Jeffrey Bezos, founder, president and chairman of the board of Amazon.com, was born in Albuquerque, New Mexico. His mother’s ancestors were early settlers in Texas, and over the generations had acquired a 25,000 acre farm at Cotulla. Jeffrey spent most summers of his youth working with his grandfather on their farm.
Jeffrey showed intense and varied scientific interests at an early age. He set up an electric alarm to keep his younger sisters and brothers out of his room and changed his parents’ garage into a laboratory for his science projects.
After he graduated from Princeton University with a degree in computer science and electrical engineering, Jeffrey Bezos found employment on Wall Street, where computer science was increasingly in demand to study market trends. He rose quickly, becoming a senior vice president, and looked forward to a bright career in finance, when he made a discovery that changed his life, and the course of business history.
In 1994, there was still no internet commerce to speak of. One day that spring, Jeffrey Bezos observed that Internet usage was increasing by 2300 percent a year. He saw an opportunity for a new circle of commerce, and immediately began considering the possibilities.
Bezos founded Amazon.com in 1994, setting up the original company in his garage. The company was called Amazon for the seemingly endless South American river with its numberless branches. It started as an online bookstore but soon diversified to all kinds of products. His work with Amazon eventually led him to become one of the most excellent dot-com entrepreneurs. He was named Time magazine’s Person of the Year in 1999. In 2008, he was selected by U.S. News & World Report as one of America’s Best Leaders. Bezos’ Amazon has become “the Earth’s biggest anything store”. Amazon.com is now called “one of the smartest strategies in business history”.
Today, Jeffrey Bezos lives north of Seattle and is increasingly concerned with charity activities. “Giving away money takes as much attention as building a successful company,” he said. In his childhood, Bezos ______.
| A．had to work with his grandfather on their farm all day long |
| B．showed great interest in science |
| C．didn’t get along well with his brothers and sisters |
| D．wanted to become a businessman |
Jeffrey changed the course of business history because he ______.
| A．looked forward to a bright career in finance on Wall Street |
| B．considered the possibility of setting up an original company |
| C．founded a new form of commerce that developed fast later |
| D．was the first to speak of Internet commerce |
Which of the following isn’t mentioned in the passage?
| A．How hard Bezos studied in Princeton University. |
| B．“Amazon.com” only sold books in the beginning. |
| C．Bezos not only devoted his life to Internet commerce but also to charity. |
| D．The reason why Jeffrey Bezos decided to found Amazon.com. |
It can be inferred from the passage that ______.
| A．it was Bezos’s grandfather on the farm who helped him a lot |
| B．Bezos invented e-commerce to win the world fame overnight |
| C．Bezos has a sharp business mind and a kind heart |
| D．Bezos aimed at setting up “the Earth’s biggest bookstore” |
In the 1760s， Mathurin Roze opened a series of shops that boasted（享有）a special meat soup called consommé． Although the main attraction was the soup， Roze's chain shops also set a new standard for dining out， which helped to establish Roze as the inventor of the modern restaurant．
Today， scholars have generated large amounts of instructive research about restaurants． Take visual hints that influence what we eat： diners served themselves about 20 percent more pasta（意大利面食）when their plates matched their food． When a dark﹣colored cake was served on a black plate rather than a white one， customers recognized it as sweeter and more tasty．
Lighting matters， too． When Berlin restaurant customers ate in darkness， they couldn't tell how much they'd had： those given extra﹣large shares ate more than everyone else， but were none the wiser﹣they didn't feel fuller， and they were just as ready for dessert．
Time is money， but that principle means different things for different types of restaurants． Unlike fast﹣food places． fine dining shops prefer customers to stay longer and spend． One way to encourage customers to stay and order that extra round： put on some Mozart（莫扎特）．When classical， rather than pop， music was playing， diners spent more． Fast music hurried diners out．
Particular scents also have an effect： diners who got the scent of lavender（薰衣草）stayed longer and spent more than those who smelled lemon， or no scent．
Meanwhile， things that you might expect to discourage spending﹣"bad" tables， crowding．high prices﹣don't necessarily． Diners at bad tables﹣next to the kitchen door， say﹣spent nearly as much as others but soon fled． It can be concluded that restaurant keepers need not "be overly concerned about 'bad' tables，" given that they're profitable． As for crowds， a Hong Kong study found that they increased a restaurant's reputation， suggesting great food at fair prices． And doubling a buffet's price led customers to say that its pizza was 11 percent tastier．
（1）The underlined phrase "none the wiser" in paragraph 3 most probably implies that the customers were ．
