一、Part Ⅱ Listening Comprehension
1、Question 1 is based on the news report you have just heard.
A、A free car show.
B、A yearly concert.
C、A sports competition.
D、A pipe band contest.
2、Question 2 is based on the news report you have just heard.
A、Improve the image of Glasgow city.
B、Enrich the local culture of Glasgow.
C、Contribute a lot to the local economy.
D、Entertain people in local communities.
3、Question 3 is based on the news report you have just heard.
A、Surprising rise in global sea levels.
B、Dangerous ice melts in Greenland.
C、Changing weather patterns in summer.
D、Record growth of Greenland’s ice sheets.
4、Question 4 is based on the news report you have just heard.
A、It began in late May.
B、It lasted three months.
C、It started a month earlier than usual.
D、It ended a month earlier than before.
5、Question 5 is based on the news report you have just heard.
A、Bundles of ￡20 notes kept turning up.
B、A villager was searching for his lost cash.
C、Local policemen came across bundles of ￡20 notes.
D、A bundle containing thousands of pounds got stolen.
6、Question 6 is based on the news report you have just heard.
A、They give it to charity.
B、They return it to the finder.
C、They hand it over to the local government.
D、They place a notice in The Northern Echo.
7、Question 7 is based on the news report you have just heard.
A、They cooperated well with the police.
B、They enjoyed a fairly affluent life.
C、They were puzzled by the mystery.
D、They had a strong community spirit.
8、Question 8 is based on the conversation you have just heard.
A、Excited.
B、Delighted.
C、Indifferent.
D、Strange.
9、Question 9 is based on the conversation you have just heard.
A、Search for the meaning of their life.
B、Look back on their years at school.
C、Call on their relatives and friends.
D、Talk about future plans with friends.
10、Question 10 is based on the conversation you have just heard.
A、He prefers to have them shown on social media.
B、He loves them but does not want to make a fuss.
C、He enjoys celebrating others’ birthdays rather than his own.
D、He looks forward to receiving presents from his close friends.
11、Question 11 is based on the conversation you have just heard.
A、Hold it on a modest scale to remove birthday anxieties.
B、View it as a chance for people to socialize and have fun.
C、Extend invitation to those he trusts most.
D、Make it an occasion to collect donations.
12、Question 12 is based on the conversation you have just heard.
A、It was absolutely exhausting.
B、There was a terrible smell.
C、There was too long a delay.
D、She got off at the wrong station.
13、Question 13 is based on the conversation you have just heard.
A、She hasn’t saved enough money.
B、She is worried about traffic jams.
C、She hasn’t passed the driving test yet.
D、She is used to taking public transport.
14、Question 14 is based on the conversation you have just heard.
A、They are popular.
B、They are dangerous.
C、They are a bit expensive for her.
D、They are environmentally friendly.
15、Question 15 is based on the conversation you have just heard.
A、By bus.
B、By jogging.
C、By renting a bike.
D、By sharing a ride.
16、Question 16 is based on the passage you have just heard.
A、He is a sign language interpreter.
B、He is a deaf person working in IT.
C、He doesn’t like speaking at meetings.
D、He doesn’t use email or text messages.
17、Question 17 is based on the passage you have just heard.
A、Improved communication skills.
B、Speech recognition technology.
C、Big advances in sign language.
D、Transformation in the IT industry.
18、Question 18 is based on the passage you have just heard.
A、He can avoid being mistaken.
B、He can take notes on the spot.
C、He can understand with ease.
D、He can see the speakers’ images.
19、Question 19 is based on the passage you have just heard.
A、To find pure white walls shining.
B、To enter a house well looked after.
C、To get a hug from family members.
D、To see cheerful colours all around.
20、Question 20 is based on the passage you have just heard.
A、Choosing a colour because it is fashionable.
B、Painting the interior of their cupboards.
C、Doing the painting job all by themselves.
D、Designing all window frames the same way.
21、Question 21 is based on the passage you have just heard.
A、Fit most of the cupboards into walls.
B、Hang landscape paintings all around.
C、Match the room’s ceiling with all the furniture in colour.
D、Paint the wooden frameworks and walls the same colour.
22、Question 22 is based on the passage you have just heard.
A、Children must read at least three times a week.
B、Reading is a habit every child can develop.
C、Reading to their children is important.
D、Children should start reading at age three.
