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快速阅读匹配题练习

Task 1

Definitions of Obesity

A) How does one define when a person is considered to be obese and not just somewhat overweight? Height-weight tables give an approximate guideline as to whether one is simply overweight or has passed into the obese stage.

B) The World Health Organization recommends using a formula that takes into account a person's height and weight. The "Body Mass Index" (BMI) is calculated by dividing the person's weight in kilograms by the square of their height in meters, and is thus given in units of kg/m2. A BMI of 18.5-24.9 is considered to be the healthiest.

A BMI of between 25 and 29.9 is considered to be overweight, while a BMI of over

30 is considered to be obese.

C) However, it is recognized that this definition is limited as it does not take into account such variables as age, gender and ethnic origin, the latter being important as different ethnic groups have very different fat distributions. Another shortcoming is that it is not applicable to certain very muscular people such as athletes and bodybuilders, who can also have artificially high BMIs. Agencies such as the National Cholesterol Education Program (NCEP) in the USA and the International Diabetes Foundation (IDF) are starting to define obesity in adults simply in terms of waist circumference.

Health Effects of Obesity

D) Over 2000 years ago, the Greek physician Hippocrates wrote that "persons who are naturally very fat are apt to die earlier than those who are slender". This observation remains very true today. Obesity has a major impact on a person's physical, social and emotional well-being. It increases the risk of developing diabetes mellitus type 2 ("mature onset diabetes") and also makes Type 2 diabetes more difficult to control. Thus weight loss improves the levels of blood glucose and blood

fats, and reduces blood pressure. The association between obesity and coronary heart disease is also well-known.

Cancer

E) Furthermore, in 2001 medical researchers established a link between being overweight and certain forms of cancer, and estimated that nearly 10,000 Britons per year develop cancer as a result of being overweight. This figure was made up of 5,893 women and 3,220 men, with the strongest associations being with breast and colon cancers. However, it is thought that being overweight may also increase the risk of cancer in the reproductive organs for women and in the prostate gland for men.

F) The link between breast cancer and nutritional status is thought to be due to thesteroid hormones oestrogen and progesterone, which are produced by the ovaries, and govern a woman's menstrual cycle. Researchers have found that the more a woman eats, or the more sedentary her lifestyle, the higher are the concentrations of progesterone. This link could explain why women from less affluent countries have lower rates of breast cancer. Women from less affluent nations tend to eat less food and to lead lifestyles which involve more daily movement. This lowers their progesterone level, resulting in lower predisposition to breast cancer.

G) The Times newspaper, in 2002 reported that obesity was the main avoidable cause of cancer among non-smokers in the Western world!

Aging

H) Research published by St Thomas' Hospital, London, UK in 2005 showed a correlation between body fat and aging, to the extent that being obese added 8.8 years to a woman's biological age. The effect was exacerbated by smoking, and a non-overweight woman who smokes 20 cigarettes a day for 20 years added 7.4 years to their biological age. The combination of being obese and a smoker added at least ten years to a woman?s biologic al age, and although the study only involved women, the lead researcher Professor Tim Spector believes the finding would also apply to men.

I) The aging effect was determined by measuring the length of telomeres, tiny "caps" on the ends of chromosomes, which help protect the DNA from the ageing process. Indeed, telomeres have been dubbed the "chromosomal clock" because, as an organism ages, they become progressively shorter, and can be used to determine the age of the organism. Beyond a certain point, the telomere becomes so short that it is no longer able to prevent the DNA of the chromosome from falling apart. It is believed that excess body fat, and the chemicals present in tobacco smoke release free

radicals which trigger inflammation. Inflammation causes the production of white blood cells which increases the rate of erosion of telomeres.

Dementia

J) Recent research (2005) conducted in the USA shows that obesity in middle age is linked to an increased risk of dementia, with obese people in their 40s being 74% more likely to develop dementia compared to those of normal weight. For those who are merely overweight, the lifetime risk of dementia risk was 35% higher.

K) Scientists from the Aging Research Centre at the Karolinska Institute in Sweden have been able to take information such as age, number of years in education, gender, body mass index, blood pressure level, physical activity and genetic factors, assigning each a risk score. They then used this information to devise a predictive test for dementia. This test will enable people at risk, for the first time, to be able to affect lifestyle changes which will reduce their risk of contracting dementia.