| A． |
not aware of eating more than usual |
| B． |
not willing to share food with others |
| C． |
not conscious of the food quality |
| D． |
not fond of the food provided |
（2）How could a fine dining shop make more profit？
| A． |
playing classical music． |
| B． |
Introducing lemon scent． |
| C． |
Making the light brighter． |
| D． |
Using plates of larger size． |
（3）What does the last paragraph talk about？
| A． |
Tips to attract more customers． |
| B． |
Problems restaurants are faced with． |
| C． |
Ways to improve restaurants' reputation． |
| D． |
Common misunderstandings about restaurants． |
The Metropolitan Museum of Art
1000 Fifth Avenue New York， NY 10028
211﹣535﹣7710 www ． metmuseum ． org
Entrances
Fifth Avenue at 82nd Street
Hours
Open 7 days a week．
Sunday﹣Thursday 10：00﹣17：30
Friday and Saturday 10：00﹣21：00
ClosedThanksgiving Day， December 25，January 1，and the first Monday in May
Admission
﹩25.00 recommended for adults， ﹩12.00 recommended for students， includes the Main Building and The Cloisters（回廊）on the same day； free for children under 12 with an adult．
Free with Admission
All special exhibitions，as well as films，lectures，guided tours， concerts， gallery talks， and family/children's programs are free with admission．
Ask about today's activities at the Great Hall Information Desk．
The Cloisters Museum and Gardens
The Cloisters museum and gardens is a branch of The Metropolitan Museum of Art devoted to the art and architecture of Europe in the Middle Ages． The extensive collection consists of masterworks in sculpture， colored glass， and precious objects from Europe dating from about the 9th to the 15th century．
Hours： Open 7 days a week．
March﹣October 10：00﹣17：15
November﹣February 10：00﹣16：45
ClosedThanksgiving Day， December 25，and January 1．
（1）How much may they pay if an 11﹣year﹣old girl and her working parents visit the museum？
| A． |
﹩12． |
| B． |
﹩ 37． |
| C． |
﹩ 50． |
| D． |
﹩ 62． |
（2）The attraction of the Cloisters museum and gardens lies in the fact that ．
| A． |
it opens all the year round |
| B． |
its collections date from the Middle Ages |
| C． |
it has a modern European﹣style garden |
| D． |
it sells excellent European glass collections |
Composite image of Europe and North Africa at night， 2016． Credit： NASA Earth Observatory images by Joshua Stevens， using Suomi NPP VIIRS data from Miguel Roman， NASA's Goddard Space Flight Center． Artificial light is often seen as a sign of progress： the march of civilization shines a light in the dark； it takes back the night； it illuminates． But a chorus of scientists and advocates argues that unnaturally bright nights are bad not just for astronomers but also for nocturnal （夜间活动的） animals and even for human health．
Now research shows the night is getting even brighter． From 2012 to 2016 the earth's artificially lit area expanded by an estimated 2.2 percent a year （map）， according to a study published last November in Science Advances． Even that increase may understate the problem， however． The measurement excludes light from most of the energy﹣efficient LED lamps that have been replacing sodium﹣vapor technology in cities all over the world， says lead study author Christopher Kyb， a postdoctoral researcher at the German Research Center for Geosciences in Potsdam．
The new data came from a NASA satellite instrument called the Visible Infrared Imaging Radiometer Suite （VIIRS）． It can measure long﹣wavelengths of light， such as those produced by traditional yellow﹣and﹣orange sodium﹣vapor street lamps． But VIRS cannot see the short﹣wavelength blue light produced by white LEDs． This light has been shown to disrupt human sleep cycles and nocturnal animals' behavior．
Credit： Mapping Specialists： Source： "Artificially Lit Surface of Earth at Night Increasing in Radiance and Extent．" by Christopher C． M． Kyba et al． in Science Advances， Vol． 3． No 11， Article No， E1701528； November 22， 2017．
The team believes the ongoing switch to LEDs caused already bright countries such as Italy， the Netherlands， Spain and the U． S． to register as having stable levels of illumination in the VIIRS data． In contrast， most nations in South America， Africa and Asia brightened， suggesting increases in the use of traditional lighting． Australia actually appeared to lose lit area but the researchers say that is because wildfires skewed the data．
"The fact that VIIRS finds an increase （in many countries）， despite its blindness in the part of the spectrum that increased more， is very sad，" says Fabiofalchi， a researcher at Italy's Light Pollution Science and Technology Institute， who did not participate in the study． In 2016 Falchi， along with Kyba and several other members of his research team， published a global atlas of artificial lighting that showed one third of the world's population currently lives under skies too bright to see the Milky Way at night．
The data also cast doubt on the idea that the LED lighting revolution will lead to energy cost savings． Between 2012 and 2016 the median nation pumped out 15 percent more long﹣wavelength light as its GDP increased by 13 percent． And overall， countries' total light production correlated with their GDP． In other words， Kyba says， "we buy as much light as we are willing to spend money on．"