23、Question 23 is based on the passage you have just heard.
A、The number of books they have read by age four.
B、The speed of their brain development in infancy.
C、The number and quality of books parents read to them in infancy.
D、The quality and quantity of time parents spend playing with them.
24、Question 24 is based on the passage you have just heard.
A、Books with specifically labeled images.
B、Books with pictures of dolls and toys.
C、Books describing the lives of animals.
D、Books telling very interesting stories.
25、Question 25 is based on the passage you have just heard.
A、Read as many books as possible to their children.
B、Choose carefully what to read to their children.
C、Share experience with other parents.
D、Create picture books for their children.
二、Part III Reading Comprehension
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
26、(1)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
27、(2)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
28、(3)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
29、(4)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
30、(5)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
31、(6)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
32、(7)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
33、(8)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
34、(9)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Phones influence all aspects of teenage life. Ninety-five percent of Americans ages 13 to 17 have a smartphone or have access to one, and nearly half report using the internet “almost (26)_____.”
But as recent survey data and interviews have suggested, many teens find much of that time to be unsatisfyingly spent. Continuous (27)_____ shouldn’t be mistaken for endless enjoyment. A new (28)_____ representative survey about “screen time and device distractions” from the Pew Research Center indicates that it’s not just parents who think teenagers are worryingly (29)_____ from their phones—many teens themselves do too. Fifty-four percent of the 13-to-17-year-olds surveyed said they spend too much time (30)_____ in their phones.
Vicky Rideout, who runs a research firm that studies children’s interactions with media and technology, was not surprised by this finding. She says it’s hardly (31)_____ to teenagers. “They are dealing with the same challenges that adults are, as far as they are living in the (32)_____of a tech environment designed to suck as much of their time onto their devices as possible,” Rideout says.
The way parents interact with technology can (33)_____ the way they interact with their kids. Rideout thus thinks it’s up to parents to model good (34)_____: Kids tend to take note if their parents put their phone away at dinner or charge it in another room while they sleep. Witnessing habits like that can help kids “realize that they can (35)_____ some more control over their devices,” she says.
35、(10)
A、shape
B、specific
C、usage
D、recruited
E、inseparable
F、behavior
G、solution
H、summary
I、absorbed
J、context
K、vaguely
L、constantly
M、exercise
N、addicted
O、nationally
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
36、36. A behavior that does not conform to social norms may be described as being deviant.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
37、37. Various experiments found that participants who cheated in the initial task performed better in the creativity test.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
38、38. People may be simply considered evil if their behaviors are morally unacceptable to us.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
39、39. The research published by two scientists was intended to examine the relationship between dishonesty and creativity.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
40、40. The author’s lectures sparked lively discussions in his class.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
41、41. The researchers tested the participants’ creativity by asking them to play a word game.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
42、42. It is time we realized that deviance may be capable of doing both good and harm to individuals and society.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
43、43. The reasons for people’s evil behaviors can be explained in more ways than one.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
44、44. The math task in one experiment was designed to test participants’ tendency to cheat.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Evil Genius
【A】A few years ago I found myself teaching a university class on evil. It was for third-year criminology students to help them contextualize theory and research within controversial current topics. It was a huge success. The debates were heated and interesting. I could see people’s views change within the course of a single lecture. Over the past 13 years, as a student, lecturer and researcher, I’ve enjoyed discussing the science of evil with anyone willing to listen. What I like most is destroying the cliche (陈词滥调) of good and evil, and replacing them with scientific insight. We need a more informed way of discussing behavior that at first we cannot, or should not, begin to understand.
【B】Without understanding, we risk dehumanizing others, writing off human beings simply because we don’t comprehend them. We must try to understand what we have labelled evil. We tend to think evil is something that other people are. We think of ourselves as “good people”, and even when we do morally wrong things, we understand the context of our decisions. With others, however, it is far easier to write them off. If their actions deviate (偏离) substantially from what we consider acceptable, we may label them evil. We need to be careful with this. Calling someone evils is often similar to saying they cannot change, and perhaps aren’t even a human at all. However, when you actually go monster-hunting, and you look deeply at the people behind horrific behavior, you may be surprised.
