Science Textbooks for Sale!
Used, but in like-new condition with absolutely no writing.
+ (2-Volume Set)
Third Edition (ISBN 978-1-55581-479-3 & 978-1-55581-480-9),
Paperback—$ 110
Introduction to Genetic Analysis
Ninth Edition (ISBN 978-0-7167-6887-6), Hard Cover—$ 110
Please call 646-470-1770 or email for details. No text messages, please. Thank you!
Help an Elder
Having a fruitful life depends upon oneself. Join our Elder Helpers Program and start becoming productive now!
We will connect you with elders who are in need of care in your community. If you have a kind heart and some extra time, feel free to join our program. Register here: http://www. elderhelpers. org.)
Citizens of all states and countries are encouraged to join!
Profiles(简介)with a picture always get more attention!
(Wonderful angel who helped me greatly by Kim)
I was so lucky to find Elder Helpers on the web and even luckier that Laura decided to help me get organized. I was hit by a car in January and couldn’t do much in my house for several months so things really got messy here. But this Angel of a person came and rescued me. I am so lucky and grateful to have met her and to have received her generous help.
Learn To Play Chess or Improve Your Game
Chess lessons are offered by a skilled, experienced, patient chess teacher who is also a very strong practical player.
Whether you are a complete beginner or want to improve your game, it may be a good idea for you to call me.
I work with adults and with children as young as 4.
If interested please call me directly at 1-(347)-694-0072.We can know that Introduction to Genetic Analysis sold in Ad 1 .
| A．is in its third edition |
| B．is an old science textbook |
| C．has notes on some pages |
| D．is in paperback |
What’s the purpose of Ad 2?
| A．To give tips on volunteering. |
| B．To introduce an active lifestyle |
| C．To find volunteers. |
| D．To help older people. |
What’s the meaning of the word “messy” (underlined in Ad 2)?
| A．Untidy. | B．Broken. |
| C．Unpleasant. | D．Changed.\ |
The chess lessons in Ad 3 will .
| A．mainly include beginners |
| B．be taken mainly by adults |
| C．be taught by an old teacher |
| D．have learners of different ages |
A. Be brave in your requests
B. You get what you tolerate
C. Don’t feel guilty of your requests
D. Don’t think others are mind readers
E. Don’t make a “no” mean more than it does
F. Be specific about what you want and when you want it
Be Bold: Ask for What You Really Want!
Have you ever been in a situation that is causing you to feel annoyed, frustrated, or unappreciated? We all experience them, but often we don’t have the courage to change them or ask for what we really want. Complaining about your problems never solves them. Only when you get clear about what you want, and are willing to ask for it, will you experience not only a lot less stress in your life, but greater success in your relationship, career and life. Here are five tips to help you on your way.________________
We often think our bosses, colleagues and even our friends can understand our thought even without being told. So when they don’t act as we’d like, we feel hurt and upset. For any relationship to develop, both parties have to communicate their needs. Whether it’s how you’d like your colleague to communicate with you about a work project, or how you’d like your boss to assess your work, it’s necessary to convey what you want.________________
When asking for what you really want, you will seldom, if ever, be given more than what you have the courage to ask for. So don’t weaken your requests to avoid being turned down. Think about what your ideal outcome would be and then confidently, courageously, ask for it. While you may not always get as much as you asked for, you will get more than you would have otherwise.________________
In the workplace, the biggest reason for unmet expectations is a lack of understanding of exactly what is expected. A request that holds water needs to make clear not just what you want, but also the time limit within which you want it. That is, both a clear “what” and “when”. For example, “Could you please get the monthly sales report to me by midday Friday?________________
Whether it’s asking your friend to show up on time, or asking your colleague to stop making jokes in your presence, every day, through what you say and do, you teach others how to treat you. Letting others know what you will （and will not）put up with and what you expect from them, is important to your wellbeing and success—at home and work.________________
In reality you won’t always get what you ask for. Your boss won’t always give you the pay raise you’d like and your parents may not agree to mind your three kids every second weekend. When people say no, you can take it really personally and decide never to speak to them again—or you can accept it graciously and move on. At least now you know where you stand and can plan accordingly.
Asking for less than you really want—from yourself, from others and from life—doesn’t serve anyone. Remember that fortune favors the bold. So make bigger, better, bolder requests, and ask for what you really want. Who knows…you might just get it!