Other Problems

L) The world-wide upsurge in obesity, particularly in children, is of major economic concern, liable to drain economies. Of further concern is that research conducted in Australia and published in 2006, shows that up to one third of breech pregnancies were undetected by the traditional "palpation" examination, the danger being greatest for those women who are overweight or obese—a growing proportion of mothers. This means that such women are not getting the treatment required to turn the baby around in time for the birth, and in many cases require an emergency Caesarean section.

M) This is a true health-care crisis, far bigger than Severe Acute Respiratory Syndrome (SARS) and ultimately, even bigger than AIDS.

1. You can judge whether one is simply overweight or has passed into the obese stage according to the height-weight table.

2. Using the "Body Mass Index" to define a person's weight ideal is limited, because it does not takes into account many variables such as age, gender and ethnic origin.

3. A person's emotional well-being would be affected by obesity.

4. Obesity has something to do with cancer in the prostate gland for man.

5. Women from less affluent nations tend to have much less breast cancer.

6. A non-overweight woman who smokes 20 cigarettes a day for 20 years added

7.4 years to her biological age.

7. The excess body fat, like the chemicals present in tobacco smoke, can lead to inflammation.

8. Obese people in middle age run an increased risk of dementia .

9. The predictive test for dementia will help people to affect lifestyle changes that will reduce their risk of contracting dementia.

10. The world-wide upsurge in obesity, particularly in children, will possibly drain economies.

Task 2

Paper--More than Meets the Eye

A) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and whilst it is fairly easy to spot the varieties, it is far more difficult to spot the grades.

B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card.

C) Paper can be made from an almost endless variety of cellulose-based material which will include many woods, cottons and grasses or which papyrus is an example and from where we get the word "paper". Many of these are very specialized, but the preponderance of paper making has been from soft wood and cotton or rags, with the bulk being wood-based.

Paper from Wood

D) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerful machinery and then boiled with strong alkalies such as caustic soda, until a fine pulp of cellulose fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will add bleach and other materials such as china clay and additional chemicals.

E) A further problem with wood is that it contains a material that is not cellulose. Something called lignin. This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look rather brown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paper back books will have a life of not greater than fifty years. Not what we need for our archives.

F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper?" The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications.

G) It also means, of course, that lignin-free paper is going to be more expensive, but that is nevertheless what the archivist must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to hasten their demise. Acid is particularly harmful to photographic materials, causing them to fade and is some cases simply vanish!

H) So, how do we tell a piece of suitable paper or card from one that is unsuitable? You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years before it starts the inevitable process of breaking down, and in the right conditions it will speed up enormously.

I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size.

This looks like a bleak picture, and it would be but for the fact that there are suppliers who will guarantee the material that they sell. If you want to be absolutely sure that you are storing in, or printing on, the correct material then this is probably the only way.

J) Incidentally, acids can migrate from material to material. Lining old shoe boxes with good quality acid-free paper will do little to guard the contents. The acid will get there in the end.

Paper from Rag

K) Paper is also commonly made from cotton and rag waste. This has the advantage of being lignin-free, but because there is much less cotton and rag than trees, it also tends to be much more expensive than wood pulp paper. You will still need to purchase from a reliable source though, since even rag paper and card can contain undesirable additives.

L) A reliable source for quality rag papers is a recognized art stockiest. Many water color artists insist on using only fine quality rag paper and board.

M) The main lesson to learn from this information is that you cannot rely on purchasing archival materials from the high street. The only safe solution is to purchase from specialist suppliers. It may cost rather more, but in the end you will know that your important and valuable data and images have the best home possible.

1. The corn-flake packet is cheaper than high grade card.

2. There are a lot of materials which can be used for making paper, but the superiority ones are soft wood, cotton and rags.

3. During the whole manufacturing process, the final product is made from a pulp of cellulose fibres.

4. In order to make white paper and card, the makers will add bleach.

5. Liguin is essential for the tree but it will make paper easy to break.

6. Many paper producers will preserve lignin during manufacture, because leaving the lignin will make more paper from a tree.

7. Acid is particularly harmful to photographic materials.

8. If the lignin is removed from the paper, the paper will be more expensive.

9. Although free of lignin, paper made from cotton and rag waste can also cost more money than wood pulp paper because there is much less cotton and rag than trees.

