? ?
? ?As long as we have been on earth, we have used the sea around us. We take from the ocean, and we give to it.
? ?We take fishes from the ocean — millions of kilograms of fish, every year, to feed millions of people.{{U}} ? (46) ?{{/U}}We take minerals from the ocean. One way to get salt is to place seawater in a shallow basin and leave it until it evaporates (蒸发). ?(47) ?{{/U}}Much gold and silver drift dissolved (溶解) in the waters of the sea, too. But the sea does not give them up by simple evaporation. Other gifts from the sea are pearls, sponges and seaweed. Pearls become jewelry. ?(48) ?{{/U}}Seaweed becomes food of many kinds — even candy, and ice cream — as well as medicine. Believe it or not, fresh water is anther gift from the sea. We cannot drink ocean water. ?(49) ?{{/U}}But ocean water becomes fresh water when the salts are removed. In the future, we will find ourselves depending more and more on fresh water from the sea.
? ?The sea gives us food, fertilizer, minerals, water, and other gifts. What do we give the sea? Garbage.{{U}} ? (50) ?{{/U}}Huge as it is, the ocean cannot hold all the water we pour into it, we may need the sea and its gifts more than ever.
? ?We are finally learning that if we destroy our seas, we might also destroy ourselves. Hopefully, it is not too late.
? ?A. Natural sponges become cleaning aids.
? ?B. We pollute the ocean when we use it as a garbage dump.
? ?C. The area of the sea is becoming smaller and smaller.
? ?D. Along with salt, other minerals are left after evaporation.
? ?E. We even use their bones for fertilizer.
? ?F. Some of its contents may cause illness.

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."

? Sending E-mails to Professors ? ?One student skipped class and then sent the professor an E-mail{{U}} ?(51) ?{{/U}}for copies of her teaching notes. Another{{U}} ?(52) ?{{/U}}that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, E-mail has made professors more approachable (平易近人). But many say it has made them too accessible,{{U}} ?(53) ?{{/U}} boundaries that traditionally kept students at a healthy distance. ? ?These days, professors say, students seem to view them as available{{U}} ?(54) ?{{/U}}the clock, sending a steady stream of informal E-mails. ? ?"The tone that they take in E-mails is pretty astounding (令人吃惊的)," said Michael Kessler, an assistant dean at Georgetown University. "They’ll{{U}} ?(55) ?{{/U}}you to help: ’I need to know this.’" ? ?"There’s a fine{{U}} ?(56) ?{{/U}}between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an{{U}} ?(57) ?{{/U}}who is in charge." ? ?Christopher Dede, a professor at the Harvard Graduate School of Education, said{{U}} ?(58) ?{{/U}} show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ {{U}}?(59) ?{{/U}}could rapidly become outdated. ? ?"The deference was driven by the{{U}} ?(60) ?{{/U}}that professors were all-knowing sources of deep knowledge," Dede said, and that notion has{{U}} ?(61) ?{{/U}}. ? ?For junior faculty members, E-mails bring new tension into their work, some say, as they struggle with how to{{U}} ?(62) ?{{/U}}. Their job prospects, they realize, may rest in part on student evaluations of their accessibility. ? ?College students say E-mail makes{{U}} ?(63) ?{{/U}}easier to ask questions and helps them learn. ? ?But they seem unaware that what they write in E-mails could have negative effects{{U}} ?(64) ? {{/U}}them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut. She recalled an E-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. ? ?"Such E-mails can have consequences," she said. "Students don’t understand that{{U}} ?(65) ?{{/U}} they say in E-mail can make them seem unprofessional ?and could result in a bad recommendation."