（1）Which is not true about the spread of lit areas？
| A． |
Lit area expanded by an estimated 2.2 percent a year． |
| B． |
Artificial light is often seen as a sign of progress． |
| C． |
The increase in GDP is due to the increase in light． |
| D． |
It is bad for nocturnal animals and even for human health． |
（2）Which of the following about VIIRS is NOT true according to the passage？
| A． |
It is a kind of NASA satellite device． |
| B． |
It can record and analyze long﹣wavelength light． |
| C． |
The blue light generated by white LEDs can disrupt human sleep cycles． |
| D． |
VIIRS has found an increase of traditional lighting in lots of nations． |
（3）According to the article， what we can know about the LEDs？
| A． |
Artificial LED lights at nights are harmful to people's health． |
| B． |
It is a sign of civilization in modern society． |
| C． |
The blue light disrupts human and animals' life cycles． |
| D． |
Artificially lit surface of Earth increasing because of LEDs． |
（4）The author writes this article to ．
| A． |
show the VIIRS data from NASA |
| B． |
demonstrate the significance of VIIRS for its measurement of wavelengths |
| C． |
reveal the relationship between wavelength light and GDP |
| D． |
arouse people's awareness of light pollution |
Geographers are interested in the spatial patterns observed on earth． Bridging the natural and social sciences， Geography is the interdisciplinary study of environments and how people interact with the environment． It is important to study geography because many of the world's problems require understanding the interdependence between human activities and the environment． Geography is therefore a beneficial major for students because its theories and methods provide them with analytical skills relevant to occupations focused on solving social and environmental problems． The Department of Geography offers eight majors that help students tailor their focus of study．
The Geography﹣globalization and Development major will provide students with a sophisticated understanding of contemporary global issues and a geographical framework for analyzing key issues involved in national and international development． Reflecting the discipline of geography as a whole， this major emphasizes an integrated approach to studying the relationship of global change to individual and community well﹣being by combining the benefits of area studies with theoretical and topical investigations in the curriculum．
Our department is committed to excellence in both teaching and advising． Several of our faculty members have received teaching awards， and we are known across campus for the quality of our advising． As a geography major， you will meet one﹣on﹣one with your faculty advisor every semester during advising week， and you are always welcome to talk with your advisor at any time throughout the semester whenever questions may arise． In addition to advising our students about their academic programs， we provide timely information about internships， nationally competitive awards， and other opportunities as they arise． Many of our students complete internships and several of our students over the last few years have received nationally competitive awards．
For more information about our program， please visit our website， or contact our Undergraduate Chair， whose information is listed above．
Admissions Information
Freshmen/First﹣year Admission
No requirements beyond University admission requirements．
Change of Program Policy
No selective or limited admission requirements．
External Transfer Admission
No requirements beyond University admission requirements．
Opportunities Upon Graduation
With a liberal arts degree in Geography globalization and Development， students are prepared for employment in a variety of fields， including non﹣profit and government work， particularly in the areas of community and international development． This degree will also prepare students well to work in the private sector in an international context． Graduates from this program will also be well situated to continue on to graduate school or law school， with research and professional interest in academic fields， including， but not limited to， geography， public affairs and policy， development studies， and community and regional planning．
Browse through dozens of internship opportunities and full﹣time job postings for Ohio University students and alumni on Handshake， OHIO's key resource for researching jobs， employers， workshops， and professional development events．
（1）Who can be selected as the target of the geography course in the passage？
| A． |
A freshman who has studied in a university． |
| B． |
A college student majoring in geography． |
| C． |
A senior high school graduate interested in geography． |
| D． |
A high school graduate who wants to find a job |
（2）What are the advantages of choosing the geography major in this university in terms of employment？
| A． |
Acquiring skills to solve social and environmental problems． |
| B． |
Understanding contemporary global issues． |
| C． |
Getting one﹣on﹣one information on geography teaching． |
| D． |
Achieving more international opportunities． |
（3）Where is the most likely place to read this passage？
| A． |
In a magazine． |
| B． |