【C】As a child I used to love the Scooby-Doo cartoons. Arriving in their “Mystery Machine”, the gang would have to find a monster who was terrorizing a neighborhood. They would run around looking for clues and at the end unmask the bad guy. It was always a normal person in a costume. There were no monsters. Like the Scooby crew, we may find ourselves hunting for an easy fix, one word for people who do bad things. But if we take a good look, the word “evil” is insufficient—there are no simple explanations for why humans do bad things: instead there are many, and they are all marvelously different.
【D】Evil is typically referred to when there is deviance from social norms: formal deviance is the violation of laws, like theft, murder, and attacks, while informal deviance involves violations of social norms, like lying. Evil behavior is typically thought to embrace one or both forms. However, deviance can also describe a behavior that simply differs from the norm.
【E】Perhaps this is where we can find the good side of our bad side. Deviating from the norm can make us villains (恶棍), but it can also make us heroes. A child deviates from social pressures when they stand up for another child being bullied in school. A soldier deviates when they choose not to follow orders to kill an innocent civilian. An employee in a big tech company deviates when they expose its wrongdoings.
【F】Creativity is also a deviation. Here, too, things are complex. Thinking creatively has given us modern medicine, technology and modern political structures, but it has also given us poison and nuclear weapons. Great benefit and great harm can come from the same human tendency.
【G】In a research paper, Evil Genius, published in 2014, the behavioral scientists Francesca Gino and Scott Wiltermuth wanted to examine whether people who behave unethically in one task are more creative than others on a subsequent task, even after controlling for differences in baseline creative skills. The unethical behavior they chose was dishonesty.
【H】Over five experiments researchers gave participants tasks in which they could cheat. In one study, they were given matrixes (矩阵) and had to find two numbers that added up to 10. Participants were asked to self-report how well they did at the end of the study: 59% cheated by saying that they solved more matrixes than they actually had.
【I】 After each task, the researchers measured participants’ performance on the Remote Associates Test. This shows participants three words at a time that appear to be unrelated, and the person has to think of a fourth word that is associated with all of them. For example, you might get “Fox, Man, Peep”, or “Dust, Cereal, Fish”. In order to find the linking words (“Hole” for the first, “Bowl” for the second), you need to be creative. The more you get right, the more creative you are thought to be because you have come up with uncommon associations.
【J】For every one of the five studies, they found the same thing—participants who cheated in the first task did better on the creativity task. Why? Like other forms of unethical behavior, lying means breaking rules. It involves being deviant, going against the social principle that people should tell the truth. Similarly, being creative involves “thinking outside the box”, deviating from expectations. They involve similar thought patterns, so stimulating one stimulates the other. Can we learn from this? Perhaps. To be more creative, we could try lying in a controlled environment. Find online logic games and cheat at them, play Scrabble (拼字游戏) with a dictionary, or write a story about something that is untrue? Such tasks can get our brains thinking flexibly, beyond our normal comfort zone. This is not a call to become a compulsive (强迫性的) liar, but a controlled liar.
【K】In addition to benefits for creativity, deviance can be a good thing in other ways. Even Philip Zimbardo, the author of the Stanford prison experiment, who showed how easily we can be led to behave badly, believes that the future of deviance research may lie more in understanding extreme pro-social behavior, such as heroism. Like evil, we often view heroism as only a possibility for outliers—for people who are abnormal. But Zimbardo asks: “What if the capability to act heroically is also fundamentally ordinary and available to all of us?” Some say we should never meet our heroes, lest they disappoint us when we find out how normal they are. But this should be liberating, not disappointing. We are all capable of behaving like outliers. It’s time for us to understand deviance, and realize its potential for good as well as for harm.
45、45. Some creative ideas have turned out to do harm to human society.
A、A
B、B
C、C
D、D
E、E
F、F
G、G
H、H
I、I
J、J
K、K
Even though we are living in an age where growing old is thought of as an inevitable misery, this doctor has been changing the game for seniors over the last 25 years.
It all started in 1991 when the Harvard-educated physician was transferred from working in a stressful emergency room to being the medical director of a nursing home in upstate New York. The depressing and regimented (严格管制的) environment got him thinking on what exactly could improve the residents’ conditions.
Even though animals in nursing homes were illegal at the time, Dr. Bill Thomas took a chance. Based on a hunch (直觉), he brought in two dogs, four cats, hens, rabbits, 100 birds, a multitude of plants, a flower garden, and a vegetable patch.
The change was dramatic. There was a 50% drop in medical prescriptions along with a dramatic decrease in death rates—but most importantly, the residents were simply happier.