It was eleven o'clock that night when Mr. Pontellier returned from his night out. He was in an excellent humor, in high spirits, and very talkative. His entrance awoke his wife, who was in bed and fast asleep when he came in. He talked to her while he undressed, telling her anecdotes and bits of news and gossip that he had gathered during the day. She was overcome with sleep, and answered him with little half utterances.
He thought it very discouraging that his wife, who was the sole object of his existence, showed so little interest in things which concerned him and valued so little his conversation.
Mr. Pontellier had forgotten the candies and peanuts that he had promised the boys. Still, he loved them very much and went into the room where they slept to take a look at them and make sure that they were resting comfortably. The result of his investigation was far from satisfactory. He turned and shifted the youngsters about in bed. One of them began to kick and talk about a basket full of crabs.
Mr. Pontellier returned to his wife with the information that Raoul had a high fever and needed looking after. Then he lit his cigar and went and sat near the open door to smoke it.
Mrs. Pontellier was quite sure Raoul had no fever. He had gone to bed perfectly well, she said, and nothing had made him sick. Mr. Pontellier was too well familiar with fever symptoms to be mistaken. He assured her the child was burning with fever at that moment in the next room.
He reproached his wife with her inattention, her habitual neglect of the children. If it was not a mother's place to look after children, whose on earth was it? He himself had his hands full with his business. He could not be in two places at once; making a living for his family on the street, and staying home to see that no harm done to them. He talked in a dull, repeated and insistent way.
Mrs. Pontellier sprang out of bed and went into the next room. She soon came back and sat on the edge of the bed, leaning her head down on the pillow. She said nothing, and refused to answer her husband when he questioned her. When his cigar was smoked out, he went to bed, and in half a minute was fast asleep.
Mrs. Pontellier was by that time thoroughly awake. She began to cry a little, and wiped her eyes on the sleeve of her nightdress. She went out on the porch, where she sat down and began to rock herself in the chair.
It was then past midnight. The cottages were all dark. There was no sound except the hooting of an old owl and the everlasting voice of the sea, which broke like a mournful lullaby (催眠曲) upon the night.
The tears came so fast to Mrs. Pontellier's eyes that the damp sleeve of her nightdress no longer served to dry them. She went on crying there, not caring any longer to dry her face, her eyes, her arms.
She could not have told why she was crying. Such experiences as had just happened were not uncommon in her married life. They seemed never before to have weighed much against theabundance (充足) of her husband's kindness and a uniform devotion which had come to be self-understood.
An indescribable oppression, which seemed to generate in some unfamiliar part of her consciousness, filled her whole being with vague pain. It was like a shadow, like a mist passing across her soul's summer day. It was strange and unfamiliar; it was a mood. She did not sit there inwardly scolding her husband, expressing sadness about Fate, which had directed her footsteps to the path which they had taken. She was just having a good cry all to herself.
The mosquitoes succeeded in driving away a mood which might have held her there in the darkness half a night longer.
The following morning Mr. Pontellier was up in good time to take the carriage which was to convey him to the ship. He was returning to the city to his business, and they would not see him again at the Island till the coming Saturday. He had regained his calmness, which seemed to have been somewhatweakened the night before. He was eager to be gone, as he looked forward to a lively week in the financial center.Mr.Pontellier comes back home from his night out in a/an ______state of mind.
| A．excited | B．confused | C．depressed | D．disappointed |
Mr. Pontellier criticizes his wife because ______.
| A．she is not wholly devoted to her children |
| B．she does little housework but sleep |
| C．she knows nothing about fever symptoms |
| D．she fails to take her son to hospital |
The writer would most likely describe Mr. Pontellier’s conduct during the evening as ______.
| A．impatient and generous | B．enthusiastic and responsible |
| C．concerned and gentle | D．inconsiderate and self-centered |
The underlined sentence suggests that Mr. Pontellier's complaints to his wife are ______.
| A．hesitant and confused | B．not as urgent as he claims |
| C．angry and uncertain | D．too complex to make sense |
In paragraphs 8 to 13, Mrs. Pontellier’s reactions to her husband’s behavior suggest that ______.
