题目内容

Ever walked to the shops only to find, once there, you’ve completely forgotten what you went for? Or struggled to remember the name of an old friend? For years we’ve accepted that a forgetful brain is as much a part of aging as wrinkles and gray hair. But now a new book suggests that we’ve got it all wrong.

According to The Secret Life of the Grown-up Brain, by science writer Barbara Strauch, when it comes to the important things, our brains actually get better with age. In fact, she argues that some studies have found that our brain hits its peak between our 40s and 60s — much later than previously thought.

Furthermore, rather than losing many brain cells as we age, we keep them, and even produce new ones well into middle age. For years it’s been assumed that brain, much like the body, declines with age. But the longest, largest study into what happens to people as they age suggests otherwise.

This continuing research has followed 6,000 people since 1956, testing them every seven years. It has found that on average, participants performed better on cognitive (认知的) tests in their 40s and 50s than they had done in their 20s. Specifically, older people did better on tests of vocabulary, verbal memory (how many words you can remember) and problem solving. Where they performed less well was number ability and perceptual speed — how fast you can push a button when ordered. However, with more complex tasks such as problem-solving and language, we are at our best at middle age and beyond. In short, researchers are now coming up with scientific proof that we do get wiser with age.

Neuroscientists are also finding that we are happier with aging. A recent US study found older people were much better at controlling and balancing their emotions. It is thought that when we’re younger we need to focus more on the negative aspects of life in order to learn about the possible dangers in the world, but as we get older we’ve learned our lessons and are aware that we have less time left in life: therefore, it becomes more important for us to be happy.

1.Barbara Strauch probably agrees that ______.

A. people’s brains work best between their 40s and 60s

B. the young are better at handling important things

C. aging leads to the decline of the function of the brain

D. wrinkles and gray hair are the only symbols of aging

2.The continuing research has found older people perform better on ______.

A. perceptual speed B. vocabulary tests

C. number ability D. body balance

3.People are happier with aging because ______.

A. they know how to share feelings

B. they learn to value the time left

C. they cannot focus on negative aspects

D. they do not realize the possible dangers

4.What is the main idea of the passage?

A. People get happier with age.

B. People get more self-aware with age.

C. People get wiser with age.

D. People get more forgetful with age.

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Have you ever made contact with the creative spirit, that certain something hard to describe, but full of good—and sometimes great—ideas? It is more than an occasional great thought. When we feel the moving of the creative spirit, it brings to life a style of being: a lifetime filled with the desire to invent, to explore new ways of doing things, and to turn dreams into reality.

That flash of inspiration is the final moment of a process marked by unique stages—the basic steps in creative problem-solving. The first stage is preparation, when you look for any information that might be important. It's when you let your imagination run free.

But one barrier(障碍) is the inside voice of judgment that locks up our creative spirit within the limits of what we think acceptable. It's the voice that whispers to you, "They'll think I'm foolish," or "That will never work." But we can learn to recognize this voice of judgment and have the courage to discount its unhelpful advice.

Once you have thought about all the relevant(相关的) pieces and pushed your mind to the limits, you can let the problem remain and take in all you have gathered. It's a stage when much of what goes on occurs outside your focused awareness. As the saying goes, "You sleep on it."

We are more open to creative thoughts from the unknowing mind when we are not really thinking of anything. That is why daydreams are so useful in the search for creativity. Anytime you can just daydream and relax is useful in the creative process: a shower, long drives, a quiet walk, etc.

With luck, daydreaming will lead to a light turning on above your head, when all of a sudden the answer will come to you as if from nowhere. This is the popular stage—the one that usually gets all the glory and attention, the moment that people sweat and long for, the feeling "This is it!" But the thought alone is still not a creative act. The final stage is translation, when you take your creative thought and transform it into action; it becomes useful to you and others.

1.In Paragraph 1, “the moving of the creative spirit” probably means ________.

A. preparation B. exploration

C. problem-solving D. inspiration

2.According to the article, what keeps us from creativity?

A. Having less information to form a good idea.

B. Relying on others during the creative process.

C. Caring about other people’s opinions about us.

D. Thinking about too many ideas at the same time.

3.What can we learn from the fifth paragraph?