Dr. Thomas’s approach, named the Eden Alternative, has driven nursing homes to allow a more autonomous (自主的) and creative living space for their elderly. It erases the belief that growing old means growing useless. He encourages residents to think of their age as an enriching new phase of life rather than the end of it.
Thomas, now a speaker and author of several books, also created small, independently-run residences with their own bedrooms and bathrooms, and he has been preaching a singular message that getting old is not a bad thing.
“Within six weeks, they had to send a truck around to pick up all the wheelchairs,” Thomas told the Washington Post. “You know why most people in nursing homes use wheelchairs? Because the buildings are so big.”
The 56-year-old doctor’s methods have been adopted in Australia, Japan, Canada, and America with enormous success. Last year he published Second Wind: Navigating the Passage to a Slower, Deeper, and More Connected Life, a guide on how to shift our perspectives on aging and growth.
He is currently traveling through North America performing with his guitar and his enthusiasm on his Age of Disruption Tour.
46、46. What has Bill Thomas been doing for a quarter of a century?
A、Transforming people’s lifestyle.
B、Honoring his Harvard education.
C、Changing people’s philosophy of life.
D、Shifting people’s perspective on aging.
Even though we are living in an age where growing old is thought of as an inevitable misery, this doctor has been changing the game for seniors over the last 25 years.
It all started in 1991 when the Harvard-educated physician was transferred from working in a stressful emergency room to being the medical director of a nursing home in upstate New York. The depressing and regimented (严格管制的) environment got him thinking on what exactly could improve the residents’ conditions.
Even though animals in nursing homes were illegal at the time, Dr. Bill Thomas took a chance. Based on a hunch (直觉), he brought in two dogs, four cats, hens, rabbits, 100 birds, a multitude of plants, a flower garden, and a vegetable patch.
The change was dramatic. There was a 50% drop in medical prescriptions along with a dramatic decrease in death rates—but most importantly, the residents were simply happier.
Dr. Thomas’s approach, named the Eden Alternative, has driven nursing homes to allow a more autonomous (自主的) and creative living space for their elderly. It erases the belief that growing old means growing useless. He encourages residents to think of their age as an enriching new phase of life rather than the end of it.
Thomas, now a speaker and author of several books, also created small, independently-run residences with their own bedrooms and bathrooms, and he has been preaching a singular message that getting old is not a bad thing.
“Within six weeks, they had to send a truck around to pick up all the wheelchairs,” Thomas told the Washington Post. “You know why most people in nursing homes use wheelchairs? Because the buildings are so big.”
The 56-year-old doctor’s methods have been adopted in Australia, Japan, Canada, and America with enormous success. Last year he published Second Wind: Navigating the Passage to a Slower, Deeper, and More Connected Life, a guide on how to shift our perspectives on aging and growth.
He is currently traveling through North America performing with his guitar and his enthusiasm on his Age of Disruption Tour.
47、47. Why did Bill Thomas try something different in the nursing home?
A、He wanted to make it more pleasant for seniors.
B、He wanted to apply his Harvard training to practice.
C、He felt it his duty to revolutionize its management.
D、He felt disappointed working in the environment.
Even though we are living in an age where growing old is thought of as an inevitable misery, this doctor has been changing the game for seniors over the last 25 years.
It all started in 1991 when the Harvard-educated physician was transferred from working in a stressful emergency room to being the medical director of a nursing home in upstate New York. The depressing and regimented (严格管制的) environment got him thinking on what exactly could improve the residents’ conditions.
Even though animals in nursing homes were illegal at the time, Dr. Bill Thomas took a chance. Based on a hunch (直觉), he brought in two dogs, four cats, hens, rabbits, 100 birds, a multitude of plants, a flower garden, and a vegetable patch.
The change was dramatic. There was a 50% drop in medical prescriptions along with a dramatic decrease in death rates—but most importantly, the residents were simply happier.
Dr. Thomas’s approach, named the Eden Alternative, has driven nursing homes to allow a more autonomous (自主的) and creative living space for their elderly. It erases the belief that growing old means growing useless. He encourages residents to think of their age as an enriching new phase of life rather than the end of it.
Thomas, now a speaker and author of several books, also created small, independently-run residences with their own bedrooms and bathrooms, and he has been preaching a singular message that getting old is not a bad thing.
