五年級想象作文勞動的金子400字

時間：2025-09-15 18:57:15 勞動我要投稿

五年級想象作文勞動的金子400字

　　As it is, sleep is so undervalued that getting by on fewer hours hasbecome a badge o? Plus, we live in a culture that 36 to the late–nighter, from 24-hourgrocery store to ? shopping site that never close. It’sno surprise, then, that more than half of American adults get the 7 to 9 hoursof shut-eye every night as 37 by sleep experts.

五年級想象作文勞動的金子400字

　　Whether or not we can catch up on sleep – on the weekend, say- is ahotly 38 among sleep researchers. The latest evidence suggests thatwhile it isn’t 39 , it might ? when Liu, the UCLA sleep researcher andprofessor of medicine, brought 40 sleep-rest people into the lab for aweekend of sleep during which they lagged about 10 hours per night. ? showed41 in the ability of insulin(胰島素) to process blood sugar. That suggests ? upsleep may undo some but not all of the damage that sleep 42 causes, which is encouraging ? given howmany adults don’t get the hours they need each night. Still, Liu isn’t 43 to end the habit of sleeping lessand making up for it later.

　　Sleeping pills, while helpful for some, are not 44 aneffective remedy either. “A sleeping pill will 45 one area of the brain,but there’s never going to be a perfect sleeping pill, because you couldn’treally replicate (復制)the differentchemicals moving in and out of different parts ? the brain to go through thedifferent stages of sleep,” says Dr. Nancy Collop, director of the Em?University Sleep Center.

　　A) 　alternatively I) negotiated

　　B)　 caters J) pierce

　　C) chronically K) presumption

　　D) debated L) ready

　　E) deprivation M) recommended

　　F) ideal N) surpasses

　　G) improvements O) target

　　H) necessarily

　　答案：BMDFO GELHJ

　　Climatechange may be real, but it’s still not easy being green

　　How do we convince our inner cavemanto be greener?We ask some outstanding social scientists.

　　A) The road to climatehell is paved with our good intentions. Politicians may tackle polluters whilescientists do battle with carbon emissions. But the most pervasive problem isless obvious: our own behaviour. We get distracted before we can turn down theheating. We break our promise not to fly after hearing about a neighbor’s ripto India. Ultimately, we can’t be bothered to change our attitude. Fortunatelyfor the planet, social science and behavioral economics may be able to do thatfor us.

　　B) Despite mournfulpolar bears and carts showing carbon emissions soaring, mot people find it hardto believe that global warming will affect them personally. Recent polls by thePew Research Centre in Washington, DC, found that 75-80 per cent ofparticipants regarded climate change as an important issue. But respondentsranked it last on a list of priorities.

　　C) This inconsistencylargely stems from a feeling of powerlessness. “When we can’t actually removethe source of our fear, we tend to adapt psychologically by adopting a range ofdefense mechanisms,” says Tom Crompton, change strategist for the environmentalorganization World Wide Fund for Nature.

　　D) Part of the faultlies with our inner caveman. Evolution has programmed humans to pay mostattention to issues that will have an immediate impact. “We worry most aboutnow because if we don’t survive for the next minute, we’re not going to bearound in ten years’ time,” says Professor Elke Weber of the Centre forResearch on Environmental Decisions at Columbia University in New York. If theThames were lapping around Big Ben, Londoners would face up to the problem ofemissions pretty quickly. But in practice, our brain discounts the risks—andbenefits—associated with issues that lie some way ahead.

　　E) Matthew Rushworth,of the Department of Experimental Psychology at the University of Oxford, seesthis in his lab every day. “One of the ways in which all agents seem to makedecisions is that they assign a lower weighting to outcomes that are going tobe further away in the future,” he says. “This is a very sensible way for ananimal to make decisions in the wild and would have been very helpful forhumans for thousands of years.”

　　F) Not any longer. Bythe time we wake up to the threat posed by climate change, it could well be toolate. And if we’re not going to make national decisions about the future,others may have to help us to do so.

　　G) Few politicallibraries are without a copy of Nudge: Improving Decisions About Health, Wealthand Happiness, by Richard Thaler and Cass Sunstein.They argue that governments should persuade us into making betterdecisions—such as saving more in our pension plans—by changing the defaultoptions. Professor Weber believes that environmental policy can make use ofsimilar tactics. If, for example, building codes included green constructionguidelines, most developers would be too lazy to challenge them.

　　H) Defaults arecertainly part of the solution. But social scientists are most concerned aboutcrafting messages that exploit our group mentality(心態). ”We need to understand what motivates people, what it isthat allows them to make change,” says Professor Neil Adger, of the TyndallCentre for Climate Change Research in Norwich. ”It is actually about what theirpeers think of them, what their social norms are, what is seen as desirable insociety.” In other words, our inner caveman is continually looking over hisshoulder to see what the rest of the tribe are up to.

　　I) The passiveattitude we have to climate change as individuals can be altered by counting usin—and measuring us against—our peer group. “Social norms are primitive andelemental,” says Dr. Robert Cialdini, author of Influence: The Psychology ofPersuasion. “Birds flock together, fish school together, cattle herdtogether … just perceiving norms is enough to cause people to adjust theirbehavior in the direction of the crowd.”