| A．she accepts unquestioningly her role of taking care of the children |
| B．this is one of the first times she has acknowledged her unhappiness with her husband |
| C．her relationship with her husband is not what has made her depressed |
| D．she is angry about something that happened before her husband left |
The passage shows Mr. Pontellier is happiest when he ______.
| A．sits near the open door smoking a cigar and talking |
| B．makes up with his wife after a heated argument |
| C．has been away from home or is about to leave home |
| D．has given his children gifts of candies and peanuts |
You hear the comment all the time: the U.S. economy looks good by figures, but it doesn’t feel good. Why doesn’t ever-greater wealth promote ever-greater happiness? It is a question that dates at least to the appearance in 1958 of The Wealthy Society by John Kenneth Galbraith, who died recently at 97.
The Wealthy Society is a modern classic because it helped describe a new moment in the human condition. For most of history, “hunger, sickness, and cold” threatened nearly everyone, Galbraith wrote. “Poverty was found everywhere in that world. Obviously it is not of ours.” After World War II, the fear of another Great Depression gave way to an economic growth. By the 1930s unemployment had averaged 18.2 percent; in the 1950s it was 4.5 percent.
To Galbraith, materialism had gone mad and would cause discontent. Through advertising, companies conditioned consumers to buy things they didn’t really want or need. Because so much spending was artificial, it would be unsatisfying. Meanwhile, government spending that would make everyone better off was being cut down because people wrongly considered government only as “a necessary bad.”
It’s often said that only the rich are getting ahead; everyone else is standing still or falling behind. Well, there are many undeserving rich — overpaid chief managers, for instance. But over any meaningful period, most people’s incomes are increasing. From 1995 to 2004, people feel “squeezed” because their rising incomes often don’t satisfy their rising wants — for bigger homes, more health care, more education, and faster Internet connections.
The other great disappointment is that it has not got rid of insecurity. People regard job stability as part of their standard of living. As company unemployment increased, that part has gradually become weaker. More workers fear they’ve become “the disposable American,” as Louis Uchitelle puts it in his book by the same name.
Because so much previous suffering and social conflict resulted from poverty, the arrival of widespread wealth suggested utopian (乌托邦式的) possibilities. Up to a point, wealth succeeds. There is much less physical suffering than before. People are better off. Unfortunately, wealth also creates new complaints.
Advanced societies need economic growth to satisfy the multiplying wants of their citizens. But the search for growth cause new anxieties and economic conflicts that disturb the social order. Wealth sets free the individual, promising that everyone can choose a unique way to self-accomplishment. But the promise is so unreasonable that it leads to many disappointments and sometimes inspires choices that have anti-social consequences, including family breakdown. Figures indicate that happiness has not risen with incomes.
Should we be surprised? Not really. We’ve simply confirmed an old truth: the seeking of wealth does not always end with happiness.The Wealthy Society is a book ______.
| A．about previous suffering and social conflict in the past |
| B．written by Louis Uchitelle who died recently at 97 |
| C．indicating that people are becoming worse off |
| D．about why happiness does not rise with wealth |
According to Galbraith, people feel discontented because ______.
| A．materialism has run wild in modern society |
| B．they are in fear of another Great Depression |
| C．public spending hasn’t been cut down as expected |
| D．the government has proved to be necessary but ugly |
Why do people feel“squeezed”when their average income rises considerably?
| A．They think there are too many overpaid rich. |
| B．There is more unemployment in modern society. |
| C．Their material demands go faster than their earnings. |
| D．Health care and educational cost have somehow gone out of control. |
What does Louis Uchitelle mean by “the disposable American” ?
| A．People with a stable job. |
| B．Workers who no longer have secure jobs. |
| C．Those who see job stability as part of their living standard. |
| D．People who have a sense of security because of their rising incomes. |
What has wealth brought to American society?
| A．Stability and security. |
| B．Materialism and content. |
| C．A sense of self-accomplishment. |
| D．New anxiety, conflicts and complaints. |
Battle of the Books
Each year in April, the “Battle of the Books” teams from each school meet for the Semi-Battle competition. The top three teams from each division go on to the Final Battle to compete for gold, silver and bronze medals. The gold medal winners go on to compete in the Regional Championship.
Battle of the Books Rules and Goals
Goals:
Students: Have fun reading good books from a wide variety of authors and genres(体裁).