10. What we can learn from "Paper from Rag" is that you had better buy archival

Task 3

Animals on the Move

A）It looked like a scene from “Jaws” but without the dramatic music. A huge shark was slowly swimming through the water， its tail swinging back and forth like the pendulum of a clock. Suddenly sensitive nerve ending in the shark?s skin picked up vibrations of a struggling fish. The shark was immediately transformed into a deadly， efficient machine of death. With muscles taut， the shark knifed through the water at a rapid speed. In a flash the shark caught its victim， a large fish， in its powerful jaws. Then， jerking its head back and forth， the shark tore huge chunks of flesh from its victim and swallowed them. Soon the action was over.

Moving to Survive

B） In pursuing its prey， the shark demonstrated in a dramatic way the important role of movement， or locomotion， in animals. Like the shark， most animals use movement to find food. They also use locomotion to escape enemies， find a mate， and explore new territories. The methods of locomotion include crawling， hopping， slithering， flying， swimming， or walking. Humans have the added advantage of using their various inventions to move about in just about any kind of environment. Automobiles， rockets， and submarines transport humans from deep oceans to as far away as the moon. However， for other animals movement came about naturally through millions of years of evolution. One of the most successful examples of animal locomotion is that of the shark. Its ability to quickly zero in on its prey has always impressed scientists. But it took a detailed study by Duke University marine biologists S. A. Wainwright， F. Vosburgh， and J.

H. Hebrank to find out how the sharks did it. In their study the scientists observed

sharks swimming in a tank at Marine land in Saint Augustine， Fla. Movies were taken of the sharks? movements and analyzed. Studies were also made of shark skin and muscle.

Skin Is the Key

C） The biologists discovered that the skin of the shark is the key to the animal?s high efficiency in swimming through the water. The skin contains many fibers that crisscross like the inside of a belted radial tire. The fibers are called collagen fibers. These fibers can either store or release large amounts of energy depending on whether the fibers are relaxed or taut. When the fibers are stretched， energy is stored in them the way energy is stored in the string of a bow when pulled tight. When the energy is released， the fibers become relaxed.

D） The Duke University biologists have found that the greatest stretching occurs where the shark bends its body while swimming. During the body?s back and forth motion， fibers along the outside part of the bending body stretch greatly. Much potential energy is stored in the fibers. This energy is released when the shark?s body snaps back the other way.

As energy is alternately stored and released on both sides of the animal?s body， the tail whips strongly back and forth. This whip-like action propels the animal through the water like a living bullet.

Source of Energy

E） What causes the fibers to store so much energy? In finding the answer the Duke University scientists learned that the shark?s similarity to a belted radial tire doesn?t stop with the skin. J ust as a radial tire is inflated by pressure， so， too， is the area just under the shark?s collagen “radials”. Instead of air pressure， however， the pressure in the shark may be due to the force of the blood pressing on the collagen fibers.

F） When the shark swims slowly， the pressure on the fibers is relatively low. The fibers are more relaxed， and the shark is able to bend its body at sharp angles. The animal swims this way when looking around for food or just swimming. However， when the shark detects an important food source， some fantastic involuntary changes take place. The pressure inside the animal may increase by 10

times. This pressure change greatly stretches the fibers， enabling much energy to be stored. This energy is then transferred to the tail， and the shark is off. The rest of the story is predictable.

Dolphin Has Speed Record

G） Another fast marine animal is the dolphin. This seagoing mammal has been clocked at speeds of 32 kilometers （20 miles） an hour. Biologists studying the dolphin have discovered that， like the shark，the animal?s efficient locomotion can be traced to its skin. A dolphin?s skin is made up in such a way that it offers very little resistance to the water flowing over it. Normally when a fish or other object moves slowly through the water， the water flows smoothly past the body. This smooth flow is known as laminar flow. However， at faster speeds the water becomes more turbulent along the moving fish. This turbulence muses friction and slows the fish down.

H） In a dolphin the skin is so flexible that it bends and yields to the waviness of the water. The waves， in effect，become tucked into the skin?s folds. This allows the rest of the water to move smoothly by in a laminar flow. Where other animals would be slowed by turbulent water at rapid speeds， the dolphin can race through the water at record breaking speeds.

Other Animals Less Efficient

I） Not all animals move as efficiently as sharks and dolphins. Perhaps the greatest loser in locomotion efficiency is the slug. The slug， which looks like a snail without a shell， lays down a slimy trail over which it crawls. It uses so much energy producing the slimy mucus and crawling over it that a mouse traveling the same distance uses only one twelfth as much energy. Scientists say that because of the slug?s inefficient use of energy， its lifestyle must be restricted. That is， the animals are forced to confine themselves to small areas for obtaining food and finding proper living conditions. Have humans ever been faced with this kind of problem?

