A white shark shipped from New York and placed into an outdoor pool for a Kmart commercial in Los Angeles died after showing signs of distress, an official from the animal welfare group that monitored the production said on Thursday.

The American Humane Association (AHA), which certifies film and TV productions with animals, says everything possible was done to ensure the 1.5 meter shark's safety.

The shark's death follows lots of criticism of the use of animals in Hollywood productions. The animal rights group, People for the Ethical Treatment of Animals (PETA), which said it received details on the shark's death from two whistleblowers

(揭发者), criticized the AHA in a letter over the shark's death.

"Sharks are sensitive animals who, in captivity(囚禁), require a highly specialized and controlled environment," the PETA letter read. "Given the delicate nature of this species, why would the AHA approve the transport and use of this animal?"

The shark was placed into a 227- liter outdoor tank in the Van Nuys suburb of Los Angeles, said Karen Rosa, a senior adviser of the AHA. She added that was a good amount of water for it. "We honestly don't know why the animal died. It was not being mistreated. It was not being harmed," Rosa said.

Early in the day, the shark seemed to be in good condition, but at one point they noticed it showed signs of distress. "As far as I know, it was immediately insisted upon that the animal receive specialized aquatic veterinarian(兽医) care," she said.

Oxygen was pumped into the tank and the shark was given a shot to try to stabilize it before it was transferred to an aquatic compound for care, where it died the same day, Rosa said.

The shoot was for a Kmart commercial, but a representative for the retailer could not disclose any details.

"We take this matter seriously and safety is always our first concern," the spokesman for Kmart said in a statement.

71. The shark was shipped to Los Angeles for____________.

72. From the passage, we can learn that PETA____________.

 A. monitor films and TV productions that have animals

B. sent a representative to the scene of the shoot

C. believed the shark received specialized care

D. didn’t think the shark was transferred very well

73. What does Karen Rosa think of AHA?

 A. It had done all that it needed to do.  

B. It was against the rights of the animals.

C. It had found out the reason why the shark died.

 D. It should be responsible for the shoot.

74. What can we infer from the passage?

 A. The shark died due to a lack of water.

 B. Kmart was first to notice that the shark was showing signs of distress.

 C. Kmart claimed to ensure the animals’ safety but didn’t do it very well.

 D. The shark was given a highly specialized environment in captivity.

75. What is the best title for the passage?

 A. Sharks Should be Forbidden for Commercial

 B. PETA Tries to Stop Shooting With Animals

 C. Sharks Are Sensitive Animals in Captivity

 D. Shark Brought to Los Angeles for Commercial Dies

       Psychologists take opposing views of how external rewards(外部奖赏), from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认知学派的) researchers, who study various aspects of mental life, believe that rewards often destroy creativity by encouraging dependence on approval and gifts from others.                             

    The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness(创造力), according to a study in the June Journal of Personality and Social Psychology".             

       "If kids know they're working for a reward and can focus on a relatively challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards." A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore

failing grades.                                                                                 

    In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.       

71．Psychologists are divided with regard to their attitudes toward _____.

       A．the choice between spiritual encouragement and monetary rewards

       B．the amount of monetary rewards for students' creativity

       C．the study of relationship between actions and their consequences

       D．the effects of external rewards on students' performance

72．What is the response of many educators to external rewards for their students?      

       A．They have no doubts about them.

       B．They have doubts about them.

       C．They approve of them.                        

       D．They avoid talking about them.

73．Which of the following can best raise students' creativity according to Robert Eisenberger?

       A．Giving them tasks they have not dealt with before.

       B．Giving them tasks which require inventiveness.

       C．Giving them rewards they really deserve.

       D．Giving them rewards they hope for.

74．.It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______.

       A．rewarding poor performance may kill the creativity of students

       B．punishment is more effective than rewarding

       C．failing uninspired students helps improve their overall academic standards                

       D．discouraging the students' anticipation for easy rewards is a matter of urgency                                                    

75．The phrase "token economies" (Sentence 1, Paragraph 5) probably refers to _____.       

       A．ways to develop economy                   

       B．systems of rewarding students

       C．approaches to solving problems

       D．methods of improving performance

Psychologists take opposing views of how external rewards（外部奖赏）, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive （认知学派的） researchers, who study various aspects of mental life, believe that rewards often destroy creativity by encouraging dependence on approval and gifts from others.    

    The latter view has gained many supporters, especially among educators. But the careful use of small monetary （金钱的） rewards sparks creativity in grade-school children, suggesting that properly presented inducements （刺激） indeed aid inventiveness（创造力）, according to a study in the June Journal of Personality and Social Psychology".

