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Breakfast Studies show that children who eat breakfast do better in school. It doesn’t take much further thought to believe that adults will feel better and perform better at work as well. Whether you work at home, on the farm, at the office, at school, or on the road, it is not a good idea to skip (故意略去) breakfast. If we don’t eat breakfast, we are likely to become tired when our brains and bodies run low on fuel. By mid-morning, a lot of us grab a cup of coffee, or wolf down a sugary candy bar to wake up again. This might work for a few minutes, but by lunchtime we are hungry, bad-tempered, and perhaps our mood might make us a little more likely to make unhealthy choices at lunch. Eating a good breakfast sets the tone for the rest of the day. People who eat breakfast are generally more likely to maintain a healthy weight. Many people believe that they will lose weight if they skip meals, but that isn’t a good idea. The body expects to he refueled a few times a day, so start with a healthy breakfast. A healthy breakfast should contain some protein (蛋白质) and some fiber (纤维). Protein can come from meat, eggs, beans, or soy (大豆). Fiber can be found in whole cereals (谷物), grains or in fruits. A good example of a healthy breakfast might be something simple like a hard boiled egg, an orange, and a bowl of whole grain cereal with soy milk. People who eat breakfast are seldom in a bad mood.
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Teach Your Child Science 1. It is important to make your child interested in science from an early age. Most young children ask a lot of questions and you should give careful scientific answers. Don’t only give facts but try to give explanations as well. 2. Science is not just knowledge; it is a way of thinking, a method of finding out about the world. We see something. We try to explain it, and we test our idea by setting up all experiments. One day you come home and find the plant on the table has fallen over. You think it might be the wind from the open window or the cat. So you close the window, but leave the cat in and see what happens (you can also try leaving the window open and shunning the cat out). Of course, you remember there may be a third explanation. 3. Ask your child to get a piece of string, some salt, a glass of water and an ice cube (冰块). Tell her to put the ice in the water, and then put one end of the string on the ice, leaving the other end over the side of the glass. Put a lime salt on the ice, wait a minute, and then pull the string, it should be attached to the ice. Ask the child: "what has happened" 4. Probably she won’t know. Ask her whether fresh water or salt water freezes into ice first. If you live near the sea and have a cold winter, she should know fresh water freezes first as she will have seen that happen. Show her how to test the idea by half-filling two paper cups with water. Then put them in the icebox and check every three minutes. Write the results in a table. The conclusion will be that salt changes the behavior of water, thinking about the string, we see the salt turned some of the ice into water. Then the salt went away into the water and the ice froze again leaving the string attached. 5. Then you can ask, "Will water with salt boil at the same temperature as water without salt" She can think, tell you her idea and (taking care the heat) you can test it in the kitchen. A. What exactly is science. B. How do you find an explanation. C. What topics do you need. D. How do you answer your child’s questions. E. Where does your child study science. F. How do you set up the experiment on salt and water. Paragraph 4 ______
Teach Your Child Science 1. It is important to make your child interested in science from an early age. Most young children ask a lot of questions and you should give careful scientific answers. Don’t only give facts but try to give explanations as well. 2. Science is not just knowledge; it is a way of thinking, a method of finding out about the world. We see something. We try to explain it, and we test our idea by setting up all experiments. One day you come home and find the plant on the table has fallen over. You think it might be the wind from the open window or the cat. So you close the window, but leave the cat in and see what happens (you can also try leaving the window open and shunning the cat out). Of course, you remember there may be a third explanation. 3. Ask your child to get a piece of string, some salt, a glass of water and an ice cube (冰块). Tell her to put the ice in the water, and then put one end of the string on the ice, leaving the other end over the side of the glass. Put a lime salt on the ice, wait a minute, and then pull the string, it should be attached to the ice. Ask the child: "what has happened" 4. Probably she won’t know. Ask her whether fresh water or salt water freezes into ice first. If you live near the sea and have a cold winter, she should know fresh water freezes first as she will have seen that happen. Show her how to test the idea by half-filling two paper cups with water. Then put them in the icebox and check every three minutes. Write the results in a table. The conclusion will be that salt changes the behavior of water, thinking about the string, we see the salt turned some of the ice into water. Then the salt went away into the water and the ice froze again leaving the string attached. 5. Then you can ask, "Will water with salt boil at the same temperature as water without salt" She can think, tell you her idea and (taking care the heat) you can test it in the kitchen. A. What exactly is science. B. How do you find an explanation. C. What topics do you need. D. How do you answer your child’s questions. E. Where does your child study science. F. How do you set up the experiment on salt and water. Paragraph 1 ______
