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Ironically, a study finds that we’re awful gift-givers precisely because we spend too much time trying to be considerate.We imagine our friends 46 a gift that is impressive,expensive,and sentimental. We imagine the look of happinessand surprise on their faces and the warmth we feel. 47 .But there’s something thatthe most sentimental-gift-givers tend not to think too much about: 48 the gift is practical in the first place. 49 , practicality seems like an enemy of great gift giving. Beautiful jewelry, lovely watches, perfect rugs, finely crafted kitchen hardware: These things50great gifts because they communicate something beyond practicality. Theycommunicate that the giver cares. But do the receivers care Often,no. "Gift receivers would be 51 ifgivers gave them exactly what they requested 52 . attemptingto be’thoughtful and considerate’ by buying gifts they did not explicitly request" to surprisethem, the researchers write. Their clever paper asks givers and receivers to 53 gifts from two perspectives: desirability (e.g. the cost of a coffee maker) and feasibility(e.g. the 54 of the coffee maker).Across several experiments, theyfind that givers consistently give gifts based on desirability and receivers 55 favor gifts based on feasibility .
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Passage One Of all the lessons taught by the financial crisis, the most personal has been that Americans aren’t so good at money-management. We take out home loans we can’t afford.We run up sky-high credit-card debt. We don’t save nearly enough forretirement. In response, supporters of financial-literacy education are moving with renewed enthusiasm. School districts in states such as New Jersey and Illinois are adding money-management courses to their curriculums . The Treasury and Education departments are sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begins in March. Students with top scores on that exam will receive certificates -but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional effortsto boost financial know-how help students make better decisions outside the classroom.Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students learn about things such asbudgeting, credit cards, insurance and investments. A recent survey of college studentsconducted for the JumpStart Coalition for Personal Financial Literacy found thatstudents who’d had a personal-finance or money-management course in high schoolscored no better than those who hadn’t. "We need to figure out how to do this the right way,"says Lewis Mandell, a professor at the University of Washington who after 15 years of studyingfinancial-literacy programs has come to the conclusion that current methods don’t work.A growing number of researchers and educators agree that a more radical approach isneeded. They advocate starting financial education a lot earlier than high school, puttingreal money and spending decisions into kids’ hands and talking openly about theemotions and social influences tied to how we spend . Other initiatives are tacking such real-world issues as the commercial andsocial pressures that affect purchasing decisions.Why exactly do you want those expensive brand-name shoes so badly "It takes confidence to take a stand and to thinkdifferently," saysJerooBillimoria ,founder of Aflatoun,a nonprofit whose curriculum, used in more than 30 countries ,aims to help kids get a leg up in their financial lives .” “This goes beyond money and savings" According to the author, the National Financial Capability Challenge will be_______.
案例分析题Many people believe they should drink eight glasses of water a day. That is (41) they have been told all their life. (42) a new report says people should drink as (43) water as they feel like drinking. The report does not (44) people how many glasses of water to drink. Instead, (45) says women should get about 2.7 litres (升) of water a day, (46) that men should get about 3.7 litres. In each (47) , that is more than eight glasses. As you might (48) , the report says people need to drink more water (49) they are doing physical (体力的) work. The same is true of those who live in hot weather. These people could need much more water (50) others. 45（）。
It（）at three o’clock yesterday afternoon.
Halfway through the semester in his market research course at Roanoke College last fall, only moments after announcing a policy of zero tolerance for cellphone use in the classroom, Prof. Ali Nazemi heard a ring. Then he spotted a young man named Neil Noland fumbling with his phone, trying to turn it off before being caught. "Nell, can I see that phone" Professor Nazemi said, more in a command than a question. The student surrendered it. Professor Nazemi opened his briefcase, produced a hammer and proceeded to smash the offending device. Throughout the classroom, student faces went ashen. "How am I going to call my Morn now" Neil asked. As Professor Nazemi refused to answer, a classmate offered, "Dude, you can sue. " One thing we should be clear about was the episode in his classroom had been plotted and scripted ahead of time, with Nell Noland part of the charade all along. The phone was an extra of his mother’s, its service contract long expired. Professor Nazemi, in a telephone interview last week, attested to the exasperation of countless teachers and professors in the computer era. Their permanent war of attrition with defiantly inattentive students has escalated from the pursuit of pigtail-pulling, spitball-lobbing and notebook-doodling to a high-tech arsenal of laptops, cellphones Blackberries and the like. The poor school teacher or master or master now must compete with texting, instant- messaging, Facebook, eBay, YouTube, Addictinggames. Corn and other poxes(瘟疫，灾难)on pedagogy. "There are certain lines you shouldn’t cross," the professor said. If you start tolerating this stuff, it becomes the norm. "The more you give, the more they take. Multitasking is good, but I want them to do more tasking in my class. " All the advances schools and colleges have made to supposedly enhance learning— supplying students with laptops, equipping computer labs, creating wireless networks— have insteadenabled distraction. Perhaps attendance records should include a new category: present but otherwise engaged. "I am so tired of that excuse," said Professor Bugeja, may he live a long and fruitful life. "The idea that subject matter is boring is truly relative. Boring as opposed to what Buying shoes on eBay The fact is, we’re not here to entertain. We are here to stimulate the life of the mind. " "Education requires contemplation," he continued. "It requires critical thinking. What we may be doing now is training a generation of air-traffic controllers rather than scholars. And I do know I’m going to lose. " Not, one can only hope, without fight. In the end, as science-fiction writers have prophesied for years, the technology is bound to outwit the fallible human. What teacher or professor can possibly police a room full of determined goof-offs(游手好闲者)while also delivering an engaging lesson All the advances schools and colleges have made to supposedly enhance learning— supplying students with laptops, equipping computer labs, creating wireless networks— have insteadenabled distraction. Perhaps attendance records should include a new category: present but otherwise engaged.
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