Educators: Encourage reading, foster friendly competition, and nurture the love of books in young people.
Rules:
One team of six students from grades 7 or 8 will represent each school.
1. Each team will have a spokesperson. While the team is encouraged to discuss possible answers, team answers will only be accepted from the spokesperson.
2. The Semi-Finals will consist of three rounds of play, and the Finals will have one round. Each round features a Regular Battle and a Lightning Battle.
3. Regular Battle questions will be addressed to teams alternately(轮流地), regardless of the last correct answer. There will be 12 Regular Battle questions per round. When asked a question, teams will have 20 seconds to provide the book’s title and author.
4. Five points will be given if the team correctly identifies the exact title, and three points will be awarded for correctly identifying the author’s surname. The author’s first name does not need to be identified.
5. The Lightning Battles will be featured at the end of each round. Lightning Battles consist of a 2 minutes, 30 seconds time period during which each team is asked up to 12 questions. These questions concern details of the books and will not require teams to identify titles or authors. Each correctly answered Lightning Battle question will be worth three points.
PLEASE NOTE:
A warm-up practice question will be given to each team at the beginning of its first Semi-Battle and at the beginning of the Final and Regional Final Battles.
There may be no assistance from the coordinators and audience members.
Teams will not be punished for incorrect answers.
Any team demonstrating poor sportsmanship will not be invited back. According to the text, “Battle of the Books” is an activity ______.
| A．where students are inspired to write books |
| B．where books are used as arms in the battle |
| C．where friends compete with each other |
| D．where readers are motivated to love books |
How many questions will be asked in the Semi-Finals?
| A．72 | B．24 | C．36 | D．12 |
What information can we get from the text?
| A．Teams are given 20 minutes to answer a question. |
| B．A competitor gets 18 points for 6 correct titles. |
| C．Each round ends with the Lightning Battles. |
| D．A correct first name will be given 5 points. |
If a team doesn’t compete fairly, it ______.
| A．won’t be given a warm-up practice | B．won’t get help from audience members |
| C．will be reduced in its points | D．won’t be allowed to compete next time |
You can’t hide a natural disaster from children, so how do we prepare them for it? First of all, you should explain to them that acts of nature aren’t necessarily disasters but can become one. These may include floods, hurricanes, tornadoes, winter storms, wild fires, and earthquakes. The way to prepare children for these disasters is to educate them about what each type is and then make it fun by making them “Disaster Masters” or whatever title you can think of.
Making them a Disaster Master won’t be easy. They must know what’s in a disaster emergency kit(工具箱) and why it’s included. You can get your friends involved, too. If your friends have children, they may want to be involved in your emergency preparations. Make it a group project. This is the opportunity for everyone to become familiar with the equipment.
We have to be aware of our conduct and the way we react to stress. The children will be easily influenced by your attitude and demeanor. The calmness, steady manner, and good humor of your spouse (配偶) and you will go a long way toward the easing or the reduction of stress.
Explain to them what they’re likely to encounter or see and describe how people may react. Disasters can come and go very quickly and generally don’t last long. If you must stay away from home, try to get into a routine quickly and encourage them to make new friends. Let them know they can look to their parents and other adults if they become scared or confused. And it’s important to let them know it’s OK to cry during a disaster.
It’s sometimes helpful to let the children draw pictures of what they’ve experienced. Encourage them to write what they learned and what could have been done better. Save the story. Make it part of a documented family history! This passage was written mainly to tell us about ______.
| A．the importance of mutual help in disaster preparation |
| B．tips for preparing children for a natural disaster |
| C．the importance of educating children about natural disasters |
| D．ways to raise children’s courage in natural disasters |
It is a must that a Disaster Master knows ______.
| A．when a natural disaster will come |
| B．why there are natural disasters |
| C．how to use a disaster emergency kit |
| D．how to teach others about emergency preparations |
The underlined word “demeanor” in Paragraph 3 can be replaced by “______”.
| A．personality | B．lifestyle | C．emotion | D．behavior |
When they meet with a natural disaster, children ______.
| A．must write down what they see and how they feel |
| B．should believe that the disaster will never last long |
| C．can cry if they are frightened |
| D．should help other children despite the danger |
The author wrote the passage mainly for ______.
| A．parents | B．young children | C．teachers | D．college students |
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