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Researchers at the New York Obesity Nutrition Research Center at St. Luke’s-Roosevelt Hospital found that sleep-deprived people seem to bum the same number of calories as the well-rested, but they consume about 300 more calories a day. Given that it takes just 3,500 calories to add a pound to your body, those calories can quickly turn into extra weight. But there are several other reasons that sleep loss could lead to weight gain, says sleep disorder specialist Michael Breus. When we get too little shut-eye, our metabolism slows down to conserve energy. That slowdown triggers the release of the hormone cortisol, which increases appetite. Your body thinks it needs more energy, so it asks for more food. In a vicious cycle, sleep loss also causes our bodies to release more ghrelin (胃饥饿素), another hormone that signals hunger, and less leptin (瘦素), the hormone that tells your stomach that it’s full. With your hormones off-kilter, your body wants more food and lacks the sensitivity to know when to stop eating. Not to mention that being awake more hours gives you more time to snack. "The later you’re up at night, the greater the likelihood that you’re going to eat," Breus says. And "you’re more likely to eat high-fat, high-carb foods." One other contributing factor to such weight gain is that the body bums the most calories during REM sleep, a deeply restful phase. And less sleep means less time in REM. For optimal health, experts say you should try to get 7.5 hours of sleep a night. If you have trouble sleeping, stick to a nightly routine, exercise during the day, banish worries to a journal, and keep pre-bedtime activities relaxing. Which of the following can best serve as the title of the passage
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What personal qualities are desirable in a teacher Probably no two people would write exactly similar lists, but I think the following would be (31) accepted. Firstly, a teacher should be pleasantly (32) and attractive. This does not rule out people who are not good-looking or even (33) , because many such have great personal (34) . But it (35) rule out such types as the over-excitable, dull, sad, cold-mannered, or any with other (36) qualities. Secondly, it is not only desirable but essential for a teacher to have real capacity for (37) —a capacity to understand the minds and thoughts of other people. Closely related with this is the capacity to be (38) —not indeed of what is wrong, but of weakness of human (39) which induces people, and especially children, to make mistakes. I find it essential for a teacher to be a bit of a(n) (40) . That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his lesson interesting and (41) . Children, especially young children live in a world that is rather larger than life. A teacher must be capable of great (42) .This, I may say, is largely a matter of self-training. We are (43) of us born like that. Teaching (44) great demands on nervous energy and one should be able to take in (45) stride countless small irritation any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be (46) ; there is always something more to learn about it. There are three main subjects of study: the subject or subjects which the teacher is teaching; the methods (47) the pupils can best be taught in the classes he is teaching; —by far the most important—the children, young people or adults whom he (48) teach. The two main principles of British education today are that education is of the (49) person, and that it is best acquired through full and active (50) between persons, the teacher and the learner.
What personal qualities are desirable in a teacher Probably no two people would write exactly similar lists, but I think the following would be (31) accepted. Firstly, a teacher should be pleasantly (32) and attractive. This does not rule out people who are not good-looking or even (33) , because many such have great personal (34) . But it (35) rule out such types as the over-excitable, dull, sad, cold-mannered, or any with other (36) qualities. Secondly, it is not only desirable but essential for a teacher to have real capacity for (37) —a capacity to understand the minds and thoughts of other people. Closely related with this is the capacity to be (38) —not indeed of what is wrong, but of weakness of human (39) which induces people, and especially children, to make mistakes. I find it essential for a teacher to be a bit of a(n) (40) . That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his lesson interesting and (41) . Children, especially young children live in a world that is rather larger than life. A teacher must be capable of great (42) .This, I may say, is largely a matter of self-training. We are (43) of us born like that. Teaching (44) great demands on nervous energy and one should be able to take in (45) stride countless small irritation any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be (46) ; there is always something more to learn about it. There are three main subjects of study: the subject or subjects which the teacher is teaching; the methods (47) the pupils can best be taught in the classes he is teaching; —by far the most important—the children, young people or adults whom he (48) teach. The two main principles of British education today are that education is of the (49) person, and that it is best acquired through full and active (50) between persons, the teacher and the learner.
What personal qualities are desirable in a teacher Probably no two people would write exactly similar lists, but I think the following would be (31) accepted. Firstly, a teacher should be pleasantly (32) and attractive. This does not rule out people who are not good-looking or even (33) , because many such have great personal (34) . But it (35) rule out such types as the over-excitable, dull, sad, cold-mannered, or any with other (36) qualities. Secondly, it is not only desirable but essential for a teacher to have real capacity for (37) —a capacity to understand the minds and thoughts of other people. Closely related with this is the capacity to be (38) —not indeed of what is wrong, but of weakness of human (39) which induces people, and especially children, to make mistakes. I find it essential for a teacher to be a bit of a(n) (40) . That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his lesson interesting and (41) . Children, especially young children live in a world that is rather larger than life. A teacher must be capable of great (42) .This, I may say, is largely a matter of self-training. We are (43) of us born like that. Teaching (44) great demands on nervous energy and one should be able to take in (45) stride countless small irritation any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be (46) ; there is always something more to learn about it. There are three main subjects of study: the subject or subjects which the teacher is teaching; the methods (47) the pupils can best be taught in the classes he is teaching; —by far the most important—the children, young people or adults whom he (48) teach. The two main principles of British education today are that education is of the (49) person, and that it is best acquired through full and active (50) between persons, the teacher and the learner.
What personal qualities are desirable in a teacher Probably no two people would write exactly similar lists, but I think the following would be (31) accepted. Firstly, a teacher should be pleasantly (32) and attractive. This does not rule out people who are not good-looking or even (33) , because many such have great personal (34) . But it (35) rule out such types as the over-excitable, dull, sad, cold-mannered, or any with other (36) qualities. Secondly, it is not only desirable but essential for a teacher to have real capacity for (37) —a capacity to understand the minds and thoughts of other people. Closely related with this is the capacity to be (38) —not indeed of what is wrong, but of weakness of human (39) which induces people, and especially children, to make mistakes. I find it essential for a teacher to be a bit of a(n) (40) . That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his lesson interesting and (41) . Children, especially young children live in a world that is rather larger than life. A teacher must be capable of great (42) .This, I may say, is largely a matter of self-training. We are (43) of us born like that. Teaching (44) great demands on nervous energy and one should be able to take in (45) stride countless small irritation any adult dealing with children has to endure. Finally, I think a teacher should have the kind of mind which always wants to go on learning. Teaching is a job at which one will never be (46) ; there is always something more to learn about it. There are three main subjects of study: the subject or subjects which the teacher is teaching; the methods (47) the pupils can best be taught in the classes he is teaching; —by far the most important—the children, young people or adults whom he (48) teach. The two main principles of British education today are that education is of the (49) person, and that it is best acquired through full and active (50) between persons, the teacher and the learner.
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