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Good afternoon, ladies and gentlemen, and welcome aboard your Scenic Cruiser Bus to Saint Louis, Memphis, and New Orleans with changes in Saint Louis for Kansas City and points west.This coach is scheduled to arrive in Saint Louis at eight o’clock. You will have a fifteen-minute rest stop at Bloomington at three o’clock and a half-hour dinner stop at Springfield at five-thirty.Passengers on this coach are scheduled to arrive in Memphis at seven o’clock tomorrow morning and in New Orleans at five o’clock tomorrow afternoon. Please don’t forget the number of your coach when re- boarding. That number is 4118.Let me remind you that federal regulations prohibit smoking cigarettes except in the last three rows to the rear of the coach. No pipe or cigar smoking is permitted anywhere in the coach. If you wish to smoke. kindly move to the last three rows.This coach is rest-room equipped for your comfort and convenience. Please watch your step when moving about in the coach. Relax and enjoy your trip, and thank you for traveling Scenic Cruiser Bus Lines. Passengers moving about in the coach should () their step.
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Lacking a cure for AIDS, society must offer education, not only by public pronouncement but in classrooms. Those with AIDS or those at high risk of AIDS suffer prejudice; they are feared by some people who find living itself unsafe, while others conduct themselves with a "bravado" that could be fatal. AIDS has afflicted a society already short on humanism, open-handedness and optimism. Attempts to strike it out with the offending microbe are not abetted by pre-existing social ills. Such concerns impelled me to offer the first university level undergraduate AIDS course, with its two important aims.To address the fact the AIDS is caused by a virus, not by moral failure of societal collapse. The proper response to AIDS is compassion coupled with an understanding of the disease itself. We wanted to foster (help the growth of) the idea of a humane society.To describe how AIDS tests institutions upon which our society rests. The economy, the political sys- tem, science, the legal establishment, the media and our moral ethical-philosophical attitudes must respond to the disease. Those responses, whispered, or shrieked, easily accepted or highly controversial, must be put in order if the nation is to manage AIDS. Scholars have suggested that how a society deals with the threat of AIDS describes the extent to which that society has the right to call itself civilized. AIDS, then, is woven into the tapestry of modem society; in the course of explaining that tapestry, a teacher realizes that AIDS may bring about changes of historic proportions. Democracy obliges its educational system to prepare students to become informed citizens, to join their voices to the public debate inspired by AIDS. Who shall direct just what resources of manpower and money to the problem of AIDS Even more basic, who shall formulate a national policy on AIDS The educational challenge, then, is to enlighten the individual and the societal, or public responses to AIDS. The word "afflict" in the third sentence of the first paragraph most probably means "()".
Predictions of many robots in industry have yet come true. For ten years or more, manufacturers of big robots have explained how their machines can make industry more competitive and productive. The maker for (21) robots is over-supplied now, and the driving force of the robotics revolution is (22) to be with makers of machines that handle a few kilos at most."Heavy-robot manufacturers are in some difficulty (23) finding customers. They are offering big (24) just to get in the door. There has been a (25) growth everywhere in the numbers of robots, so we admit we are either deceiving (26) or that the market is slowly growing." said John Reekie, chairman of Colen Robotics. "The following things must happen (27) the robotics revolution to occur. We must achieve widespread robot literacy, (28) there has been a computer (29) program. There must be a robot policy. Finally, some kind of (30) intelligence needs to be (31) ."Colen makes educational robots and machine tools. It is small (32) with companies like ASEA or Fujitsu Fanuc. But Galen with others and departments in universities such as Surrey, Manchester, and Durham possess an advantage (33) the giants. The big companies sell very expensive (34) to businesses with expert knowledge in automation. The (35) companies make robots for teaching people, and now they have realized that there is a need for small. (36) robots that they can meet.The little companies either bring their educational machines (37) an industrial standard or design from the start. One technique that they all adopt is to choose (38) components where possible. The major cost of making (39) their models is the electronics, which will fall in price. There is (40) scope for reductions in mechanical costs. The sue of standard parts, which are easily replaced, should give these robots a mechanical life of something in the order of five years. 33().
Angela Rogers is describing a boat trip which she took with her husband down the Nile.It was the summer of last year when we went, It was a special package holiday which included three days in Cairo, and a week cruising down the Nile. It sounded lovely in the brochure. Relaxing. luxurious, delicious food—all the unusual things. And the boat looked nice in the picture. In fact when we got there, and on the boat, it was exactly the opposite of luxurious. It was positively uncomfortable. It was too small to be comfortable. And too hot. The only air-conditioning was from the wind and inside, in the cabins, it was too hot to sleep, and the dining room was stifling.My husband and I paid the special rate for the best cabin. I’m glad we didn’t have to stay in the worst one. The cabins were very poorly equipped; there wasn’t even a mirror, or a socket for a hair drier, or even a point for the electric razor. There was a shower, but the water pressure wasn’t high enough to use it. The cabin was badly designed as well. There wasn’t enough room to move. The beds took up three quarters of the space.The brochure also talked about the mouth-watering French cuisine available on board, but you could hardly call it food It was boring, and practically inedible. There was nothing to do, really. There was a table-tennis table, but one bat was broken. In the daytime the decks were so crowded, there wasn’t even enough room to sit, We did stop now and then for a swim, but who wants to swim in that filthy river I certainly didn’t. The only air-conditioning on the boat was ().
Lacking a cure for AIDS, society must offer education, not only by public pronouncement but in classrooms. Those with AIDS or those at high risk of AIDS suffer prejudice; they are feared by some people who find living itself unsafe, while others conduct themselves with a "bravado" that could be fatal. AIDS has afflicted a society already short on humanism, open-handedness and optimism. Attempts to strike it out with the offending microbe are not abetted by pre-existing social ills. Such concerns impelled me to offer the first university level undergraduate AIDS course, with its two important aims.To address the fact the AIDS is caused by a virus, not by moral failure of societal collapse. The proper response to AIDS is compassion coupled with an understanding of the disease itself. We wanted to foster (help the growth of) the idea of a humane society.To describe how AIDS tests institutions upon which our society rests. The economy, the political sys- tem, science, the legal establishment, the media and our moral ethical-philosophical attitudes must respond to the disease. Those responses, whispered, or shrieked, easily accepted or highly controversial, must be put in order if the nation is to manage AIDS. Scholars have suggested that how a society deals with the threat of AIDS describes the extent to which that society has the right to call itself civilized. AIDS, then, is woven into the tapestry of modem society; in the course of explaining that tapestry, a teacher realizes that AIDS may bring about changes of historic proportions. Democracy obliges its educational system to prepare students to become informed citizens, to join their voices to the public debate inspired by AIDS. Who shall direct just what resources of manpower and money to the problem of AIDS Even more basic, who shall formulate a national policy on AIDS The educational challenge, then, is to enlighten the individual and the societal, or public responses to AIDS. What does the author think is the correct response to AIDS()
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