The history of the modern world is a
record of highly varied activity, of incessant change, and of astonishing
achievement. The lives of men have, during the last few centuries, increasingly
diversified, their powers have greatly multiplied, their powers have greatly
multiplied, their horizon been enormously enlarged. New interests have arisen
in rich profusion to absorb attention and to provoke exertion. New aspirations
and new emotions have come to move the soul of men. Amid all the bewildering phenomena,
interest, in particular, has stood out in clear and growing pre-eminence, has expressed
itself in a multitude of ways and with an emphasis more and more pronounced,
namely, the determination of the race to gain a larger measure of freedom than
it has ever known before, freedom in the life of the intellect and spirit,
freedom in the realm of government and law, freedom in the sphere of economic
and social relationship. A passion that has prevailed so widely, that has transformed
the world so greatly, and is still transforming it, is one that surely merits
study and abundantly rewards it, its operations constitute the very pith and
marrow of modem history.
Not that this passion was unknown to
the long ages that proceeded the modern periods. The ancient Hebrews, the
ancient Greeks and Roman blazed the was leaving behind them a precious heritage
of accomplishments and suggestions and the men who were responsible for the
Renaissance of the fifteenth century and the Reformation of the sixteen century
contributed their imperishable part to this slow and difficult emancipation of
the human race. But it is in modern times the pace and vigour, the scope and
sweep of this liberal movement have so increased unquestionably as to dominate
the age, particularly the last three centuries that have registered great
triumphs of spirit.
The horizon of the lives of men has
been greatly enlarged. What does it mean?
Fleas are perfectly designed by
nature to feast on anything containing blood. Like a shark in the water or a
wolf in the woods, fleas are ideally equipped to do what they do, making them
very difficult to defeat. The bodies of these tiny parasites are extremely
hardy and well-suited for their job.
A flea has a very hard exoskeleton,
which means the body is covered by a tough, tile-like plate called a sclerite.
Because of these plates, fleas are almost impossible to squish. The
exoskeletons of fleas are also waterproof of fleas are also waterproof and shock
resistant, and therefore fleas are highly resistant to the sprays and chemicals
used to kill them.
Little spines are attached to his
plate. The spine the flea scurries through an animal’s fur in – search of
grooming pet tries to pull a flea off through the hair coat, these spines will
extend and stick to the fur like Velcro.
Fleas are some of the best jumpers
in the natural world. A flea can jump seven inches, or 150 times its own
length, either vertically or horizontally. An equivalent jump for a person
would be 555 feet, the height of the Washington Monument. Fleas can jump 30,000
times in a row without stopping, and they are able to accelerate through the
air at an incredibly high rate – a rate which is over ten times what humans can
withstand in an airplane.
Fleas have very long rear legs with
huge thigh muscles and multiple joints. When they get ready to jump. They fold their
long legs up and crouch like a runner on a staring block. Several of their
joints contain a protein called resilin, which helps catapult fleas into the
air as they jump, similar to the way a rubber band provides momentum to a
slingshot. Outward facing claws on the bottom of their legs grip anything they
touch when they land.
The adult female flea mates after
her first blood meal and begins producing eggs in just 1 to 2 days. One flea
can lay up to 50 eggs in one day and over 2,000 in her lifetime. Flea eggs can
be seen with the naked eye, but they are about the size of a grain of salt. Shortly
after being laid, the eggs begin to transform into cocoons. In the cocoon
state, fleas are fully developed adults, and will hatch immediately if
conditions are favorable. Fleas can detect warmth, movement, and carbon dioxide
in exhaled breath, and these three factors stimulate them to emerge as new
adults. If the flea does not detect appropriate conditions, it can remain
dormant in the cocoon state for extended periods. Under ideal conditions, the
entire life cycle may only take 3 weeks, so in no time at all, pets and homes
can become infested.
Because of these characteristics,
fleas are intimidating opponents. The best way to control fleas, therefore, is
to take steps to prevent an infestation from ever occurring.
