We know that hugs make us feel easy inside. And this feeling, it turns out, could actually ward off stress and protect r the immune (免疫) system, according to a new research from Carnegie Mellon University.
It’s a well-known fact that stress can weaken the immune system. In this study, the researchers sought to determine whether hugs----like social support more broadly ----could protect individuals from the increased sensitivity to illness brought on by the particular stress that come with interpersonal conflict.
“We know that people experiencing ongoing conflicts with others are less able to fight off cold viruses. We also know that people who report having social support are partly protected from the effects of stress on psychological states, such as depression and anxiety, “the study’s lead author, psychologist Dr. Sheldon Cohen , said in a statement. “We tested whether awareness of social support is equally effective in protecting us from sensitivity to infection caused by stress and also whether receiving hugs might partially account for those feeling of support and thus protect a person against infection.”
In the experiment , over 400 healthy adults filled out a questionnaire about their perceived (感知) social support and also participated in a nightly phone interview for two weeks . They were asked the frequency they engaged in interpersonal conflicts and received bugs that day.
Then, the researchers exposed the participants to a common cold virus, and monitored them to assess signs of infection. They found that both perceived social support and more frequent hugs reduced the risk of infection associated with experiencing interpersonal conflict. Regardless of whether or not they experienced social conflicts, infected participants with greater perceived social support and more frequent hugs had less severe illness symptoms.
“This suggests that being hugged by a trusted person may act as an effective means of conveying support and that increasing the frequency of hugs might be an effective means of reducing the effects of stress,” Cohen said. “The apparent protective effect of hugs may result from the physical contact itself or hugging being a behavioral indicator of support and closeness. Either way, those who receive more hugs are somewhat more protected from infection.”
If you need any more reason to go wrap your arms around someone special, consider this: hugs also lower blood pressure, reduce fearsome around death and dying, improve heart health and decrease feeling of loneliness.In Paragraph 1, the underlined words “ward off “can be replaced by ____.
| A．produce | B．increase | C．prevent | D．support |
Dr. Sheldon Cohen’s experiment shows that ____.
| A．hugs can hide serious illness symptoms |
| B．social conflicts can monitor signs of infection |
| C．social support can reduce the risk of having a cold |
| D．depression and anxiety result from less social support |
The passage aims to convey that ____.
| A．hugs can have protective effects |
| B．social support can sure diseases |
| C．interpersonal conflicts cause infections |
| D．stress can weaken our immune system |
The passage is most likely to be found in ____.
| A．a social science magazine |
| B．a commercial brochure |
| C．a medical report |
| D．an academic essay |
“OK,”I said to my daughter as she bent over her afternoon bowl of rice. “What’s going on with you and your friend J.?” J. is the leader of a group of third-graders at her camp-- a position Lucy herself occupied the previous summer. Now she’s the one on the outs. and every day at snack time, she tells me all about it, while I offer the unhelpful advice all summer long.
“She’s fond of giving orders, ”Lucy complained. “She’s turning everyone against me. She’s mean. And she’s fat.” “Excuse me,” I said, struggling for calm. “What did you just said?” “She’s fat.” Lucy mumbled(含糊地说).“We’re going upstairs,” I said, my voice cold. “We’re going to discuss this.” And up we went. I’d spent the nine years since her birth getting ready for this day, the day we’d have the conversation about this horrible word. I knew exactly what to say to the girl on the receiving end of the teasing, but in all of my imaginings, it never once occurred to me that my daughter would be the one who used the F word-Fat.
My daughter sat on her bed, and I sat beside her. “How would you feel if someone made fun of you for something that wasn’t your fault?” I began. “She could stop eating so much,” Lucy mumbled, mouthing the simple advice a thousand doctors have given overweight women for years.
“It’s not always that easy,” I said . “Everyone’s different in terms of how they treat food.” Lucy looked at me, waiting for me to go on. I opened my mouth, then closed it. Should I tell her that, in teasing a woman’s weight, she’s joined the long tradition of critics? Should I tell her I didn’t cry when someone posted my picture and commented , “I’m sorry, but aren’t authors who write books marketed to young women supposed to be pretty?”
