题目内容
Set 3THE SENSE OF SMELL1.Smell is the most direct of all the senses. It is thought to be the oldest sense in terms of human evolution, which may explain why smell is hard-wired into the brain. The olfactory nerve, which manages the perception of smells, is essentially an extension of the brain. The olfactory nerve provides a direct link from receptors at the top of the nose to the portion of the brain that controls memory, emotion, and behavior.2.The olfactory system detects certain airborne chemicals that enter the nose and then transmits this chemical information to the limbic system in the brain. The olfactory region at the upper end of each nostril is yellow, moist, and full of fatty substances. The shade of yellow indicates the strength of the sense of smell: the deeper the shade, the keener and more acute it is. Animals have a very strong sense of smell, so their olfactory regions are dark yellow to reddish brown, while those of humans are light yellow.3.When an odorous substance enters the nose, it binds to olfactory receptor cells, the neurons lining the yellow upper portion of the nasal cavity. Olfactory receptor cells contain microscopic hairs called cilia that extend into the layer of mucus coating the inside of the nose. Odor molecules diffuse into this region and are absorbed by the cilia of the olfactory receptor cells. What this means is that when we hold a rose to our nose and inhale, odor molecules float up into the nasal cavity, where they are absorbed by five million olfactory receptor cells. The receptor cells alert the olfactory nerve, which sends impulses to the brain’s olfactory bulb, or smell center. Thus, olfactory information about the rose enters the brain’s limbic system, where, in most of us, it stimulates a feeling of pleasure.4.The limbic system of the brain integrates memory, emotion, and behavior. The system is composed of a group of related nervous system structures that are the functional center of emotions such as anger, fear, pleasure, and sadness. The components of the limbic system are linked to the cerebral cortex, the part of the brain involved in complex learning, reasoning, and personality. The cerebral cortex makes decisions about the emotional content of these unique human qualities after "consulting" the limbic system and other brain centers in processing and retrieving memories. It may, in turn, use memories to modify behavior.5.Scent may be the strongest trigger of memory and emotions. When we inhale a scent, receptors in the brain’s limbic center compare the odor entering our nose to odors stored in our memory. Along the way, memories associated with those odors are stimulated. A smell can be overwhelmingly nostalgic because it triggers powerful images and emotions. The waxy fragrance of crayons can instantly transport us to our second-grade classroom, or the scent of freshly mown grass can flood us with the joy of summer freedom. What we see and hear may fade quickly in short-term memory, but what we smell is sent directly to long-term memory.6.Smells can increase alertness and stimulate learning and retention. In one study, children memorized a word list, which was presented both with and without accompanying scents. The children recalled words on the list more easily and with higher accuracy when the list was given with scents than without, showing the link between smell and the ability to retain information. In another study, researchers examined how various smells can increase alertness and decrease stress. They found that the scent of lavender could wake up the metabolism and make people more alert. They also found that the smell of spiced apples could reduce blood pressure and avert a panic attack in people under stress.Glossary:nostalgic: causing a desire for things, persons, or situations of the past; causing homesicknessretention: the act of retaining; keeping, holding, or maintaining Why does the author mention crayons and freshly mown grass in paragraph 5 ？（）
查看答案
搜索结果不匹配？点我反馈
更多问题
Set 5THE DOMESTICATION OF ANIMALS1.The domestication of wild species led directly to denser human populations by yielding more food than the hunter-gatherer lifestyle could provide. In societies that possessed domestic animals, livestock helped to feed more people by providing meat, milk, and fertilizer, and by pulling plows. Large domestic animals became the societies’ main source of animal protein, replacing wild game, and they also furnished wool, leather, and land transport. Humans have domesticated only a few species of large animals, with "large" defined as those weighing over 100 pounds (45 kilograms). Fourteen such species were domesticated before the twentieth century, all of them terrestrial mammals and herbivores. The five most important of these are sheep, goats, pigs, horses, and cattle or oxen.2.Small animals such as ducks, geese, rabbits, dogs, cats, mink, bees, and silkworms have also been domesticated. Many of these small animals provided food, clothing, or warmth. However, none of them pulled plows or wagons, none carried riders, and none except dogs pulled sleds. Furthermore, no small domestic animals have been as important for food as have large domestic animals.3.Early herding societies quickly domesticated all large mammal species that were suitable for domestication. There is archaeological evidence that these species were domesticated between 10,000 and 4,500 years ago, within the first few thousand years of the origins of farming-herding societies after the last Ice Age. The continent of Eurasia has been the primary site of large mammal domestication. Having the most species of wild mammals to begin with, and losing the fewest to extinction in the last 40,000 years, Eurasia has