After reading the passage below ， fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word ， fill in each blank with the proper form of the given word ； for the other blanks ， use one word that best fits each blank.

Millions of Baby Olive Ridley Turtles Emerge in Orissa

Nature is full of wonders． In （1） 　 　is one of the most breathtaking sights in nature， millions of baby Ridley turtles broke out of their eggshells under the sand at one of their mass nesting grounds in coastal Orissa． The baby turtles started their journey towards the Bay of Bengal （2） 　 　they emerged from their nest in the southern district of Ganjam， about 175 km from Bhubaneshwar．

Orissa is the home to three mass nesting sites of the Oliver turtles， a species （3） 　 　（threaten） with extinction， and one of the sites， Gahirmatha，（4） 　 　around 70 to 80 million turtles lay eggs on the beach every year， is considered one of the world's largest nesting sites．

The female turtles drag （5） 　 　up the beach from the sea， dig a nest， lay at least one hundred eggs， cover and conceal their eggs and nest， and then return to the sea． The females never visit the nest again to take care of the eggs that （6） 　 　（deposit） in the warm sand．

The baby turtles emerge from the eggs after 45 60 days， then the babies grow without their mother， which is a rare phenomenon in nature， Interestingly， it is on the same beach where they were born （7） 　 　the females lay their eggs．

In the recent years， sea erosion has led to many turtles' nest （8） 　 　（damage） or destroyed． Also， some fierce animals such as dogs and birds （9） 　 　（reduce） the number of nesting turtles． And of course man has also had a negative impact （10）

　 　using engine﹣powered fishing boats near the turtles' nesting grounds．

Fill in each blank with a proper word chosen from the box. Each word can be used only once. Note that there is one word more than you need.

Myopia， or short﹣sightedness， is a condition in which distant objects appear blurred （模糊的）， but closer objects can usually be seen in sharp focus． Its biological basis is an eye that， during childhood， has grown too long for its optical power． The focal plane for images of distant objects ends up in front of the retina， causing out﹣of （1） 　 　perception．

Myopia was once regarded as almost totally genetically （2） 　 　． But its prevalence （流行） has increased spectacularly in urban mainland China， Hong Kong， Taiwan， Singapore， Japan and South Korea， where 80﹣90% of those completing high school are now short﹣sighted． This is up from 20﹣30% only two generations ago． Since gene pools do not change that fast， these massive changes must be due to（3） 　 　change． In 2005， we （4） 　 　reviewed the research on myopia and found a correlation with education． （This was not a particularly novel insight： such a link was supposed as far back as Kepler in 1604．） We found locations with a high prevalence of myopia were all top performers in surveys of international educational outcomes．

Fortunately， not all high （5） 　 　locations， Australia among them， showed a high prevalence of myopia． This shows that high educational outcomes do not necessarily lead to myopia． We also hypothesized that all human population groups had a tendency to develop myopia under particular environmental conditions． Indeed． North America and Europe have seen growing rates of myopia， although they are still nowhere near as high as in East and Southeast Asia．

A common cutoff for high myopia is 5 diopters （屈光度）． This means vision is blurred beyond 20cm from the eyes． Such severe or high myopia increases with age and can lead to visual impairment that can't be corrected． The prevalence of high myopia has now reached 20% in young adults in East and Southeast Asia， which foreshadows major increases in visual （6） 　 　and blindness as these young adults age． So prevention of myopia has become crucial， particularly for East and Southeast Asia．

Australia has （7） 　 　low levels of myopia with a lifestyle that emphasizes outdoors activities． Young children report spending two to three hours a day outside， not （8） 　 　time outdoors at school． However， there are formidable barriers to achieving this benchmark in locations where spending time outdoors is seen as a（n）（9） 　 　from study． Policy responses must therefore also aim to slow the progression of myopia， the phenomenon in which mild to （10） 　 　myopia becomes more severe during childhood． There is currently controversy over whether time outdoors slows progression， but strong seasonal effects on progression suggest that it may．

We're told that writing is dying． Typing on keyboards and screens （1） 　 　written communication today． Learning cursive （草书）， joined﹣up handwriting was once （2） 　 　in schools． But now， not so much． Countries such as Finland have dropped joined﹣up handwriting lessons in schools （3） 　 　typing courses． And in the U． S．， the requirement to learn cursive has been left out of core standards since 2013． A few U． S． states still place value on formative cursive education， such as Arizona， but they're not the（4） 　 　．

Some experts point out that writing lessons can have indirect （5） 　 　． Anne Trubek， author of The History and Uncertain Future of Handwriting， argues that such lessons can reinforce a skill called automaticity． That's when you've perfected a task， and can do it almost without thinking． （6） 　 　you extra mental bandwidth to think about or do other things while you're doing the task． In this sense， Trubek likens handwriting to （7） 　 　．

"Once you have driven for a while， you don't （8） 　 　think 'Step on gas now'（or） 'Turn the steering wheel a bit'，" she explains． "You just do it． That's what we want children to （9） 　 　when learning to write． You and I don't think 'now make a loop going up for the 'I' or 'now look for the letter 'r' on the keyboard'．" Trubek has written many essays and books on handwriting， and she doesn't believe it will die out for a very long time， "if ever"． But she believes students are learning automaticity faster with keyboards than with handwriting： students are learning how to type without looking at the keys at （10） 　 　ages， and to type faster than they could write， granting them extra time to think about word choice or sentence structure． In a piece penned （if you'll pardon the expression） for the New York Times last year， Trubek argued that due to the improved automaticity of keyboards， today's children may well become better communicators in text as （11） 　 　takes up less of their education． This is a（n）（12） 　 　that has attracted both criticism and support．

She explains that two of the most common arguments she hears from detractors regarding the decline of handwriting is that not （13） 　 　it will result in a "loss of history" and a "loss of personal touch"．

On the former she （14） 　 　that 95% of handwritten manuscripts can't be read by the average person anyway "that's why we have paleographers，" she explains， paleography being the study of ancient styles of writing while the latter refers to the warm （15） 　 　we give to handwritten personal notes， such as thank﹣you cards． Some educators seem to agree， at least to an extent．

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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）"？ 　 　

（2）According to the article， which of the following is true about children in the 1940s and now？ 　 　

（3）What did the author's father make her understand？ 　 　

（4）Which of the following corresponds to the author's views in the passage？ 　 　

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？ 　 　

（2）What are the advantages of choosing the geography major in this university in terms of employment？ 　 　

（3）Where is the most likely place to read this passage？