       "If kids know they're working for a reward and can focus on a relatively challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards." A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.     

    In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.       

1．Psychologists are divided with regard to their attitudes toward _____.

       A．the choice between spiritual encouragement and monetary rewards

       B．the amount of monetary rewards for students' creativity

       C．the study of relationship between actions and their consequences

       D．the effects of external rewards on students' performance

2．What is the response of many educators to external rewards for their students? 

       A．They have no doubts about them.

       B．They have doubts about them.

       C．They approve of them.   

       D．They avoid talking about them.

3．Which of the following can best raise students' creativity according to Robert Eisenberger?

       A．Giving them tasks they have not dealt with before.

       B．Giving them tasks which require inventiveness.

       C．Giving them rewards they really deserve.

       D．Giving them rewards they hope for.

4．It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______.

       A．rewarding poor performance may kill the creativity of students

       B．punishment is more effective than rewarding

       C．failing uninspired students helps improve their overall academic standards          D．discouraging the students' anticipation for easy rewards is a matter of urgency             

5．The phrase "token economies" （Sentence 1, Paragraph 5） probably refers to _____.           A．ways to develop economy      

       B．systems of rewarding students

       C．approaches to solving problems

       D．methods of improving performance

Psychologists take opposing views of how external rewards(外部奖赏), from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认知学派的) researchers, who study various aspects of mental life, believe that rewards often destroy creativity by encouraging dependence on approval and gifts from others.                              The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness(创造力), according to a study in the June Journal of Personality and Social Psychology".   

       "If kids know they're working for a reward and can focus on a relatively challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards." A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.                                 

    In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.       

1．Psychologists are divided with regard to their attitudes toward _____.

       A．the choice between spiritual encouragement and monetary rewards

       B．the amount of monetary rewards for students' creativity

       C．the study of relationship between actions and their consequences

       D．the effects of external rewards on students' performance

2．What is the response of many educators to external rewards for their students?        

       A．They have no doubts about them.

       B．They have doubts about them.

       C．They approve of them.                        

       D．They avoid talking about them.

3．Which of the following can best raise students' creativity according to Robert Eisenberger?

       A．Giving them tasks they have not dealt with before.

       B．Giving them tasks which require inventiveness.

       C．Giving them rewards they really deserve.

       D．Giving them rewards they hope for.

4．.It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______.

       A．rewarding poor performance may kill the creativity of students

       B．punishment is more effective than rewarding

       C．failing uninspired students helps improve their overall academic standards                        D．discouraging the students' anticipation for easy rewards is a matter of urgency                                                    

5．The phrase "token economies" (Sentence 1, Paragraph 5) probably refers to _____.         

       A．ways to develop economy                   

       B．systems of rewarding students

       C．approaches to solving problems

       D．methods of improving performance

Did you know that women’s brains are smaller than men’s?  The average women’s brain weighs 10% less than men’s．Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent than women．Right? Wrong．Men and women always score similarly on intelligence tests, despite the difference in brain size．Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain．The brain consists of “grey matter” and “white matter”．While men have more of the latter, the amount of “thinking” brain is almost exactly the same in both sexes．

It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women．This means that little girls tend to learn to speak earlier, and that women can understand sorts of information from different sources at the same time．When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time．

There are other important differences between two sexes．As white matter is the key to spatial tasks, men know better where things are in relation to other things．“A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher．That may explain one of life’s great mysteries: why men refuse to ask for direction and women often need to!

The differences begin when fetuses（胎儿）are about nine weeks old, which can be seen in the action of children as young as one．A boy would try to climb a barrier before him or push it down while a girl would attract help from others．These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills．It may all go back to our ancestors, among whom women needed speech skills to take care of their babies and men needed spatial skills to hunt, according to one research．

If all this disappoints you, it shouldn’t．“The brain changes throughout our lives according to what we do with it．”says a biologist．

Which of the following is true according to the first paragraph? ________．

A．Women’s brain is 10% less than men’s

B．Grey matter controls thinking in the brain．

C．Grey matter plays the same role as white matter．

D．Both sexes have the same amount of white matter．

What can we infer from the second and third paragraphs? ________．

A．Men do better dealing with one job at a time．

B.Women prefer doing many things at a time． 

C．Women do not need to tell directions．

D．Men have weaker spatial abilities．

Which of the following do you agree with according to the fourth paragraph? _  A.More women take up jobs requiring speech skills

B.Young boys may be stronger than young girls．

C．Women may have stronger feelings than men．

D．Our ancestors needed more spatial skills．

What is the writer’s attitude in writing this passage? ________．

A．Defensive．  B．Objective．  C．Persuasive． D．Supportive．