generated the most candidates for domestication.4.Domestication involves transforming wild animals into something more useful to humans. Truly domesticated animals differ in many ways from their wild ancestors. These differences result from two processes: human selection of individual animals that are more useful to humans than other individuals of the same species, and evolutionary responses of animals to the forces of natural selection operating in human environments rather than in wild environments.5.To be domesticated, a wild species must possess several characteristics. A candidate for domestication must be primarily a herbivore because it takes less plant biomass to feed a plant eater than it does to feed a carnivore that consumes plant eaters. No carnivorous mammal has ever been domesticated for food simply because it would be too costly. A candidate must not only weigh an average of over 100 pounds but also grow quickly. That eliminates gorillas and elephants, even though they are herbivores. Moreover, candidates for domestication must be able to breed successfully in captivity.6.Since almost any sufficiently large mammal species is capable of killing a human, certain qualities disqualify a wild animal for domestication. The animal cannot have a disposition that is nasty, dangerous, or unpredictable—characteristics that eliminate bears, African buffaloes, and some species of wild horses. The animal cannot be so nervous that it panics around humans. Large herbivorous mammal species react to danger from predators or humans in different ways. Some species are nervous, fast, and programmed for instant flight when they perceive danger. Others are less nervous, seek protection in herds, and do not run until necessary. Most species of deer and antelope are of the former type, while sheep and goats are of the latter.7.Almost all domesticated large mammals are species whose wild ancestors share three social characteristics: living in a herd, maintaining a dominance hierarchy in the herd, and having herds that occupy overlapping home ranges instead of mutually exclusive territories. Humans have taken advantage of these characteristics in keeping domestic animals together with others of their species and in close proximity to other species of domestic animals.Glossary:terrestrial: living on land rather than in waterherbivores: animals that feed mainly on plants Why does the author mention gorillas and elephants in paragraph 5 ？（）
Describe the qualities of a good teacher and explain why these qualities are effective.Include details and examples to support your explanation.
Set 2POLITICAL SYSTEMS OF THE TWENTIETH CENTURY1.Monarchy is a form of government in which authority is held by a single person, a monarch, whose right to rule is generally hereditary and lifelong. At the start of the twentieth century, monarchs ruled over most of the world, but by the middle of the century, only a handful remained. A series of revolutions in the preceding centuries had weakened the European monarchies, and while monarchs remained symbols of national unity, real power had passed to constitutional assemblies. Monarchy survived as a form in Europe only where the king or queen functioned as the symbolic head of a parliamentary state, as in Britain, the Low Countries, and Scandinavia. It lasted longer in the few small states of Asia and Africa that had never come under direct colonial rule. By the 1960s, autocratic monarchy had become an outdated form of government. Throughout most of the world, people were considered citizens, not subjects, and the totality of the people were seen as constituting the state.2.In most states where monarchical authority was removed, some form of liberal democracy took its place. A liberal democracy is a state where political authority rests in the people acting through elected representatives and where an elected executive is responsible to the will of the people as a whole. The term applies to a broad group of states with a parliamentary or representative political tradition. Liberal democracies differ from the communist states known as people’s democracies, in which the Communist party holds the ultimate authority. Generally, liberal democracies follow the parliamentary pattern, with the executive power vested in a cabinet responsible to the parliament and drawn from the majority party or combination of parties. In the United States, an independently elected executive, the president, functions separately from the legislative authority, the congress.3.The doctrine that all of the people had effective authority, or sovereignty, became the basis for the functioning of democratic states. This doctrine of popular sovereignty became all-inclusive as citizenship rights were extended to classes formerly excluded and to women. The liberal democratic state claimed the right to control every aspect of human life according to the will of the people, except where limits on state control were directly stated in a bill of rights in a democratic constitution and recognized in practice.4.All democratic states, both parliamentary and presidential, changed in form during the twentieth century. To meet the needs of an urban industrial society, states generally enlarged their scope of activity to control economic power and to provide common services to the people. The expansion of state activity and extension of state services involved a new view of legislation and its role in society. The passing of laws came to be seen as a way to promote the well being of the people. With this new concept of legislation, the number of new laws increased immensely, particularly in the areas of social welfare, education, health and safety, and economic development.5.The trend