1.According to the passage， a shark can use movement to find food， to avoid being chased by its enemies， and to find a new place to live.

2.Examples of automobiles， rockets and submarines are used to show that human inventions enable us to travel in almost any kind of environment.

3.The skin is the key to the shark?s swift locomotion in water.

4.According to the Duke University scientists， when bending its body in swimming， the shark stretch its collagen fibers to the greatest extent.

5.Because it is also inflated by pressure，the area just under the shark?s collagen fibers similar to a belted radial tire.

6.A laminar flow is formed when a fish swims slowly through the water.

7.Consuming the equal amount of energy as a slug does， a mouse can travel 12 times as long as a slug.

8.A shark finds its prey by feeling the vibrations of a struggling prey.

9.According to the passage， collagen fibers can be compared to the string of a bow for both of them store energy when stretched.

10.When the shark detects an important food source， some fantastic involuntary changes take place.

Task 4

Education Study Finds U. S. Falling Behind

A Teachers in the United States earn less relative to national income than their counterparts in many industrialized countries， yet they spend far more hours in front of the classroom， according to a major new international study.

B The salary differentials are part of a pattern of relatively low public investment in education in the United States compared with other member nations of the Organization for Economic Cooperation and Development， a group in Paris that

compiled the report. Total government spending on educational institutions in the United States slipped to 4.8 percent of gross domestic product in 1998， falling under the international average — 5 percent — for the first time.

C “The whole economy has grown faster than the education system，” Andreas Schleicher，one of the reports? authors，explained. “The economy has done very well， but teachers have not fully benefit.” The report， due out today， is the sixth on education published since1991 by the organization of 30 nations， founded in 1960， and now covering much of Europe， North America， Japan，South Korea， Australia and New Zealand.

D In addition to the teacher pay gap， the report shows the other countries have begun to catch up with the United States in higher education： college enrollment has grown by 20 percent since 1995across the group， with one in four young people now earning degrees. For the first time，the United States? college graduation rate， now at 33percent，is not the world?s highest. Finland，the Netherlands， New Zealand and Britain have surpassed it.

E The United States is also producing fewer mathematics and science graduates than most of the other member states. And， the report says， a college degree produces a greater boost in income here while the lack of a high school diploma imposes a bigger income penalty. “The number of graduates is increasing， but that stimulates even more of a demand —there is no end in sight，” Mr. Schleicher said. “The demand for skill， clearly，is growing faster than the supply that is coming from schools and colleges.”

F The report lists the salary for a high school teacher in the United States with 15 years experience as $36，219， above the international average of $31，887but behind seven other countries and less than 60 percent o f Switzerland?s$62，052. Because teachers in the Unites States have a heavier classroom load —teaching almost a third more hours than their counterparts abroad — their salary per hour of actual teaching is $35， less than the international average of $41 （Denmark， Spain and Germany pay more than $50 per teaching hour， South Korea $77）. In 1994， such a veteran teacher in the United States earned 1.2 times the average per capita income whereas in 1999 the salary was just under the national average. Only the Czech Republic， Hungary，Iceland and Norway pay their teachers less relative to national income； in South Korea， teachers the actual teaching salary earn 2.5 times the national average. Teacher pay accounts for 56

percent of what the United States spends on education， well below the 67 percent average among the group of countries.

G The new data come as the United States faces a shortage of two million teachers over the next decade， with questions of training， professionalism and salaries being debated by politicians local and national. Joost Yff， an international expert at the American Association of Colleges of Teacher Education， said training for teachers is comparable among most of the nations in the study， and that they are all dealing with similar issues of raising standards and increasing professionalism.

H Though the United States lags behind in scores on standardized tests in science and mathematics， students here get more instruction in those subjects， the report shows. The average 14-year-oldAmerican spent 295 hours in math and science classes in 1999， far more than the229 international average； only Austria（370 hours）， Mexico （367）and New Zealand（320） have more instruction in those subjects. Middle-schoolers here spend less time than their international counterparts studying foreign languages and technology， but far more hours working on physical education and vocational skills. High school students in the United States are far more likely to have part-time jobs： 64 percent of Americans ages 15 to19 worked while in school， compared with an international average of 31 percent（only Canada and the Netherlands， with 69 percent， and Denmark，with 75 percent， were higher）.