第三篇 High Blood Pressure There is evidence that the usual variety of high blood pressure is, in part, a familial disease. Since families have similar genes as well as similar environment, familial diseases could be due to shared genetic influences, to shared environmental factors, or to both. For some years, the role of one environmental factor commonly shared by families, namely dietary salt, has been studied at Brook-haven National Laboratory. These studies suggest that chronic excess salt ingestion (摄取) can lead to high blood pressure in man and animals. Some individuals, however, and some rats consume large amounts of salt without developing high blood pressure. No matter how strictly all environmental factors were controlled in these experiments, some salt-fed animals never develop hypertension (高血压) whereas a few rapidly developed very severe hypertensions followed by early death. These marked variations were interpreted to result from differences in genetic constitution. By mating in successive generations only those animals that failed to develop hypertension from salt ingestion, a resistant strain (the R strain) has been evolved in which consumption of large quantities of salt fails to influence the blood pressure significantly. In contrast, by mating only animals that quickly develop hypertension from salt, a sensitive strain (the S strain) has also been developed. The availability of these two strains permits investigations not therefore possible. They provide a plausible laboratory model on which to investigate some clinical aspects of the human developing methods by which genetic susceptibility (敏感性) of human beings to high blood pressure can be defined without waiting for its appearance. In the second sentence of the last paragraph, the word "they" refers ______.
第一篇 Counterfeit Making and selling fake copies of well-known products has been a nice little earner for crafty craftsmen over thousands of years: In Roman Gaul, unscrupulous potters would put the seals of better-known competitors on their urns so they would sell better. Until the 1980s, counterfeiting was a relatively small-scale business restricted mainly to copying luxury fashion items, such as watches and leather goods, in limited quantities. But in the 1990s it was transformed into a much bigger, broader industry, with large-scale production and distribution of false versions of such everyday items as biscuits and shampoo. Modern technology is making it ever easier to create near-perfect copies of branded goods for a fraction of the retail price of the real thing. By its nature, the extent of counterfeiting is hard to measure precisely, but a study by the International Chamber of Commerce reckoned that it grew from perhaps 3% of world trade in 1990 to 5% in 1995. John Pepper, hairman of Proter & Gamble, a consumer-goods multinational, says it may now be 7%～9%, or over $450 billion a year. In some developing countries, the authorities have had, at best, an ambivalent attitude towards the booming manufacture of fake goods in their midst. After all, it creates jobs for local people and, at first sight, appears only to hurt foreign firms. Thus the richer countries whose firms are the main victims have had to use a mixture of persuasion and threats to get poorer nations to crack down on the pirates. The Uruguay round of world trade talks, which ended in 1994, resulted in agreement on the Trade Related Aspects of intellectual Property Rights (Trips), which obliges all mender countries of the World Trade Organization to impose penalties for counterfeiting and other breaches of intellectual property rights; to enforce their piracy laws adequately; and to heap firms inhibit trade in faked versions of their products. Besides offering poorer countries trade privileges in return for a clampdown on counterfeiting, rich countries have tried convincing them that if they try harder to enforce intellectual property rights, they will win more foreign investment. But, realizing that persuasion is having little effect, they are also resorting to threats: On January 15th, America issued a warning to the Philippines, the world’s leading piracy centers, that they may have their trade privileges taken away unless they crack down harder on the counterfeiting gangs. The underlined word "ambivalent" in the third paragraph most probably means ______.
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