Does she need to know, now, that life isn’t fair ? I feel her eyes on me, waiting for an answer I don’t have. Words are my tools. Stories are my job. It’s possible she’ll remember what I say forever, and I have no idea what to say.
So I tell her the only thing I can come up with that is absolutely true. I say to my daughter, “I love you, and there is nothing you could ever do to make me not love you. But I’m disappointed in you right now. There are plenty of reasons for not liking someone. What she looks like isn’t one of them. ”
Lucy nods, tears on her cheeks. “I won’t say that again,” she tells me, and I pull her close, pressing my nose against her hair. As we sit there together, I pray for her to be smart and strong. I pray for her to find friends, work she loves, a partner who loves her. And still, always, I pray that she will never struggle as I’ve struggled, that weight will never be her cross to bear. She may not be able to use the word in our home, but I can use in my head. I pray that she will never get fat.The underlined sentence in Paragraph 1 indicates that Lucy ______.
| A．has turned against her friend J. |
| B．gets along well with her friend J. |
| C．has begun to compete with her friend J. |
| D．often makes fun of her friend J. |
Why does the author want to discuss with Lucy?
| A．Because she decides to tell Lucy a similar story of her own. |
| B．Because she is really shocked at Lucy’s rudeness. |
| C．Because she has prepared the conversation for nine years. |
| D．Because she wants to offer some other helpful advice. |
What does the author want to tell her daughter?
| A．People shouldn’t complain because life is unfair. |
| B．She herself was once laughed at for her appearance. |
| C．People shouldn’t be blamed for their appearance. |
| D．It is not easy to take the doctors’ advice to eat less. |
It can be inferred from the passage that_________.
| A．the author earns a living by writing stories. |
| B．the author is a fat but good-looking woman. |
| C．the author will stop loving her daughter for what she said. |
| D．the author’s daughter agreed with her from the very beginning. |
We can learn from the last paragraph that_________.
| A．Lucy was deeply moved by her mother’s prayer. |
| B．a mother’s prayer will shape her daughter’s attitude towards life |
| C．the author allows her daughter to use the F word in her head |
| D．the author hopes her daughter will never have weight trouble |
The author’s attitude towards her daughter can be best described as _________.
| A．unsatisfied and angry | B．loving but strict |
| C．indifferent but patient | D．satisfied and friendly |
I lost my sight when I was four years old by falling off a box car in a freight yard in Atlantic City and landing on my head. Now I am thirty two. I can vaguely remember the brightness of sunshine and what color red is. It would be wonderful to see again, but a calamity can do strange things to people. It occurred to me the other day that I might not have come to love life as I do if I hadn't been blind. I believe in life now. I am not so sure that I would have believed in it so deeply, otherwise. I don't mean that I would prefer to go without my eyes. I simply mean that the loss of them made me appreciate the more what I had left.
Life, I believe, asks a continuous series of adjustments to reality. The more readily a person is able to make these adjustments, the more meaningful his own private world becomes. The adjustment is never easy. I was bewildered and afraid. But I was lucky. My parents and my teachers saw something in me--a potential to live, you might call it--which I didn't see, and they made me want to fight it out with blindness.
The hardest lesson I had to learn was to believe in myself. That was basic. If I hadn't been able to do that, I would have collapsed and become a chair rocker on the front porch for the rest of my life. When I say belief in myself I am not talking about simply the kind of self confidence that helps me down an unfamiliar staircase alone. That is part of it. But I mean something bigger than that: an assurance that I am, despite imperfections, a real, positive person; that somewhere in the sweeping, intricate pattern of people there is a special place where I can make myself fit.
It took me years to discover and strengthen this assurance. It had to start with the most elementary things. Once a man gave me an indoor baseball. I thought he was mocking me and I was hurt. "I can't use this." I said. "Take it with you," he urged me, "and roll it around." The words stuck in my head. "Roll it around! "By rolling the ball I could hear where it went. This gave me an idea how to achieve a goal I had thought impossible: playing baseball. At Philadelphia's Overbrook School for the Blind I invented a successful variation of baseball. We called it ground ball.