　　J) These norms cantake us beyond good intentions. Cialdini conducted a study in San Diego inwhich coat hangers bearing messages about saving energy were hung on people’sdoors. Some of the messages mentioned the environment, some financial savings,others social responsibility. But it was the one that mentioned the actions ofneighbours that drove down power use.

　　K) Other studies showthat simply providing the facility for people to compare their energy use withthe local average is enough to cause them to modify their behaviour. TheConservatives plan to adopt this strategy by making utility companies print theaverage local electricity and gas usage on people’s bills.

　　L) Social science canalso teach politicians how to avoid our collective capacity forself-destructive behaviour. Environmental campaigns that tell us how manypeople drive SUVs unwittingly (不經意地) imply that thisbehaviour is widespread and thus permissible. Cialdini recommends some carefulframing of the message. “Instead of normalising the undesirable behaviour, themessage needs to marginalise it, for example, by stating that if even oneperson buys yet another SUV, it reduces our ability to be energy-independent.”

　　M) Tapping into how we already see ourselves is crucial. Themost successful environmental strategy will marry the green message to our ownsense of identity. Take your average trade union member, chances are they willbe politically motivated and be used to collective action—much like EricaGregory. A retired member of the Public and Commercial Services Union, she issetting up one of 1,100 action groups with the support of Climate Solidarity, atwo-year environmental campaign aimed at trade unionists.

　　N) Erica is proof thata great-grandmother can help to lead the revolution if your get the psychologyright—in this case, by matching her enthusiasm for the environment with afondness for organising groups. “I think there must be something in it.” She isexpecting up to 20 people at the first meeting she has called, at her local pubin the Cornish village of Polperro.

　　O) Nick Perks, projectdirector for Climate Solidarity, believes this sort of activity is where thefuture of environmental action lies. “Using existing civil society structuresor networks is a more effective way of creating change … and obviously tradeunions are one of the biggest civil society networks in the UK,” he says. The“Love Food, Haste Waste” campaign entered into a collaboration last year withanother such network—the Women’s Institute. Londoner Rachel Talor joined thecampaign with the aim of making new friends. A year on, the meetings have madelasting changes to what she throws away in her kitchen. “It’s always more of anincentive if you’re doing it with other people,” she says. “It motivates youmore if you know that you’ve got to provide feedback to a group.”

　　P) The power of such simple psychology infighting climate change is attracting attention across the politicalestablishment. In the US, the House of Representatives Science Committee hasapproved a bill allocating $10 million a year to studying energy-relatedbehaviour. In the UK, new studies are in development and social scientists areregularly spotted in British government offices. With the help of psychologists,there is fresh hope that we might go green after all.

　　46. When people find they arepowerless to change a situation, they tend to live with it.

　　47. To be effective, environmentalmessages should be carefully framed.

　　48. It is the government’sresponsibility to persuade people into making environment-friendly decisions.

　　49. Politicians are beginning torealize the importance of enlisting psychologists’ help in fighting climatechange.

　　50. To find effective solutions toclimate change, it is necessary to understand what motivates people to makechange.

　　51. In their evolution, humans havelearned to pay attention to the most urgent issues instead of long-termconcerns.

　　52. One study shows that ourneighbors’ actions are influential unchanging our behavior.

　　53. Despite clear signs of globalwarming, it is not easy for most people to believe climate change will affecttheir own lives.

　　54.We would take our future intoconsideration in making decisions concerning climate change before it is toolate.

　　55. Existing social networks can bemore effective in creating change in people’s behaviour.

　　答案：CLGPH DJBFO

　　Passage One

　　More than a decade ago, cognitivescientists John Bransford and Daniel Schwartz, both then at VanderbiltUniversity, found that what distinguished young adults from children was notthe ability to retain facts or apply prior knowledge to a new situation but aquality they called “preparation for future learning.” The researchers askedfifth graders and college students to create a recovery plan to protect baldeagles from extinction. Shockingly, the two groups came up with plans ofsimilar quality( although the college students had better spelling skills).From the standpoint of a traditional educator, this outcome indicated that schoolingand failed to help students think about ecosystems and extinction, majorscientific ideas.

　　The researchers decided to go deeper,however. They asked both groups to generate questions about important issuesneed to create recovery plans. On this task, they found large differences.College students focused on critical issues of interdependence between eaglesand their habitats(棲息地). Fifth graderstended to focus on features of individual eagles(“How big are they?” and “Whatdo they eat?”). The college students had cultivated the ability to askquestions, the cornerstone of critical thinking. They had learned how to learn.

　　Museums and other institutions ofinformal learning may be better suited to teach this skill than elementary andsecondary schools. At the Exploratorium in San Francisco, we recently studiedhow learning to ask good questions can affect the quality of people’sscientific inquiry. We found that when we taught participants to ask “What if?”and “How can?” questions that nobody present would know the answer to and thatwould spark exploration, they engaged in better inquiry at the next exhibit—asking more questions, performing more experiments and making betterinterpretations of their results. Specifically, their questions became more comprehensiveat the new exhibit. Rather than merely asking about something they wanted totry, they tended to include both cause and effect in their question. Askingjuicy questions appears to be a transferable skill for deepening collaborativeinquiry into the science content found in exhibits.