I One place the United States spends more money is on special services for the disabled and the poor. More than one in four children here are in programs based on income —only five other countries serve even 1 in 10—and nearly 6 percent get additional resources based on physical or mental handicaps， twice or three times the rate in other countries.

J The report shows a continuing shift in which the United States is losing its status as the most highly educated among the nations. The United States has the highest level of high school graduates ages 55 to 64， but falls to fifth， behind Norway， Japan， South Korea， the Czech Republic and Switzerland， among ages 25 to 34. Among college graduates， it leads in the older generation but is third behind Canada and Japan in the younger cohort （一群）. While the portion of Americans with high school diplomas remains at 88 percent across age groups， the average age among member countries is rising. It has gone from 58 percent of those ages 45 to 54， to 66percent of those ages 35 to 44 and 72 percent of those ages 25 to

34. A higher percentage of young people in Norway，Japan， South Korea， the Czech Republic and Switzerland have degrees than in the United States.

K “The U.S. has led the development in college education and making education sort of accessible for everyone，” Mr. Schleicher s aid. “It?s now becoming the norm.”

1. Compared with their counterparts in many industrialized countries， the U.S. teachers work longer.

2. The U.S. government spent 4.8% of its GDP on education in 1998.

3. From the passage we learn about Finland surpasses the U.S.in college graduation rate.

4. When the number of graduates in the U.S. increases， the demand for them is rising.

5. The new study shows that the actual teaching salary per hour in the U.S. is $35.

6. In the report， the U.S. students? study of science and mathematics get most instruction in those subjects in the OECD.

7. Compared with those in other OECD countries， high school students in the U.S. spend more time in physical education and vocational skills.

8. It is for the special services for the disabled and the poor that the United States pays more money than other OECD countries.

9. Those who have high school diplomas in the U. S. account for 88percent of the Americans of all ages.

10. According to Mr. Schleicher， the U.S.is becoming the norm in making education accessible for everyone and college education.

Task 5

Hate Your Job? Here’s How to Reshape It

A） Once upon a time， if you hated your job， you either quit or bit your lip. These days， a group of researchers is trumpeting a third option： shape your job so ifs more fruitful than futile.

B） "We often get trapped into thinking about our job as a list of things to do and a list of responsibilities，" says Amy Wrzesniewski， an associate professor at the Yale School of Management. "But what if you set aside that mind-set?" If you could adjust what you do， she says， "who would you start talking to， what other tasks would you take on， and who would you work with?"

C） To make livelihoods more lively， Wrzesniewski and her colleagues Jane Dutton and Justin Berg have developed a methodology they call job-crafting. They?re working with Fortune 500 companies， smaller firms and business schools to change the way Americans think about work. The idea is to make all jobs--even mundane （平凡的） ones---more meaningful by empowering employees to brainstorm and implement subtle but significant workplace adjustments.

Step 1： Rethink Your Job--Creatively

D） "The default some people wake up to is dragging themselves to work and facing a list of things they have to do，" says Wrzesniewski. So in the job-crafting process， the first step is to think about your job holistically. You first analyze how much time， energy and attention you devote to your various tasks. Then you reflect on that allocation（分配）. See I0 perfect jobs for the recession--and after.

E） Take， for example，a maintenance technician at Burt?s Bees， which makes personal-care products. He was interested in process engineering， though that wasn?t part of his job description. To alter the scope of his day-to-day activities， the technician asked a supervisor if he could spend some time studying an idea he had for

making the firm?s man ufacturing procedures more energy-efficient. His ideas proved helpful， and now process engineering is part of the scope of his work.

F） Barbara Fredrickson， author of Positivity and a professor of psychology at the University of North Carolina at Chapel Hill，says it?s crucial for people to pay attention to their workday emotions. "Doing so，" she says， "will help you discover which aspects of your work are most life-giving-and most life-draining."

G） Many of us get stuck in ruts （惯例）. Berg， a Ph.D. student at the Wharton School at the University of Pennsylvania who helped develop the job-crafting methodology， says we all benefit from periodically rethinking what we do. "Even in the most constraining jobs， people have a certain amount of wiggle room，" he says. "Small changes can have a real impact on life at work."

