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Directions£ºRead the following text and choose the most suitable heading from the list A-F for each paragraph£®There is one extra heading which you do not need£®?
A£®The engine in your body£®
B£®The location, size and heartbeat of a heart£®
C£®What happens when the heart beats?
D£®How does your heart work?
E£®How do we know about the heart?
F£®What can a doctor tell by feeling your pulse?
1£®________
Your heart is located in your chest, a little to your left£®This heart of yours, which is about the size of your two fists held together, beats about 90 times a minute£®A grown person's heart beats about 60 to 80 times a minute£®The heartbeat is not just the same in all persons, and it is not the same in any one person at all times£®
2£®________
When your heart beats, it is pumping blood to all parts of your body£®If you could examine your heart closely, you would see that it is really two pumps placed side by side, and working at the same time£®Each pump has two parts, the upper part called the auricle(ÐÄ·¿), and the lower part called the ventricle(ÐÄÊÒ)£®The auricles receive the blood as it comes into them after it has been pumped through the body£®The ventricles pump the blood out£®The right one pumps the blood to the lungs and the left one pumps the blood to all other parts of the body£®At the top and bottom openings of each ventricle are valves(·§ÃÅ)which make the blood go in only one direction£®
3£®________
Your heart is sometimes called the engine or the motor in your body and sometimes called the pump£®It works away, both day and night£®First it pumps out some blood, rests for a few seconds, and then it pumps some more£®In a normal day, the heart pumps about 2,500 gallons of blood from the auricles and ventricles£®
4£®________
By using a stethoscope to listen to the heart, the doctor can tell whether your heart is beating evenly and whether the valves are closing tightly£®The stethoscope makes these sounds so clear that the doctor can hear them easily£®The stethoscope has an earpiece that he places on your chest and tubes that he places in his ear£®The earpiece carries the sound or your heart's beating along the tubes to the doctor's ears, and it makes the sound seem much louder than it really is£®The doctor could listen to your heartbeat by pulling his ear against your chest£®
5£®________
An easy experiment can help you understand what happens when the heart beats£®You can do this experiment with a hollow rubber ball£®Make a small hole in it, and fill the ball with water through the hole£®When you squeeze the ball, you will notice how the water comes out in a spurt each time you squeeze£®After each spurt the ball comes back to its round shape again£®Something like this happens when your heart beats£®The muscles in your heart grow smaller, or contract, and squeeze the blood out of the heart£®Each time this happens, we say your heart is beating£®Perhaps you have noticed that the doctor places his finger on the pulse in your wrist when you are ill£®By doing this he can tell how fast your heart is beating£®
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| ÈÎÎñÐÍÔĶÁ¡£ Since many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, bow you can get along with your fellow students, and so on. These are the questions I want to discuss with you today. First, let's talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it's very important for you to take notes on what the professor says because the information in a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn't enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections. If your major is chemistry, or physics, or another science, you'll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non-science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do. | ||||||||||
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Educating girls quite possibly harvests a higher rate of return than any other investment(Ͷ×Ê) available in the developing world. Women¡¯s education may be an unusual fields for economists(¾¼Ãѧ¼Ò), but increasing women¡¯s contribution to development is actually as much an economic as a social issue. And economics, with its focus on encouragement, provides an explanation for why so many girls are not educated.
Parents in low-income families fail to invest in their daughters because they do not expect them to make an economic contribution to the family: girls grow up only to marry into somebody else¡¯s family and bear children. Girls are thus seen as less valuable than boys and are kept at home to do housework while their brothers are sent to school---the prophecy (Ô¤ÑÔ) becomes self-fulfilling, trapping women in a vicious circle(¶ñÐÔÑ»·) of neglect.
An educated mother, on the other hand, has greater earning abilities outside the home and faces an completely different set of choices. She is likely to have fewer but healthier children and can insist on the development of all the children, ensuring that her daughters are given a fair chance. The education of her daughters then makes it much more likely that the next generation of girls, as well as boys, will be educated and healthy. The vicious circle is thus transformed into a virtuous circle.