All my life I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to learn my limitations. It was no good to try for something I knew at the start was wildly out of reach because that only invited the bitterness of failure. I would fail sometimes anyway but on the average I made progress.We can learn from the beginning of the passage that __________________.
| A．the author lost his sight because of a car crash. |
| B．the disaster strengthened the author's desire to see |
| C．the disaster made the author appreciate what he had. |
| D．the author wouldn't love life if the disaster didn't happen. |
What's the most difficult thing for the author?
| A．Building up assurance that he can find his place in life. |
| B．To find a special work that suits the author. |
| C．Learning to manage his life alone. |
| D．How to adjust himself to reality. |
According to the context, "a chair rocker on the front porch" in paragraph 3 means that the author
| A．was paralyzed and stayed in a rocking chair. |
| B．would sit in a rocking chair and enjoy his life. |
| C．would sit in a chair and stay at home. |
| D．would lose his will to struggle against difficulties. |
According to the passage, the baseball and encouragement offered by the man
| A．inspired the author. |
| B．hurt the author's feeling. |
| C．gave the author a deep impression |
| D．directly led to the invention of ground ball. |
According to the passage, which of the following is CORRECT?
| A．The author set goals for himself but only invited failure most of the time. |
| B．The author suggested not trying something beyond one's ability at the beginning. |
| C．Because of his limitations, the author tried to reach one goal at a time. |
| D．The bitterness of failure prevented the author from trying something out of reach. |
A good modern newspaper is an extraordinary piece of reading. It is remarkable first for what it contains: the range of news from local crime to international politics, from sports to business to fashion to science, and the range of comment and special features as well, from editorial page to feature articles and interviews to criticism of books, art, theatre, and music. A newspaper is even more remarkable for the way one reads it: never completely, never straight through, but always by jumping from here to there, in and out, glancing at one piece, reading another article all the way through, reading just a few paragraphs of the next. A good modern newspaper offers a variety to attract many different readers, but far more than any one reader is interested in. What brings this variety together in one place is its topicality(时事性) , its immediate relation to what is happening in your world and your locality now. But immediacy and the speed of production that goes with it mean also that much of what appears in a newspaper has no more than transient value. For all these reasons, no two people really read the same paper: what each person does is to put together, out of the pages of that day’s paper, his own selection and sequence, his own newspaper. For all these reasons, reading newspapers efficiently, which means getting what you want from them without missing things you need but without wasting time, demands skill and self-awareness as you modify and apply the techniques of reading.A modern newspaper is remarkable for all the following except its ________.
| A．popularity | B．uniform style |
| C．wide coverage | D．speed in reporting news |
According to the passage, the reason why no two people really read the “same” newspaper is that __________.
| A．people have different views about what a good newspaper is |
| B．people are rarely interested in the same kind of news |
| C．people scan for the news they are interested in |
| D．different people prefer different newspapers |
It can be concluded from the passage that newspaper readers _________.
| A．apply reading techniques skillfully |
| B．jump from one newspaper to another |
| C．appreciate the variety of a newspaper |
| D．read a newspaper selectively usually |
A good newspaper offers “a variety” to readers because __________.
| A．it has to cover things that happen in a certain locality |
| B．readers like to read different newspapers |
| C．it tries to serve different readers |
| D．readers are difficult to please |
The best title for this passage would be “__________”.
| A．The Characteristics of a Good Newspaper |
| B．The Variety of a Good Newspaper |
| C．The Importance of Newspaper Topicality |
| D．Some Suggestions on How to Read a Newspaper |
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| Be a leader in environmental science and engineering through the NEMS programme |
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| NEWRI Environmental Master of Science(NEMS) is a primary graduate education and research programme conducted by Nanyang Technological University’s (NTU’s) NEWRI, with summer attachment at Stanford University. It aims to train engineers and scientists to meet the increasing environmental challenges for Asia and the wider region. |
NEWRI-Nanyang Environment & Water Research Institute NEWRI is enabling Singapore to be a global center of environmental science and technology in providing technological solutions to the world. It is committed to environmental and water technologies through its ecosystem of education, research and developmental activities. NEWRI is trying its best to pull together NTU’s water and environment-related centres and institutes, gathering one another’s strengths for the benefit of industry and society. |
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| Master of Science Applications ● Applications open now and close on 30 May 2012 for Singapore applicants. ● Graduates having relevant engineering or science background, including final-year students, are invited to apply. ● Applicants are required to have a certificate of GRE. Further information and application materials are available at the Website: http:// www. Cee.ntu.edu.sg/Graduate/NEMS |
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| Highlights of Programme: ★ Students spend a full summer term at Stanford taking regular courses and continue with the rest of their academic programme at NTU. ★ It is a 12-month full-time course in environmental science & engineering. ★Students under NEMS will have opportunities to do research projects under NEWRI as well as to continue for the Doctor’s degree. ★ Graduating students receive the NTU degree and a certificate from Stanford for their summer attachment. |
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| Scholarship for tuition grants and living expenses at both Stanford and NTU are available |
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Enquiry contact: Ms Christian Soh Tel：(65) 6861 0507 Fax:(65) 68614606 Email: nems@ntu.edu.sg Information on other graduate programmes available at： www.ntu.edu.sg/cee/program/postgrad.asp |
If one wants to apply for the NEMS programme, it is essential for him to __________.