toward liberal democracy continued throughout the century, but at various times there was also a tendency toward a revival of authoritarian rule. In a number of states, democratic governments could not cope with the crises of the time. In these cases, some form of totalitarian dictatorship emerged, replacing popular sovereignty with the total power of the state. In some instances, monarchy gave way directly to dictatorship. In others, dictatorial regimes took over democratically organized states, notably in Eastern Europe in the years between the two world wars, in new states of Asia and Africa in the 1950s, and sporadically in Central and South America.6.Authoritarian governments showed three principle characteristics. First, there was a head of state or leader with exceptional powers, with a party to support him. Second, the legislative body was elected by a system that prohibited parties opposed to the regime, and third, there was a bureaucratic administration that was in no way subject to popular control. The most extreme position on these points was taken by Hitler’s totalitarian National Socialist State in the 1930s.Glossary:autocratic: characterized by unlimited powerautocratic: characterized by complete obedience to authority, lacking individual freedom According to the passage, what is one way in which every democratic state changed during the twentieth century ？（）
Set 4THE TRICKSTER FIGURE IN MYTHOLOGY1.In the study of mythology, the character known as the trickster is a god, spirit, human, or animal who breaks the rules of the gods or nature, sometimes maliciously but usually with results that are positive. The rule breaking often takes the form of mischief or thievery. The trickster is usually male but occasionally disguises himself in female form. He can be cunning or foolish, or both, and often very humorous. His curiosity leads him into trouble, but he rescues himself with his sly wit. When he plays tricks, he performs important cultural tasks that benefit humans, and for this reason the trickster is a significant figure in world mythology.2.In different cultures, the trickster and the hero are combined in various ways. In Greek mythology, Prometheus steals fire from the gods and gives it to humans, a feat making him more of a hero than a trickster, and he is usually portrayed as an intellectual. In many Native American stories, Coyote also steals fire from the gods, but Coyote is usually more of a jokester or a prankster than an intellectual.3.The trickster is both creator and destroyer, giver and taker, one who tricks others and is tricked in return. The pranks of the trickster are compulsive and uncontrollable. He does not act consciously; he acts out of passion and impulse. He knows neither good nor evil, yet he is responsible for both. He possesses no morals, yet through his behavior morality comes into being. According to psychologist Carl Jung, the trickster is "a primitive cosmic being of divine-animal nature, on the one hand superior to man because of his superhuman qualities, and on the other hand inferior to him because of his unreason and unconsciousness."4.In Native American mythology, the majority of trickster myths concern the creation or transformation of the earth. Such stories have a trickster who is always wandering, who is always hungry, who is not guided by normal ideas of good and evil, and who possesses some magical powers. In some stories he is a deity, and in others he is an animal or human subject to death. Several of these myths feature Raven or Coyote as the trickster-hero.5.In many creation myths of the Pacific Northwest, Raven illustrates the transformational nature of tricksters. Raven is the greatest shapeshifter of all and can change into anything to get what he wants. In one story, there is darkness at the beginning of the world, so Raven decides he will find light. He flies far from the earth, searching in the darkness, until he spots a glimmer of light coming from a window in the house of the gods. Raven knows the gods are protective of their possessions, so he devises a trick. He perches on a pine branch next to the house and watches each day as the chief god’s daughter draws water from a nearby lake. He magically transforms himself into a pinyon seed and falls into the girl’s drinking cup. The girl swallows the seed, which grows within her body, and she eventually gives birth to a boy. The child delights his grandparents, and his laughter tricks the elder gods into revealing where they hide a shining ball of light. The gods give the child the ball to play with, and then Raven transforms back to a bird and flies off carrying the ball of light in his beak. He hangs the ball-the sun-in the sky, bringing light to the world.6.Coyote’s character is similar to that of Raven’s, and both appear in stories carrying out similar roles. In several stories from the American Southwest, Coyote steals fire from a group of "fire beings" and gives it to humans. In some tales Coyote wants to make human life more interesting, so he introduces sickness, sorrow, and death. He often teaches through negative example by employing the human vices of lying, cheating, and stealing. His tricks often bring about destructive natural phenomena, such as a great flood that destroys the earth. However, by causing the flood, Coyote leads the human race to a new and better world. Coyote shows us that at the heart of the trickster is a savior whose great gift to humans is showing them new ways of knowing and doing.Glossary:mischief: tendency to play tricks or cause minor troublemischief: the act of theft; stealingpinyon seed: the seed of a pine tree; pine nut Native American stories with a trickster-hero are usually about （）.
微信支付 
支付宝支付