Few will argue that educating women has great social benefits. Bit it has enormous economic advantages as well. Most obviously , there is the direct effect of education on the pay of female workers. Pay rise by 10 to 20 percent for each additional year of schooling. Such big returns are impressive by the standard of other available investments, but they are just the beginning. Educating women also has a significant impact on health practices, including family planning.
Topic: The significance of female 68._________ in developing countries
| Viewpoint | Educating girls is more beneficial than any other investment | |
| Families | From 69._________ families | From educated mothers¡¯ families |
| Attitudes | Girls are of less 70._____than boys | Development should be for all 71.______ |
| Practices | There is 72.______investment in daughters Girls are made to stay at home, 73._____ housework. | Girls and boys have 74. _____chances. |
| Results | A vicious circle | A virtuous circle |
| Significance | Educating girls 75. ____to social benefits, 76._ ___advantages and health practices, including family planning. | |
| 77.____________ | Educating in developing countries is important and rewarding. | |
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Romantic novelists rarely fail to include in their writings that special moment when two strangers look into each other's eyes across a crowded room and feel the tingle of desire. Now these writings have now been validated£¨Ö¤Êµ£©by science, for experts have discovered that eye-to-eye contact in fact leads to a burst of activity in the reward center of the brain.
Neuroscientists at University College London asked eight female and eight male volunteers to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side.
While the volunteers looked at the pictures, they were given a scan with functional magnetic resonance imaging£¨´ÅÐÔ¹²Õñ³ÉÓ°ÒÇÆ÷£©, which measures increased blood flows to the various parts of the brain and thus provides a "map" of cerebral activity£¨´óÄԻ£©.
The volunteers were then asked to rate the attractiveness of each face, and their score was matched against the scan.
The result: when volunteer had direct eye contact with the face, there was an increase of activity in the ventral striatum£¨¸¹ÃæÎÆ×´Ì壩, a central part of the brain that anticipates reward or pleasure. But if the eyes did not meet, there was no activity in that brain area at all. The activity increase occurred regardless of the gender of the face in direct eye contact.
However, there was a bigger-than-usual increase if the person giving the eye was found to be attractive. Activity in the ventral striatum surged. But if the cute person gazed to one side, the ventral striatum remained dormant, apparently disappointed that the stranger was clearly not interested.
Interestingly, the ventral striatum also perked up if a plug-ugly person gazed to one side, rather than looked at the volunteer right in the eyes.
| Origin of the experiment | Romantic novelists like to describe in their writings that two strangers look into each other's eyes across a crowded room and feel the tingle of desire in a special ____71____. |
| __72__ of the experiment | Investigate whether eye-to-eye contact ____73____ a burst of activity in the reward center of the brain. |
| Procedure of the experiment | ¡ôAsk ____74____ volunteers£¨8 female and 8 male£©to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side. ¡ô____75____ blood flows to the various parts of the volunteers¡¯ brain and thus provides a "map" of cerebral activity. ¡ôAsk the volunteers to rate the attractiveness of all ____76____, ¡ô____77____ their score against the scan. |
| ____78____ of the experiment | ¡ôAs long as the eyes meet ____79____, there must be activities in the brain area. On the other hand, there is no activity at all. ¡ôThe activity of the brain is also ___80_____ with the people¡¯s appearance closely. |
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Educating girls quite possibly harvests a higher rate of return than any other investment (Ͷ×Ê) available in the developing world£®Women¡¯s education may be an unusual field for economists (¾¼Ãѧ¼Ò), but increasing women¡¯s contribution to the development is actually as much an economic as a social issue. And economics, with its focus on incentives (´Ì¼¤), provides an explanation for why so many girls are deprived of (°þ¶á) an education.