Step 2： Diagram Your Day

H） To lay the groundwork for change， job-crafting participants assemble diagrams detailing their workday activities. The first objective is to develop new insights about what you actually do at work. Then you can dream up fresh ways to integrate what the job-crafting exercise calls your "strengths， motives and passions" into your daily routine. You convert task lists into flexible building blocks. The end result is an "after" diagram that can serve as a map for specific changes.

I） lna Lockau-Vogel， a management consultant who participated in a recent job-crafting workshop， says the exercise helped her adjust her priorities. "Before， 1 would spend so much time reacting to requests and focusing on urgent tasks that I never had time to address the real important issues." As part of the job-crafting process， she decided on a strategy for delegating and outsourcing （外包） more of her administrative responsibilities.

J） In contrast to business books that counsel， managers to influence workers through incentives， job-crafting focuses on what employees themselves can do to re-envision and adjust what they do every day. Given that according to the Bureau of Labor Statistics， it now takes the average job seeker more than six months to find a new position，it?s crucial to make the most of the job you?ve got.

Step 3： Identify Job Loves and Hates

K） By reorienting （使适应） how you think about your job， you free yourself up for new ideas about how to restructure your workday time and energy. Take an IT worker who hates dealing with technologically incompetent callers. He might enjoy teaching more than customer service. By spending more time instructing colleagues--and treating help-line callers as curious students of tech--the disgruntled IT person can make the most of his 9-to-5 position.

L） Dutton，a professor at the University of Michigan?s Ross School of Business， says she has seen local auto-industry workers benefit from the job-crafting process. "They come in looking worn down， but after spending two hours on this exercise， they come away thinking about three or four things they can do differently."

M） "They start to recognize they have more control over their work than they realized，" says Dutton， who parmered with Wrzesniewski on the original job-crafting research.

Step 4： Put Your Ideas into Action

N） To conclude the job-crafting process， participants list specific follow-up steps： Many plan a one-0n-one meeting with a supervisor to propose new project ideas. Others connect with colleagues to talk about trading certain tasks. Berg says as long as their goals are met， many managers are happy to let employees adjust how they work.

O） Job-craft ing isn?t about revenue， per se， but juicing up （活跃） employee engagement may end up beefing up the bottom line. Amid salary， job and benefit cuts， more and more workers are disgruntled. Surveys show that more than 50% aren?t happy with what they do. Dutton， Berg and Wrzesniewski argue that emphasizing enjoyment can boost efficiency by lowering turnover rates and jacking up productivity. Job-crafting won?t rid you of a lousy boss or a subpar salary， but it does offer some remedies for job dissatisfaction. If you can?t ditch or switch a job， at least make it more likable.

1. A long time ago when a person hated his/her job， he/she will resign or bear it.

2. Amy Wrzesniewski think job could be adjusted.

3. Your first thing to do in the job-crafting process is to think about your job wholly .

4. The idea of a maintenance technician at Burt?s Bees turned out to be helpful and energy-efficient.

5. Berg?s suggestion about work is to rethink and make small changes.

6. According to Ina Lockau-Vogel， the benefit from job-crafting is that it helps her set priorities properly.

7. According to the Bureau of Labor Statistics， the situation in job market is ---it is difficult to find a job.

8. Dutton has seen that local auto-industry workers profit from the job-crafting process.

9. According to Berg， if the job-crafting process is successful， the supervisors are willing to let employees adjust what to do.

10. If you can?t quit your job， using job-crafting may at least offer some remedies for job dissatisfaction.

Task 6

A：What do we mean by being …talented or gifted?? The most obvious way is to look at the work someone does and if they are capable of significant success， label them as talented. The purely quantitative route —…percentage definition?—looks not at individuals， but at simple percentages， such as the top five percent of the population， and labels them — by definition — as gifted. This definition has fallen from favor， eclipsed by the advent of IQ tests， favored by luminaries such as

Professor Hans Eysenck， where a series of written or verbal tests of general intelligence leads to a score of intelligence.

B： The IQ test has been eclipsed in turn. Most people studying intelligence and creativity in the new millennium now prefer a broader definition， using a multifaceted approach where talents in many areas are recognized rather than purely concentrating on academic achievement. If we are therefore assuming that talented， creative or gifted individuals may need to be assessed across a range of abilities， does this mean intelligence can run in families as genetic or inherited tendency? Mental dysfunction —such as schizophrenia —can， so is an efficient mental capacity passed on from parent to child?