“Within six weeks, they had to send a truck around to pick up all the wheelchairs,” Thomas told the Washington Post. “You know why most people in nursing homes use wheelchairs? Because the buildings are so big.”
The 56-year-old doctor’s methods have been adopted in Australia, Japan, Canada, and America with enormous success. Last year he published Second Wind: Navigating the Passage to a Slower, Deeper, and More Connected Life, a guide on how to shift our perspectives on aging and growth.
He is currently traveling through North America performing with his guitar and his enthusiasm on his Age of Disruption Tour.
48、48. What do we learn about Bill Thomas bringing animals and plants into the nursing home?
A、He made a mess of the nursing home.
B、He did something all professionals would do.
C、He won instant support from the state authorities.
D、He acted in violation of the state law.
Even though we are living in an age where growing old is thought of as an inevitable misery, this doctor has been changing the game for seniors over the last 25 years.
It all started in 1991 when the Harvard-educated physician was transferred from working in a stressful emergency room to being the medical director of a nursing home in upstate New York. The depressing and regimented (严格管制的) environment got him thinking on what exactly could improve the residents’ conditions.
Even though animals in nursing homes were illegal at the time, Dr. Bill Thomas took a chance. Based on a hunch (直觉), he brought in two dogs, four cats, hens, rabbits, 100 birds, a multitude of plants, a flower garden, and a vegetable patch.
The change was dramatic. There was a 50% drop in medical prescriptions along with a dramatic decrease in death rates—but most importantly, the residents were simply happier.
Dr. Thomas’s approach, named the Eden Alternative, has driven nursing homes to allow a more autonomous (自主的) and creative living space for their elderly. It erases the belief that growing old means growing useless. He encourages residents to think of their age as an enriching new phase of life rather than the end of it.
Thomas, now a speaker and author of several books, also created small, independently-run residences with their own bedrooms and bathrooms, and he has been preaching a singular message that getting old is not a bad thing.
“Within six weeks, they had to send a truck around to pick up all the wheelchairs,” Thomas told the Washington Post. “You know why most people in nursing homes use wheelchairs? Because the buildings are so big.”
The 56-year-old doctor’s methods have been adopted in Australia, Japan, Canada, and America with enormous success. Last year he published Second Wind: Navigating the Passage to a Slower, Deeper, and More Connected Life, a guide on how to shift our perspectives on aging and growth.
He is currently traveling through North America performing with his guitar and his enthusiasm on his Age of Disruption Tour.
49、49. What has Bill Thomas been persistently advocating?
A、Good health is not just a privilege of the young.
B、Nursing homes should be strictly limited in size.
C、Getting old is by no means something miserable.
D、Residences for seniors should be run independently.
Even though we are living in an age where growing old is thought of as an inevitable misery, this doctor has been changing the game for seniors over the last 25 years.
It all started in 1991 when the Harvard-educated physician was transferred from working in a stressful emergency room to being the medical director of a nursing home in upstate New York. The depressing and regimented (严格管制的) environment got him thinking on what exactly could improve the residents’ conditions.
Even though animals in nursing homes were illegal at the time, Dr. Bill Thomas took a chance. Based on a hunch (直觉), he brought in two dogs, four cats, hens, rabbits, 100 birds, a multitude of plants, a flower garden, and a vegetable patch.
The change was dramatic. There was a 50% drop in medical prescriptions along with a dramatic decrease in death rates—but most importantly, the residents were simply happier.
Dr. Thomas’s approach, named the Eden Alternative, has driven nursing homes to allow a more autonomous (自主的) and creative living space for their elderly. It erases the belief that growing old means growing useless. He encourages residents to think of their age as an enriching new phase of life rather than the end of it.
Thomas, now a speaker and author of several books, also created small, independently-run residences with their own bedrooms and bathrooms, and he has been preaching a singular message that getting old is not a bad thing.
“Within six weeks, they had to send a truck around to pick up all the wheelchairs,” Thomas told the Washington Post. “You know why most people in nursing homes use wheelchairs? Because the buildings are so big.”
The 56-year-old doctor’s methods have been adopted in Australia, Japan, Canada, and America with enormous success. Last year he published Second Wind: Navigating the Passage to a Slower, Deeper, and More Connected Life, a guide on how to shift our perspectives on aging and growth.
He is currently traveling through North America performing with his guitar and his enthusiasm on his Age of Disruption Tour.