| A．have passed the GRE test |
| B．make contact with Ms Soh |
| C．possess a university diploma |
| D．major in engineering or science |
Students admitted to the NEMS Programme __________.
| A．will first have regular courses at Stanford |
| B．needn’t be released from their regular jobs |
| C．are required to obtain a Doctor’s degree |
| D．can receive degrees of both NTU and Stanford |
What’s the main purpose of the NEMS programme?
| A．To offer scholarship for tuition grants and living expenses. |
| B．To strengthen the cooperation between NTU and Stanford. |
| C．To cultivate experts on environmental science and engineering. |
| D．To introduce Nanyang Environment & Water Research Institute. |
Ronald Hoffman born in 1937 is Polish-born American organic chemist and Nobel laureate(桂冠). As a theoretical chemist, Hoffmann studied energy levels in chemical bonds during chemical reactions. He put computers to use to solve his problems and, despite the complexity of his research, was able to explain his theories and discoveries to the non-specialist. For his work he was awarded the 1981 Nobel Prize in chemistry, which he shared with Fukui Kenichi.
Born in Poland, Hoffmann settled in New York City as a child and became a United States citizen. He received his undergraduate degree in premedical studies from Columbia College in 1958. He attended Harvard University, where he received his PhD. degree in chemical physics in 1962. He joined the faculty of Cornell University in the mid-1960s and remained there throughout his career.
Hoffmann and Nobel laureate chemist Robert Burns Woodward developed rules, based on quantum mechanics, to determine how energy levels in atomic electron orbits influence how a chemical reaction takes place. These simple rules, known as the Woodward-Hoffmann rules, allowed chemists to predict reaction results and was quickly accepted and put to use in a wide variety of situations.
Hoffmann later turned his research to a variety of problems related to discovering the molecular structure of inorganic and organometallic compounds. Hoffmann is also known for what is called the Isolobal Analogy, which is yet another discovery linking all areas of chemistry. It is useful in predicting the behavior of new molecules based on the orbit structure of the components used to form them.
Aided by computers, Hoffmann was able to generate a vast amount of data to support his ideas. Unlike the scientific papers of many chemists, Hoffmann's publications contain little raw data but instead are filled with diagrams and pictures to explain his results. His drawings of shaded balloons to indicate eigenvectors, a unit used in mathematics, are now the accepted scientific notation for illustrating this value.What can be inferred from the above passage about Hoffman?
| A．He left his homeland when he got the Nobel Prize. |
| B．He went to the United States to gain his Nobel Prize. |
| C．He might find the Unites States a better place to learn chemistry. |
| D．His family may have settled in the United States. |
How did Hoffman make his research popular?
| A．He applied some computer skills to help explain his ideas. |
| B．He established a special computer system to help. |
| C．He drew some forms explaining his ideas. |
| D．He did series of experiments to prove his ideas. |
The underlined word “generate” in this passage might most probably mean “______”.
A. bring in B. break down
B. move away D. keep secretWhy was Ronald Hoffman awarded the 1981 Nobel Prize for chemistry?
| A．He established rules to predict chemical reactions . |
| B．He succeeded applying computer science to chemistry research. |
| C．He shared what he had achieved with another scientist named Fukui Kenichi. |
| D．He succeeded in both chemistry and computer researches. |