On the university website． |
| C． |
In a geographic journal． |
| D． |
On the enrollment information network． |
All I had to do for the two dollars was clean her house for a few hours after school． It was a beautiful house， too， with a plastic﹣covered sofa and chairs， wall﹣to﹣wall blue﹣and﹣white carpeting， a white enamel stove， a washing machine and a dryer things that were common in her neighborhood， absent in mine． In the middle of the war， she had butter， sugar， steaks， and seam﹣up﹣the﹣back stockings．
I knew how to scrub floors on my knees and how to wash clothes in our zinc tub， but I had never seen a Hoover vacuum cleaner or an iron that wasn't heated by fire．
Part of my pride in working for her was earning money I could squander （浪费）： on movies， candy， paddleball， jacks， ice﹣cream cones． But a larger part of my pride was based on the fact that I gave half my wages to my mother， which meant that some of my earnings were used for real things an insurance﹣policy payment or what was owed to the milkman or the iceman． The pleasure of being necessary to my parents was profound． I was not like the children in folktales： burdensome mouths to feed， nuisances to be corrected， problems so severe that they were abandoned to the forest． I had a status that doing routine chores in my house did not provide and it earned me a slow smile， an approving nod from an adult． Confirmations that I was adultlike， not childlike．
In those days， the forties， children were not just loved or liked； they were needed． They could earn money； they could care for children younger than themselves； they could work the farm， take care of the herd， run errands （差事）， and much more． I suspect that children aren't needed in that way now． They are loved， doted on， protected， and helped． Fine， and yet…
Little by little， I got better at cleaning her house good enough to be given more to do， much more． I was ordered to carry bookcases upstairs and， once， to move a piano from one side of a room to the other． I fell carrying the bookcases． And after pushing the piano my arms and legs hurt so badly． I wanted to refuse， or at least to complain， but I was afraid she would fire me， and I would lose the freedom the dollar gave me， as well as the standing I had at home although both were slowly being eroded． She began to offer me her clothes， for a price． Impressed by these worn things， which looked simply gorgeous to a little girl who had only two dresses to wear to school， I bought a few． Until my mother asked me if I really wanted to work for castoffs． So I learned to say "No， thank you" to a faded sweater offered for a quarter of a week's pay．
Still， I had trouble summoning （鼓起） the courage to discuss or object to the increasing demands she made． And I knew that if I told my mother how unhappy I was she would tell me to quit． Then one day， alone in the kitchen with my father， I let drop a few whines about the job． I gave him details， examples of what troubled me， yet although he listened intently， I saw no sympathy in his eyes． No "Oh， you poor little thing．" Perhaps he understood that what I wanted was a solution to the job， not an escape from it． In any case， he put down his cup of coffee and said， "Listen． You don't live there． You live here． With your people． Go to work． Get your money． And come on home．"
That was what he said． This was what I heard：
Whatever the work is， do it well not for the boss but for yourself．
You make the job： it doesn't make you．
Your real life is with us， your family．
You are not the work you do： you are the person you are．
I have worked for all sorts of people since then， geniuses and morons， quick﹣witted and dull， big﹣hearted and narrow． I've had many kinds of jobs， but since that conversation with my father I have never considered the level of labor to be the measure of myself， and I have never placed the security of a job above the value of home．
（1）What is the "pleasure" of the author from the sentence "The pleasure of being necessary to my parents was profound．（paragraph 3）"？
| A． |
She was proud as she could earn money for her mother． |
| B． |
Her own value of being needed． |
| C． |
She is distinctive from those children in folktales． |
| D． |
She enjoyed a status of being an adult in her family． |
（2）According to the article， which of the following is true about children in the 1940s and now？
| A． |
Children become needed， loved and liked when they are at forty． |
| B． |
Children in modern times are less likely to be spoiled by parents． |
| C． |
Children in 1940s are capable as they can handle various daily routine． |
| D． |
Children in modern times aren't needed to do daily works any more． |
（3）What did the author's father make her understand？
| A． |
Don't escape from difficulties at work． |
| B． |
Whatever decision she made， her father would support her． |
| C． |
Convey her dissatisfaction with her work． |
| D． |
Make a distinction between work and life． |
（4）Which of the following corresponds to the author's views in the passage？
| A． |
Don't regard work achievement as a criterion for evaluating oneself． |
| B． |
Hard work is a struggle for a better future in your limited life． |
| C． |
Parents are the best teachers of children． |
| D． |
Job security is less valuable when compared with family． |