50、50. How is Bill Thomas’s new concept received?
A、It is gaining ground in many countries.
B、It is being heatedly debated worldwide.
C、It is considered revolutionary everywhere.
D、It is winning approval from the government.
Research shows that in developed countries, more affluent and educated people tend to consume higher-quality diets—including more fruits and vegetables, fish and whole grains. On the contrary, economically disadvantaged people report diets that are nutrient-poor and energy-dense. They are less likely to have food-purchasing habits that conform to public health recommendations.
These dietary differences are often accompanied by higher rates of obesity and diabetes among lower-income people. This relationship between social class and diet quality and health is extensively documented. However, the research does not explain why this is the case—a question that has significant implications for designing effective policies and initiatives to improve diets and prevent chronic diseases.
Public-health initiatives to promote healthy diets often focus on providing nutrition education and recipes (食谱). These approaches, however, often presume less food literacy (i.e. food knowledge and skills) among low-income people. Are unhealthy diets really the result of poor choices, limited food skills and knowledge?
Research suggests that adults in food-insecure households are just as likely as those in food-secure households to adjust recipes to make them more healthy. They are also just as proficient in food preparation and cooking skills. There is no indication that increasing food skills or budgeting skills will reduce food insecurity.
Instead, disadvantaged groups are constrained by their economic, material and social circumstances. For example, low income is the strongest predictor of food insecurity in Canada, where one in eight households experiences insufficient access to nutritious foods.
It’s well-established that food prices are an important determinant of food choice. Low-income households report that they find it difficult to adopt dietary guidelines because food prices are a barrier to improving their diets.
When researchers estimate the cost of diets people actually eat, higher-quality diets are typically more costly.
While this may be so, it does not, in itself, prove that healthy diets are necessarily more expensive or cost-prohibitive. After all, not all socioeconomically disadvantaged people consume poor diets.
We can easily think of a number of foods and recipes that are both inexpensive and nutritious. The internet is full of recipes for “eating well on a budget.”
51、51. What can we learn from research on diets in developed countries?
A、Dietary recommendations are not fit for underprivileged people.
B、People from different social groups vary in their dietary habits.
C、People’s choice of food depends on their individual taste.
D、There is no consensus on what high-quality diets are.
Research shows that in developed countries, more affluent and educated people tend to consume higher-quality diets—including more fruits and vegetables, fish and whole grains. On the contrary, economically disadvantaged people report diets that are nutrient-poor and energy-dense. They are less likely to have food-purchasing habits that conform to public health recommendations.
These dietary differences are often accompanied by higher rates of obesity and diabetes among lower-income people. This relationship between social class and diet quality and health is extensively documented. However, the research does not explain why this is the case—a question that has significant implications for designing effective policies and initiatives to improve diets and prevent chronic diseases.
Public-health initiatives to promote healthy diets often focus on providing nutrition education and recipes (食谱). These approaches, however, often presume less food literacy (i.e. food knowledge and skills) among low-income people. Are unhealthy diets really the result of poor choices, limited food skills and knowledge?
Research suggests that adults in food-insecure households are just as likely as those in food-secure households to adjust recipes to make them more healthy. They are also just as proficient in food preparation and cooking skills. There is no indication that increasing food skills or budgeting skills will reduce food insecurity.
Instead, disadvantaged groups are constrained by their economic, material and social circumstances. For example, low income is the strongest predictor of food insecurity in Canada, where one in eight households experiences insufficient access to nutritious foods.
It’s well-established that food prices are an important determinant of food choice. Low-income households report that they find it difficult to adopt dietary guidelines because food prices are a barrier to improving their diets.
When researchers estimate the cost of diets people actually eat, higher-quality diets are typically more costly.
While this may be so, it does not, in itself, prove that healthy diets are necessarily more expensive or cost-prohibitive. After all, not all socioeconomically disadvantaged people consume poor diets.
We can easily think of a number of foods and recipes that are both inexpensive and nutritious. The internet is full of recipes for “eating well on a budget.”
52、52. What does the author say is important in formulating policies to improve diets and health?
A、A better understanding of the relationship between social class and health.
B、A greater emphasis on studying the cause of obesity and chronic diseases.
C、Prioritizing the provision of better nutrition for lower classes.
D、Designing education programs and initiatives on public health.