C： Animal experiments throw some light on this question， and on the whole area of whether it is genetics， the environment or a combination of the two that allows for intelligence and creative ability. Different strains of rats show great differences in intelligence or …rat reasoning?. If these are brought up in normal conditions and then run through a maze to reach a food goal，the …bright-strain make far fewer wrong turns that the …dull-ones?. But if the environment is made dull and boring the number of errors becomes equal. Return the rats to an exciting maze and the discrepancy returns as before — but is much smaller. In other words， a dull rat in a stimulating environment will almost do as well as bright rat who is bored in a normal one. This principle applies to humans too —someone may be born with innate intelligence， but their environment probably has the final say over whether they become creative or even a genius.

D： Evidence now exists that most young children， if given enough opportunities and encouragement， are able to achieve significant and sustainable levels of academic or sporting prowess. Bright or creative children are often physically very active at the same time， and so many receive more parental attention as a result —almost by default — in order to ensure their safety. They may also talk earlier， and this， in turn， breeds parental interest. This can sometimes cause problems with other siblings who may feel jealous even though they themselves may be bright. Their creative talents may be undervalued and so never come to fruition. Two themes seem to run through famously creative families as a result. The first is that the parents were able to identify the talents of each child， and nurture and encourage these accordingly but in an even handed manner. Individual differences were encouraged， and friendly sibling rivalry was not seen as particular problem. If the father is， say， a famous actor， there is no undue pressure for his children to

follow him onto the boards， but instead their chosen interests are encouraged. There need not even by any obvious talent in such a family since there always needs to be someone who sets the family career in motion， as in the case of the Sheen acting dynasty.

E： Martin Sheen was the seventh of ten children born to a Spanish immigrant father and an Irish mother. Despite intense parental disapproval he turned his back on entrance exams to university and borrowed cash from a local priest to start a fledgling acting career. His acting successes in films such as Badlands and Apocalypse Now made him one of the most highly-regarded actors of the 1970s. Three sons — Emilio Estevez， Ramon Estevez and Charlie Sheen —have followed him into the profession as a consequence of being inspired by his motivation and enthusiasm.

F： A stream seems to run through creative families. Such children are not necessarily smothered with love by their parents. They feel loved and wanted， and are secure in their home， but are often more surrounded by an atmosphere of work and where following a calling appears to be important. They may see from their parents that it takes time and dedication to be master of a craft， and so are in less of a hurry to achieve for themselves once they start to work.

G： The generation of creativity is complex： it is a mixture of genetics， the environment， parental teaching and luck that determines how successful or talented family members are. This last point — luck — is often not mentioned where talent is concerned but plays an undoubted part. Mozart， considered by many to be the finest composer of all time， was lucky to be living in an age that encouraged the writing of music. He was brought up surrounded by it， his father was a musician who encouraged him to the point of giving up his job to promote his child genius. Mozart himself simply wanted to create the finest music ever written but did not necessarily view himself as a genius —he could write sublime music at will， and so often preferred to lead a hedonistic lifestyle that he found more exciting than writing music to order.

H： Albert Einstein and Bill Gates are two more examples of people whose talents have blossomed by virtue of the times they were living in. Einstein was a solitary， somewhat slow child who had affection at home but whose phenomenal intelligence emerged without any obvious parental input. This may have been partly due to the fact that at the start of the 20th century a lot of the Newtonian laws of physics were being questioned， leaving a fertile ground for ideas such as his to be

developed. Bill Gates may have had the creative vision to develop Microsoft， but without the new computer age dawning at the same time he may never have achieved the position on the world stage he now occupies.

1. We can label someone who are capable of significant success as talented.

2. Most people studying intelligence and creativity in the new millennium now prefer

a broader definition.

3. Animal experiments are contributed to whether it is genetics， the environment or

a combination of the two that allows for intelligence and creative ability.

4. Bright or creative children are often physically very active at the same time.

5. Children in creative families feel loved and wanted， and are secure in their home.

6. The generation of creativity is not simple.

7. Bill Gates is an example of people whose talents have blossomed by virtue of the times they were living in.

8. Evidence shows that bright or creative children are often physically very active and thus receive more parental attention to ensure their safety.

9. Luck is often not mentioned but an undoubted part of a person how creative or talented.

10. Albert Einstein?s and Bill Gates? significant success may be due to the times they were living in.

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