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　　Most of us can remember the days when we didn't use e-mail as an everyday vehicle for communication. Slowly but surely, it crept into 1 . E-mail is a 2 tool for college students at any level. It's available 24 hours a day, 7 days a week and 3 at holidays. Most universities assign students an account upon entrance, 4 there is usually not even an option (choice) involved.

　　You can do everything from consulting on homework and projects, 5 classmates, family and friends, arid getting daily news services to 6 you informed of world 7 . But, what are the 8 ?

　　E-mail can. be e-jail. You might 9 hours writing and replying to e-mail. 10 you should be busy with the books for an upcoming exam. 11 , you might be signed up for so many daily services, 12 horoscopes, news services, or personals, that your mailbox is so 13 “junk mail,” the finding the 14 e-mails through your box might take hours.

　　If you're a student, 15 is precious. Create and organize your e-mail folders into important school-related mail, correspondence with friends and family, and a folder for jokes, horoscopes and other news, services. 16 put the mail into the proper folders first, and when you're finished, head for the important school-related folder first. Respond to the most important e-mails first and, 17 you have time, you can get to the others.

　　 18 your friends from forwarding those tiresome joke lists, sex quizzes, and chain mails. The minute you 19 you've got one, delete it 20 so you won't be tempted to read it.

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　　Roger Crawford had everything he needed to play tennis－except two hands and a leg. He had 1 palms.

　　The baby's arms and legs were shortened, and he had only three toes on his right foot and his left leg was cut off.

　　The doctor said Roger 2 from born disability, only one out of 90,000 children born in the United States. The doctor said that Roger would probably never be able to walk or 3 himself. Fortunately Roger's parents didn't 4 the doctor.

　　“My parents always 5 me that I was only as handicapped(残疾) as I wanted to be,” said Roger. “They never allowed me to feel sorry for myself or 6 advantage of people because of my handicap.” “Once I got into 7 , my school papers were continually late,” explained Roger, who had to hold his pencil with both hands to write 8 . “I asked Dad to write a note to my teacher, 9 for a two－day extension on my homework. 10 , Dad made me start writing my paper two days earlier!”

　　Roger's father always 11 him to get involved in sports; teaching Roger to catch and throw a volleyball, and play backyard football after school. At the age of 12, Roger 12 to win a place on the school football team.

　　Before every game, Roger would visualize(设想) his 13 of scoring a touchdown. Then one day he got his chance. The ball landed in his arms and off, he ran as fast as he could on his artificial leg 14 the goal line, his coach and teammates 15 wildly. But at tenyard line, a guy from the other team 16 up with Roger, grabbing his left ankle(脚踝). Roger tried to pull his artificial leg 17 , but instead it ended up being pulled off.

　　“The only difference between you and me is that you can see my 18 , but I can't see yours. We all have them. When people ask me how I've been able to 19 my physical handicap, I tell them that I haven't overcome 20 . I've simply learned what I can't do－such as play the piano or eat with chopsticks－but more importantly, I've learned what I can do. Then I do what I can with all my heart and soul,” said Roger in the end.

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Kids are better than adults at learning how to speak various languages. Research now shows that young infants might have some best language skills of all.

Researchers in Canada, at the University of British Columbia in Vancouver, studied 36 babies from English?speaking families. Twelve of them were 4 months old, 12 were 6 months old, and the rest were 8 months old. They watched video clips of a woman talking in silence. The woman was fluent in English and French. In some clips, she read a storybook in English. In other clips, she read in French.

After watching clip after clip of the woman reading in just one language, the babies eventually started to look away, apparently because they were bored. The researchers then showed the babies a new silent clip of the woman reading a story in the other language. At that point, the 4? and 6?month olds started looking at the screen again. The 8?month olds, by contrast, didn't pay any attention.

The second study involved 36 infants of the same age. These babies were from English?speaking families. They watched silent clips of the woman reading one set of sentences in either English or French until they grew bored. Then, they saw clips showing the woman read different sentences, but in the same language that she had been speaking, none of them showed a renewed interest.

A third trial included 24 infants of the same age whose families spoke both English and French at home. In the first set of clips, the woman spoke in one language, and in the second set she used the other language. All babies in this study had a longer look at clips after the woman switched languages.

Together, these results suggest that “visual information about speech may play a more critical role in language learning than previously predicted，” says lead researcher and psychologist Whitney M．Weikum.

Title: Babies' Language__71__