A. The unknowing mind is very difficult for us to understand.

B. Creativity arrives when we aren’t focused on anything.

C. Daydreaming is useless and has nothing to do with creativity.

D. Showers, long drives and quiet walk are good for our bodies.

4.When does creativity become useful to us and others?

A. When thought is turned into action.

B. When people understand our ideas.

C. When the popular stage is reached.

D. When we think “This is it!”.

5.Which of the following would the author probably support?

A. The creative spirit means an occasional great thought.

B. Others’ voice of judgment allows us to ignore barriers.

C. Creative problem-solving calls for barrier-free imagination.

D. Daydreaming is sure to bring a sudden answer to a problem.

The introduction to Music Bibliography(参考书目)Site

Welcome to the introduction to Music Bibliography Site. In the site Friedheim Library will establish Music Bibliography Course. This year four sections of this course will be offered: two sections in fall and two sections in spring.

Time and Place

Section 1: Tues. & Thurs. 9:30---10:20 a.m. (Room 214)

Section 2: Wed. & Fri. 4:30---5:20 p.m. (Room 116)

The goals of Music Bibliography

To build a tool box of music reference sources

To write an article with footnotes/endnotes and a bibliography about a major musical work.

Note:

The Music Bibliography Site serves all the teachers and students of the Peabody Conservatory of Music. ID card is required. If you are a student with a disability for which you require accommodations(住宿), please contact Dr. Eileen Soskin, Associtate Dean for Academic Affairs, the Peabody Conservatory of the Johns Hopkins University at 410-659-8100, extension 4405, at website esoskin@peabody.jhu.edu, or Ms Peggy Hayeslip, University Coordinator of Disability Services on the Homewood Campus of the Johns Hopkins University at 410-516-6225, at website phayeslip@jhu.edu to discuss reasonable and appropriate accommodations.

1.This year four sections of this course will be offered____.

A. in spring and autumn B. in summer and winter

C. in spring and summer D. in autumn and winter

2.If you want to attend the class in the afternoon you should come____.

A. on Tuesday and Thursday B. on Saturday and Sunday

C. on Monday and Tuesday D. on Wednesday and Friday

3.If somebody wants to get in touch with Dr. Eileen Soskin, he can dial_____.

A. 410-516-6225

B. 410-659-8100

C. 410-659-8100, extension 405

D. 410-659-8100, extension 4405

Peter Owen was born in Wales in 1771. At the age of ten he went to work. His employer had a large private library so Owen was able to educate himself. He read a lot in his spare time and at nineteen he was given the job of superintendent(监工) at a Manchester cotton mill. He was so successful there that he persuaded his employer to buy the New Lanark mill in Scotland.

When he arrived at New Lanark it was a dirty little town with a population of 2,000 people. Nobody paid any attention to the workers' houses or their children's education. The conditions in the factories were very bad. There was a lot of crime and the men spent most of their wages on alcoholic drinks.

Owen improved the houses. He encouraged people to be clean and save money. He opened a shop and sold the workers cheap, well-made goods to help them. He limited the sale of alcoholic drinks. Above all, he fixed his mind on the children's education. In 1816 he opened the first free primary school in Britain.

People came from all over the country to visit Owen's factory. They saw that the workers were healthier and more efficient than in other towns. Their children were better fed and better educated. Owen tried the same experiment in the United States. He bought some land there in 1825, but the community was too far away. He could not keep it under control and lost most of his money.

Owen never stopped fighting for his idea. Above all he believed that people are not born good or bad. He was a practical man and his ideas were practical. "If you give people good working conditions," he thought, "they will work well and, the most important thing of all, if you give them the chance to learn, they will be better people."

1.For Owen, his greatest achievement in New Lanark was _______.

A. improving worker's houses

B. helping people to save money

C. preventing men from getting drunk

D. providing the children with a good education

2. From the passage we may infer that Owen was born _______.

A. into a rich family B. into a noble family

C. into a poor family D. into a middle class family

3.Owen's experiment in the United States failed because _______.

A. he lost all his money

B. he did not buy enough land

C. people who visited it were not impressed

D. it was too far away for him to organize it properly

4. We may infer form the passage that no children in Britain could enjoy free education until

____.

A. 1771 B. 1816 C. 1825 D. 1860

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