　　This type of learning is not confinedto museums or institutional settings. Informal learning environments toleratefailure better than schools. Perhaps many teachers have too little time toallow students to form and pursue their own questions and too much ground tocover in the curriculum. But people must acquire this skill somewhere. Oursociety depends on them being able to make critical decisions about their ownmedical treatment, say, or what we must do about global energy needs anddemands. For that, we have a robust informal learning system that gives nogrades, takes all comers, and is available even on holidays and weekends.

　　56. What is traditional educators’interpretation of the research outcome mentioned in the first paragraph?

　　A) Students are notable to apply prior knowledge to new problems.

　　B) College studentsare no better than fifth grader in memorizing facts.

　　C) Education has notpaid enough attention to major environmental issues.

　　D) Education hasfailed to lead students to think about major scientific ideas.

　　57. In what way are college studentsdifferent from children?

　　A) They have learned to thinkcritically.

　　B) They are concerned about socialissues.

　　C) They are curious about specificfeatures.

　　D) They have learned to workindependently.

　　58. What is the benefit of askingquestions with no ready answers?

　　A) It arousesstudents’ interest in things around them.

　　B) It cultivatesstudents’ ability to make scientific inquiries.

　　C) It trains students’ability to design scientific experiments.

　　D) It helps studentsrealize not every question has an answer.

　　59. What is said to be the advantageof informal learning?

　　A) It allows forfailures.

　　B) It charges notuition.

　　C) It isentertaining.

　　D) It meetspractical needs.

　　60. What does the author seem toencourage educators to do at the end of the passage?

　　A) Train students tothink about global issues.

　　B) Design moreinteractive classroom activities.

　　C) Make full use ofinformal learning resources.

　　D) Includecollaborative inquiry in the curriculum

　　Passage Two

　　“There’s an old saying in the spaceworld: amateurs talk about technology, professionals talk about insurance.” Inan interview last year with The Economist, George Whitesides, chiefexecutive of space-tourism firm Virgin Galactic, was placing his company in thelatter category. But insurance will be cold comfort following the failure onOctober 31st of VSS Enterprise, resulting in the death of one pilot and thesevere injury to another.

　　On top of the tragic loss of life, theaccident in California will cast a long shadow over the future of spacetourism, even before it has properly begun.

　　The notion of space tourism took holdin 2001 with a &29million flight aboard a Russian spacecraft by DennisTito, a millionaire engineer with an adventurous streak. Just half a dozenholiday-makers have reached orbit since then, for similarly astronomical pricetags. But more recently, companies have begun to plan more affordable“suborbital” flights—briefer ventures just to the edge of space’s vastdarkness. Virgin Galactic had, prior to this week’s accident, seemed closet tostarting regular flights. The company has already taken deposits from around800 would be space tourists, including Stephen Hawking.

　　After being dogged by technical delaysfor years, Sir Richard Branson, Virgin Galactic’s founder, had recentlysuggested that a SpaceShipTwo craft would carry its first payingcustomers as soon as February 2015. That now seems an impossible timeline. InJuly, a sister craft of the crashed spaceplane was reported to be abouthalf-finished. The other half will have to wait, as authorities of America’sFederal Aviation Administration(FAA) and National Transportation Safety Boardwork out what went wrong.

　　In the meantime, the entire spacetourism industry will be on tenterhooks(坐立不安). The 2004Commercial Space Launch Amendments Act, intended to encourage private spacevehicles and services, prohibits the transportation secretary (and thereby theFAA) from regulating the design or operation of private spacecraft, unless theyhave resulted in a serious or fatal injury to crew or passengers. That meansthat the FAA could suspend Virgin Galactic’s license to fly. It could alsoinsist on checking private manned spacecraft as thoroughly as it doescommercial aircraft.; While that may make suborbital travel safer, it would addsignificant cost and complexity to an emerging industry that has until nowoperated largely as the playground of billionaires and dreamy engineers.HowVirgin Glactic, regulators and the public respond to this most recent tragedywill determine whether and how soon private space travel can transcend thatplayground. There is no doubt that spaceflight entails risks, and to pioneer anew mode of travel is to face those risks, and to reduce them with the benefitof hard-won experience.

　　61. What is said about the failure ofVSS Enterprise?

　　A) It may lead to thebankruptcy of Virgin Galactic.

　　B) It has a strongnegative impact on space tourism.

　　C) It may discouragerich people from space travel.

　　D) It has arousedpublic attention to safety issues.

　　62. What do we learn about thespace-tourism firm Virgin Galactic?

　　A) It has just built acraft for commercial flights.

　　B) It has sent half adozen passengers into space.

　　C) It was about readyto start regular business.

　　D) It is the first tolaunch “suborbital” flights.

　　63. What is the purpose of the 2004Commercial Space Launch Amendments Act?

　　A) To ensure spacetravel safety.