, though, to transform the atmosphere so that human beings could live there. Scientists estimate this will take one hundred thousand years. Q. 15. Why are scientists interested in Mars? Q. 16.What is the one of the things that must be done for a man to live on Mars? Q.17.Why do scientists want to find out whether there is sufficient nitrogen on Mars? Q. 18.What is the prospect of people living on Mars? Because people might have to migrate there someday. Because it is very much like the earth. Because it is easier to explore than other planets. Because its atmosphere is different from that of the earth.

A casual employee is one who is engaged and paid by agreement between the employer and the employee. There’s a three-hour minimum payment for each of period of engagement. No notice of termination is required. Casual employees whose engagement extends for five hours or more shall be provided with a meal free of charge, or shall be paid $6.00 accordingly.

How many really suffer as a result of labor market problems? This is one of the most critical yet contentious social policy questions. In many ways, our social statistics exaggerate the degree of hardship. Unemployment does not have the same dire consequences today as it did in the 1930’s when most of the unemployed were primary breadwinners, when income and earnings were usually much closer to the margin of subsistence, and when there were no countervailing social programs for those failing in the labor market. Increasing affluence, the rise of families with more than one wage earner, the growing predominance of secondary earners among the unemployed, and improved social welfare protection have unquestionably mitigated the consequences of joblessness. Earnings and income data also overstate the dimensions of hardship. Among the millions with hourly earnings at or below the minimum wage level, the overwhelming majority are from multiple-earner, relatively affluent families. Most of those counted by the poverty statistics are elderly or handicapped or have family responsibilities which keep them out of the labor force, so the poverty statistics are by no means an accurate indicator of labor market pathologies. Yet there are also many ways our social statistics underestimate the degree of labor-market- related hardship. The unemployment counts exclude the millions of fully employed workers whose wages are so low that their families remain in poverty. Low wages and repeated or prolonged unemployment frequently interact to undermine the capacity for self-support. Since the number experiencing joblessness at some time during the year is several times the number unemployed in any month, those who suffer as a result of forced idleness can equal or exceed average annual unemployment, even though only a minority of the jobless in any month really suffer. For every person counted in the monthly unemployment tallies, there is another working part-time because of the inability to find full-time work, or else outside the labor force but wanting a job. Finally, income transfers in our country have always focused on the elderly, disabled, and dependent, neglecting the needs of the working poor, so that the dramatic expansion of cash and in-kind transfers does not necessarily mean that those failing in the labor market are adequately protected. As a result of such contradictory evidence, it is uncertain whether those suffering seriously as a result of thousands or the tens of millions, and, hence, whether high levels of joblessness can be tolerated or must be countered by job creation and economic stimulus. There is only one area of agreement in this debate--that the existing poverty, employment, and earnings statistics are inadequate for one of their primary applications, measuring the consequences of labor market problems.

Recent years have brought minority-owned businesses in the United States unprecedented opportunities as well as new and significant risks. Civil rights activists have long argued that one of the principal reasons why Blacks, Hispanics, and other minority groups have difficulty establishing themselves in business is that they lack access to the sizable orders and subcontracts that are generated by large companies. Now Congress, in apparent agreement, has required by law that businesses awarded federal contracts of more than $ 500, 000 do their best to find minority subcontractors and record their efforts to do so on forms filed with the government. Indeed, (some federal and local agencies) have gone so far as to set specific percentage goals for apportioning part of public works contracts to minority enterprises. Corporate response appears to have been substantial. (According to figures collected in 1977, the total of corporate contracts with minority businesses rose from $ 77 million in 1972 to $1.1 billion in 1977. ) The projected total of corporate contracts with minority businesses for the early 1980s is estimated to be over $ 3 billion per year with no letup anticipated in the next decade. Promising as it is for minority businesses, this increased patronage poses dangers for them, too. First, minority firms risk expanding too fast and overextending themselves financially, since most are small concerns and, unlike large businesses, they often need to make substantial investments in new plants, staff, equipment, and the like in order to perform work subcontracted to them. If, thereafter, their subcontracts are for some reason reduced, such firms can face potentially crippling fixed expenses. The world of corporate purchasing can be frustrating for small entrepreneurs who get requests for elaborate formal estimates and bids. Both consume valuable time and resources, and a small company’s efforts must soon result in orders, or both the morale and the financial health of the business will suffer. A second risk is that White-owned companies may seek to cash in on the increasing apportionments through formation of joint ventures with minority-owned concerns. Of course, in many instances there are legitimate reasons for joint ventures; clearly, White and minority enterprises can team up to acquire business that neither could acquire alone. But civil rights groups and minority business owners have complained to Congress about minorities being set up as “fronts“ with White backing, rather than being accepted as full partners in legitimate joint ventures. Third, a minority enterprise that secures the business of one large corporate customer often run the danger of becoming and remaining dependent. Even in the best of circumstances, fierce competition from larger, more established companies makes it difficult for small concerns to broaden their customer bases: when such firms have nearly guaranteed orders from a single corporate benefactor, they may truly have to struggle against complacency arising from their current success.