Research shows that in developed countries, more affluent and educated people tend to consume higher-quality diets—including more fruits and vegetables, fish and whole grains. On the contrary, economically disadvantaged people report diets that are nutrient-poor and energy-dense. They are less likely to have food-purchasing habits that conform to public health recommendations.
These dietary differences are often accompanied by higher rates of obesity and diabetes among lower-income people. This relationship between social class and diet quality and health is extensively documented. However, the research does not explain why this is the case—a question that has significant implications for designing effective policies and initiatives to improve diets and prevent chronic diseases.
Public-health initiatives to promote healthy diets often focus on providing nutrition education and recipes (食谱). These approaches, however, often presume less food literacy (i.e. food knowledge and skills) among low-income people. Are unhealthy diets really the result of poor choices, limited food skills and knowledge?
Research suggests that adults in food-insecure households are just as likely as those in food-secure households to adjust recipes to make them more healthy. They are also just as proficient in food preparation and cooking skills. There is no indication that increasing food skills or budgeting skills will reduce food insecurity.
Instead, disadvantaged groups are constrained by their economic, material and social circumstances. For example, low income is the strongest predictor of food insecurity in Canada, where one in eight households experiences insufficient access to nutritious foods.
It’s well-established that food prices are an important determinant of food choice. Low-income households report that they find it difficult to adopt dietary guidelines because food prices are a barrier to improving their diets.
When researchers estimate the cost of diets people actually eat, higher-quality diets are typically more costly.
While this may be so, it does not, in itself, prove that healthy diets are necessarily more expensive or cost-prohibitive. After all, not all socioeconomically disadvantaged people consume poor diets.
We can easily think of a number of foods and recipes that are both inexpensive and nutritious. The internet is full of recipes for “eating well on a budget.”
53、53. What does research reveal about adults in food-insecure households?
A、Their eating habits need to be changed.
B、Their food literacy has been improving.
C、They do not pay much attention to their food recipes.
D、They do not lack food knowledge or budgeting skills.
Research shows that in developed countries, more affluent and educated people tend to consume higher-quality diets—including more fruits and vegetables, fish and whole grains. On the contrary, economically disadvantaged people report diets that are nutrient-poor and energy-dense. They are less likely to have food-purchasing habits that conform to public health recommendations.
These dietary differences are often accompanied by higher rates of obesity and diabetes among lower-income people. This relationship between social class and diet quality and health is extensively documented. However, the research does not explain why this is the case—a question that has significant implications for designing effective policies and initiatives to improve diets and prevent chronic diseases.
Public-health initiatives to promote healthy diets often focus on providing nutrition education and recipes (食谱). These approaches, however, often presume less food literacy (i.e. food knowledge and skills) among low-income people. Are unhealthy diets really the result of poor choices, limited food skills and knowledge?
Research suggests that adults in food-insecure households are just as likely as those in food-secure households to adjust recipes to make them more healthy. They are also just as proficient in food preparation and cooking skills. There is no indication that increasing food skills or budgeting skills will reduce food insecurity.
Instead, disadvantaged groups are constrained by their economic, material and social circumstances. For example, low income is the strongest predictor of food insecurity in Canada, where one in eight households experiences insufficient access to nutritious foods.
It’s well-established that food prices are an important determinant of food choice. Low-income households report that they find it difficult to adopt dietary guidelines because food prices are a barrier to improving their diets.
When researchers estimate the cost of diets people actually eat, higher-quality diets are typically more costly.
While this may be so, it does not, in itself, prove that healthy diets are necessarily more expensive or cost-prohibitive. After all, not all socioeconomically disadvantaged people consume poor diets.
We can easily think of a number of foods and recipes that are both inexpensive and nutritious. The internet is full of recipes for “eating well on a budget.”
54、54. What would help improve food security among the disadvantaged groups in Canada?
A、Teaching them budgeting skills.
B、Increasing their food choices.
C、Enabling them to have more access to nutritious foods.
D、Taking more effective measures to increase food supplies.
Research shows that in developed countries, more affluent and educated people tend to consume higher-quality diets—including more fruits and vegetables, fish and whole grains. On the contrary, economically disadvantaged people report diets that are nutrient-poor and energy-dense. They are less likely to have food-purchasing habits that conform to public health recommendations.
These dietary differences are often accompanied by higher rates of obesity and diabetes among lower-income people. This relationship between social class and diet quality and health is extensively documented. However, the research does not explain why this is the case—a question that has significant implications for designing effective policies and initiatives to improve diets and prevent chronic diseases.