Parents in low-income countries fail to invest in their daughters because they do not expect them to make an economic contribution to the family: girls grow up only to marry into somebody else¡¯s family and bear children. Girls are thus seen as less valuable than boys and are kept at home to do housework while their brothers are sent to school ¡ªtrapping women in a vicious circle (¶ñÐÔÑ»·) of neglect (ºöÊÓ).
An educated mother, on the other hand, has greater earning abilities outside the home and faces an entirely different set of choices. She is likely to have fewer but healthier children and can insist on the development of all her children, ensuring that her daughters are given a fair chance. The education of her daughters then makes it much more likely that the next generation of girls, as well as of boys, will be educated and healthy. The vicious circle is thus transformed into a virtuous circle (Á¼ÐÔÑ»·).
Few will argue that educating women has great social benefits. But it has enormous economic advantages as well. Most obviously, there is the direct effect of education on the wages of female workers. Wages rise by 10 to 20 per cent for each additional year of schooling.
Such big returns are impressive by the standard of other available investments, but they are just the beginning. Educating women also has a significant impact on health practices, including family planning.
Topic: The significance of female education in£¨71£©?¡ø countries
| Viewpoint | Educating girls is more beneficial than any other £¨72£©?¡ø . | |
| Families | From low-income families | From educated mothers¡¯ families |
| Attitudes | Girls are of less£¨73£©?¡ø than boys. | Development should be for all£¨74£©?¡ø |
| Practices | ¡ñThere is £¨75£© ?¡ø investment in daughters. ¡ñGirls are made to stay at home, doing£¨76£©?¡ø . | Girls and boys have £¨77£©?¡ø chances. |
| Consequences | A vicious circle | A virtuous circle |
| Significance | Educating girls £¨78£©?¡ø to social benefits, £¨79£©?¡ø advantages and health practices, including family planning. | |
| £¨80£©?¡ø | Educating girls in developing countries is important and rewarding. | |
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Educating girls quite possibly harvests a higher rate of return than any other investment(Ͷ×Ê) available in the developing world. Women¡¯s education may be an unusual fields for economists(¾¼Ãѧ¼Ò), but increasing women¡¯s contribution to development is actually as much an economic as a social issue. And economics, with its focus on encouragement, provides an explanation for why so many girls are not educated.
Parents in low-income families fail to invest in their daughters because they do not expect them to make an economic contribution to the family: girls grow up only to marry into somebody else¡¯s family and bear children. Girls are thus seen as less valuable than boys and are kept at home to do housework while their brothers are sent to school---the prophecy (Ô¤ÑÔ) becomes self-fulfilling, trapping women in a vicious circle(¶ñÐÔÑ»·) of neglect.
An educated mother, on the other hand, has greater earning abilities outside the home and faces an completely different set of choices. She is likely to have fewer but healthier children and can insist on the development of all the children, ensuring that her daughters are given a fair chance. The education of her daughters then makes it much more likely that the next generation of girls, as well as boys, will be educated and healthy. The vicious circle is thus transformed into a virtuous circle.
Few will argue that educating women has great social benefits. Bit it has enormous economic advantages as well. Most obviously , there is the direct effect of education on the pay of female workers. Pay rise by 10 to 20 percent for each additional year of schooling. Such big returns are impressive by the standard of other available investments, but they are just the beginning. Educating women also has a significant impact on health practices, including family planning.
Topic: The significance of female 1._________ in developing countries
| Viewpoint | Educating girls is more beneficial than any other investment | |
| Families | From 2._________ families | From educated mothers¡¯ families |
| Attitudes | Girls are of less 3._____than boys | Development should be for all 4.______ |
| Practices | 1. There is 5.______investment in daughters 2. Girls are made to stay at home, 6._____ housework. | Girls and boys have 7. ____chances. |
| Results | A vicious circle | A virtuous circle |
| significance | Educating girls 8. ____to social benefits, 9._ ___advantages and health practices, including family planning. | |
| 10.____________ | Educating in developing countries is important and rewarding. | |
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