Bust a myth, get a benefit Few subjects harbor more myths and misconceptions than nutrition. Some of the most common: “Low-fat“ means “healthy“. Low-fat foods can be healthy, but not always. The problem? Many processed foods that are low in fat are high in sugar, which gives you extra calories and may cause wide swings in your blood sugar levels. This makes you gain weight and lose energy, and may raise your risk of several diseases. Some people believe “low-fat“ means “Eat all you want. “ I remember a dieting patient who was puzzled because he was gaining weight. He mentioned he was eating a low-fat cake. When I asked him bow much, he replied, “Oh, one or two. “ “One or two pieces? No, one or two cakes!“ An ideal diet is low in fat and low in sugar. Most people can enjoy high-sugar, high-fat treats on occasion, but if you indulge one day, be sure to eat healthier the next. Canned fruits and vegetables aren’t nutritious. They can be. A recent review of studies found that nutrients are generally similar in comparable fresh, frozen and canned fruits and vegetables. Many parents have told me that, knowing this, they might be more likely to cook at home rather than eat less nutritious meals at restaurants. Red wine, not white, prevents heart disease. Yes, drinking red wine may significantly decrease the risk of heart disease, but white wine may be just as protective, at least in rats. Resveratrol is a healthy substance found in the skin of red grapes. It’s higher in concentration in red wine than white because red wine is fermented with the skins, allowing it to absorb the resveratrol. American and Italian researchers recently found that grape pulp extract (white wine) was equally effective in protecting rats from a heart attack as grape skin extract (red wine). Also, most of the antioxidant benefits of wine come from the grape itself, not the fact that it’s fermented. Studies show that spending time with friends and family may reduce the risk of many illnesses. People who imbibe moderately often do so in the company of others, and these psychosocial factors may be as powerful as the drink itself. I neither prescribe nor proscribe alcohol, but if you’re going to drink, have no more than one or two four-ounce glasses of wine, one or two beers, or one or two ounces of liquor. More than that and the toxicities of alcohol begin to outweigh any of its potential benefits. Juice is less healthy than whole fruits. Not always. “The view that pure fruit and vegetable juices are nutritionally inferior to fruits and vegetables, in relation to chronic-disease risk reduction, is unjustified,“ concluded a recent review of studies. The impact of antioxidants on disease risk may be more important than the amount of fiber. Whole fruits and vegetables do have more fiber than most juices, and fiber has many benefits. It fills you up before you get too many calories, and it helps regulate blood sugar. Some juice companies are preserving the pulp (which adds to the fiber) or are even putting it back in. Summer Diet Traps. It’s the season for travel, day trips and meals on the run, and it’s easier than ever to eat healthy on the road. At airports, look for fresh fruit and packaged salads. Dip your fork in the dressing instead of pouring it on. Amusement parks are providing healthier choices. Disney will eliminate added trans fats from its parks by the end of this year, and kids’meals will include sides like applesauce and carrots—not fries. Some fast-food places offer better choices, too, so you can eat well just about anywhere.

According to the passage, the founders of the Republic regarded education primarily as ______.

The author states that textbooks written in the middle part of the nineteenth century ______.

The author’s attitude toward the educational system she discusses can best be described as ______.

The passage provides information that would be helpful in answering which of the following questions? ______

The author implies that an early American Puritan would likely insist that ______.