Public-health initiatives to promote healthy diets often focus on providing nutrition education and recipes (食谱). These approaches, however, often presume less food literacy (i.e. food knowledge and skills) among low-income people. Are unhealthy diets really the result of poor choices, limited food skills and knowledge?
Research suggests that adults in food-insecure households are just as likely as those in food-secure households to adjust recipes to make them more healthy. They are also just as proficient in food preparation and cooking skills. There is no indication that increasing food skills or budgeting skills will reduce food insecurity.
Instead, disadvantaged groups are constrained by their economic, material and social circumstances. For example, low income is the strongest predictor of food insecurity in Canada, where one in eight households experiences insufficient access to nutritious foods.
It’s well-established that food prices are an important determinant of food choice. Low-income households report that they find it difficult to adopt dietary guidelines because food prices are a barrier to improving their diets.
When researchers estimate the cost of diets people actually eat, higher-quality diets are typically more costly.
While this may be so, it does not, in itself, prove that healthy diets are necessarily more expensive or cost-prohibitive. After all, not all socioeconomically disadvantaged people consume poor diets.
We can easily think of a number of foods and recipes that are both inexpensive and nutritious. The internet is full of recipes for “eating well on a budget.”
55、55. What does the author suggest disadvantaged people do to improve their health?
A、Adopt a positive attitude towards dietary guidelines.
B、Choose diets that are both healthy and affordable.
C、Make sure to purchase healthy foods on the internet.
D、Change their eating habits and consumption patterns.
三、Part IV Translation
56、 在中国农历中，立秋（Start of Autumn）意味着夏天的结束和秋天的开始。立秋带来的首先是天气的变化，气温逐渐下降。人们看到树叶开始变黄飘落时，知道秋天已经来临，这就是所谓的“一叶知秋”。但此时酷热的天气并未完全结束，高温通常还会持续一段时间，被称为“秋老虎”。立秋对农民意义重大，这时各种秋季作物迅速生长、开始成熟，收获的季节即将到来。
参考答案：
参考译文
The Start of Autumn marks the end of summer and the beginning of autumn in the Chinese lunar calendar. The first thing that comes with the Start of Autumn is the change of weather and the gradual drop in temperature. When people see the leaves begin to turn yellow and fall, they know that autumn has arrived, which is the so-called “The falling of one leaf indicates the autumn”. But at this time, the hot weather is not completely over and the high temperature usually lasts for a while. This period is known as the “autumn tiger”. The Start of Autumn means a lot to farmers, when various autumn crops grow rapidly and begin to mature and the harvest season is approaching.
四、Part I Writing
57、Directions: In this task, you are to write an essay on the importance of developing a healthy lifestyle among college students. You will have 30 minutes for the task. You should write at least 120 words but no more than 180 words.
参考答案：
参考范文
In the background of the world’s pandemic, how to keep healthy is a topic that has been repeatedly mentioned about. For college students who are going to join the workforce and play a part in the workplace, the importance of developing a healthy lifestyle can never be overemphasized.
Developing a healthy lifestyle is important in two senses. Firstly, it can help college students to stay healthy physically and mentally, enabling them to face challenges in life optimistically. Usually, a sound body comes along with a positive state of mind, which can make one more energetic and confident. Secondly, those who can keep a healthy lifestyle tend to perform better academically, because a balanced life and a perfect grade both require a lot of self-discipline and a strong will.
To conclude, developing a healthy lifestyle is beneficial to college students in coping with life challenges and making academic progress. It is time for students to take immediate action as soon as they realize its significance.
参考译文
在世界流行病的背景下，如何保持健康是一个被反复提及的话题。对于即将进入职场并在其中有所作为的大学生来说，养成健康生活方式的重要性再怎么强调都不为过。
培养健康生活方式的重要性体现在两个方面。首先，它可以帮助大学生保持身心健康，使他们能够乐观地面对生活中的挑战。通常，健康的身体会带来积极的心态，可以使人更有活力和信心。其次，那些能够保持健康生活方式的人往往在学业上表现更好，因为平衡的生活和优异的成绩都需要非常自律，而且具有很强的意志力。
总之，培养健康的生活方式有利于大学生应对生活中的挑战和取得学业进步。学生们应该在意识到它的重要性后立即采取行动。
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