According to the passage, fleas are
able to jump
I with a high rate of acceleration
II up and down and from side to side
III because the blood they eat
contains resilin
The history of literature really began was the earliest of
the arts. Man danced for joy round his primitive camp fire after the defeat and
slaughter of his enemy. He yelled and shouted as he danced and gradually the
yells and shouts became coherent and caught the measure of the coherent and
caught the measure of the dance and thus the first war song was sung. As the
idea of God developed prayers were framed. The songs and prayers became
traditional and were repeated from one generation to another, each generation
adding something of its own. As man slowly grew more civilized, he was
compelled to invent some method of writing by three urgent necessities. There
were certain things that it was dangerous to forget and which, therefore, had
to be recorded. It was often necessary to communicate with person who were some
distance away and it was necessary to protect one’s property by making tools,
cattle and so on, in some distinctive manner. So man taught himself to write
and having learned to write purely for utilitarian reasons he used this new
method for preserving his war songs and his prayers. Of course, among these
ancient peoples, There were only a very few individuals who learned to write,
and only a few could read what was written.
The war song evolved out of
Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Which of the following is
most opposite in meaning to the phrase ‘a far cry’ as used in the passage?
Lilly loves her town. She loves
the mall. She loves the parks. She also loves her school. Most of all, though,
Lilly loves the seasons. In her old town, it was hot all of the time.
Sometimes it is cold in Lilly’s
new town. The cold season is in winter. Once in a while it snows. Lilly has
never seen snow before. So far her, the snow is exciting as well as very
beautiful. Lilly has to wear gloves to keep her hands warm. She also wear a
scarf around her neck.
In spring, flowers bloom and the
trees turn green with new leaves. Pollen falls on the cars and windowsills and
makes Lilly sneeze. People work in their yards and mow their grass.
In summer, Lilly wears her old
shorts and sandals- the same ones she used to wear in her old town. It is hot
outside, and dogs lie in the shade. Lilly and her friends go to a pool or play
in the water sprinkler. Her father cooks hamburgers on the grill for dinner.
Lilly’s favorite season is autumn.
In autumn, the leaves on the trees turn yellow, gold, red, and orange.
Halloween comes in autumn, and this Lilly’s favorite holiday. Every Halloween,
Lilly wears a costume. Last year she wore a mouse costume. This year she will
wear a fish costume.
One evening in autumn, Lilly and
her mom are on sitting together on the porch. Mom tells Lilly that autumn is
also called “fall”. This is a good idea, Lilly thinks, because in the fall all
of the leaves fall down from the trees.
Based on information in paragraph
5, which of the following costumes is Lilly most likely to wear next year?
Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
Integrating the concept of
lifelong learning with the educational structure would imply
I am writing in response to response
to the article “Protecting our public spaces” in issue 14, published this
spring in it, the author claims that “all graffiti is public spaces.” I would
like to point out that many people believe that graffiti is an art from that
can benefit our public spaces just as much as sculpture, fountains, or other,
more accepted art forms.
People who object to graffiti
usually do so more because of where it is, not what it is. They argue, as your
author does, that posting graffiti in public places constitutes an illegal act
of property damage. But the location of such graffiti should not prevent the
images themselves from being considered genuine art.
I would argue that graffiti is the
ultimate public art form. Spray paint is a medium unlike any other. Though
graffiti, the entire world has become a canvas. No one has to pay admission or
travel to a museum to see this kind of art. The artists usually do not receive
payment for their efforts. These works of art dotting the urban landscape are
available, free of charge, to everyone who passes by.
To be clear, I do not consider
random words or names sprayed on stop signs to be art. Plenty of graffiti is
just vandalism, pure and simple. However, there is also graffiti that is
breathtaking in its intricate detail, its realism, or its creativity. It takes
great talent to create such involved designs with spray paint.
Are these creators not artists
just because they use a can of spray paint instead of a paintbrush, or because they
cover the side of a building rather than a canvas?
To declare that all graffiti is
vandalism, and nothing more, is an overly simplistic statement that I find out
of place in such a thoughtful publication as your magazine. Furthermore,
graffiti is not going anywhere, so might as well find a way to live with it and
enjoy its benefits. One option could be to make a percentage of public space,
such as walls or benches in parks, open to graffiti artists. By doing this, the
public might feel like part owners of these works of art, rather than just the
victims of a crime.
In this passage, the writer argues
that graffiti
