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text 3 the early retirement of experienced workers is seriously harming the u.s. economy， according to a new report from the hudson institute， a public policy research organization. currently， many older experienced workers retire at an early age. according to the recently issued statistics， 79 percent of qualified workers begin collecting retirement benefits at age 62； if that trend continues， there will be a labor shortage that will hinder the economic growth in the twenty-first century. older americans constitute an increasing proportion of the population， according to the u. s. census bureau， and the population of those over age 65 will grow by 60% between 2001 and 2020. during the same period， the group aged 18 to 44 will increase by only 4%. keeping older skilled workers employed， even part time， would increase u.s. economic output and strengthen the tax base； but without significant policy reforms， massive early retirement among baby boomers seems more likely. retirement at age 62 is an economically rational decision today. social security and medicaid earnings limits and tax penalties subject our most experienced workers to marginal tax rates as high as 67%. social security formulas encourage early retirement. although incomes usually rise with additional years of work， any pay increases after the 35-year mark result in higher social security taxes but only small increases in benefits. hudson institute researchers believe that federal tax and benefit policies are at fault and reforms are urgently needed， but they disagree with the popular proposal that much older americans will have to work because social security will not support them and that baby boomers are not saving enough for retirement. according to the increase in 401 （k） and keogh retirement plans， the ongoing stock market on wall street， and the likelihood of large inheritances， there is evidence that baby boomers will reach age 65 with greater financial assets than previous generations. the hudson institute advocates reforming government policies that now discourage work and savings， especially for older worker. among the report’s recommendations： tax half of all social security benefits， regardless of other income； provide 8% larger benefits for each year beyond 65； and permit workers nearing retirement to negotiate compensation packages that may include a lower salary but with greater healthcare benefits. however， it may take real and fruitful planning to find the right solution to the early retirement of older experienced workers； any measures taken must be allowed to prolong the serviceability of older experienced workers. 31.according to hudson institute researchers， the effect of the early retirement of qualified workers in the u.s. economy is [a] constructive [b] significant [c] inconclusive [d] detrimental 32.the older experienced workers in america tend to retire early because their prolonged service may [a] do harm to younger generations [b] end up with few or no benefits [c] give play to their potentials[d] shed light on social trends 33.the second paragraph is written chiefly to show that [a] there will be an acute labor shortage in the near future [b] baby-boomers contribute much to the us economic output [c] government policies concerning older people are out-dated [d] older workers are enthusiastic about collecting social benefits 34.when mentioning “the ongoing stock market on wall street”， the writer [a] is calling attention to the privileges to which baby-boomers are entitled [c] is refuting a notion about experienced workers’ early retirement [d] is justifying the ineffectiveness of federal tax and benefit policies 35.towards the issue， what the writer is most concerned about will be [a] to advocate radically reforming government policies [b] to take into account the benefits upon retirement [c] to put in practice what hudson researchers believe in [d] to prolong the practicability of older experienced employees text 4 before a big exam， a sound night’s sleep will do you more good than poring over textbooks. that， at least， is the folk wisdom. and science， in the form of behavioral psychology， supports that wisdom. but such behavioral studies cannot distinguish between two competing theories of why sleep is good for the memory. one says that sleep is when permanent memories form. the other says that they are actually formed during the day， but then “edited” at night， to flush away what is superfluous. to tell the difference， it is necessary to look into the brain of a sleeping person， and that is hard. but after a decade of painstaking work， a team led by pierre maquet at liege university in belgium has managed to do it. the particular stage of sleep in which the belgian group is interested in is rapid eye movement （rem） sleep， when brain and body are active， heart rate and blood pressure increase， the eyes move back and forth behind the eyelids as if watching a movie， and brainwave traces resemble those of wakefulness. it is during this period of sleep that people are most likely to relive events of the previous day in dreams. dr. maquet used an electronic device called pet to study the brains of people as they practiced a task during the day， and as they slept during the following night. the task required them to press a button as fast as possible， in response to a light coming on in one of six positions. as they learnt how to do this， their response times got faster. what they did not know was that the appearance of the lights sometimes followed a pattern- what is referred to as “artificial grammar”。 yet the reductions in response time showed that they learnt faster when the pattern was present than when there was not. what is more， those with more to learn （i.e.， the “grammar”， as well as the mechanical task of pushing the button） have more active brains. the “editing” theory would not predict that， since the number of irrelevant stimuli would be the same in each case. and to eliminate any doubts that the experimental subjects were learning as opposed to unlearning， their response times when they woke up were even quicker than when they went to sleep. the team， therefore， concluded that the nerve connections involved in memory are reinforced through reactivation during rem sleep， particularly if the brain detects an inherent structure in the material being learnt. so now， on the eve of that crucial test， maths students can sleep soundly in the knowledge that what they will remember the next day are the basic rules of algebra and not the incoherent talk from the radio next door. 36.researchers in behavioral psychology are divided with regard to [a] how dreams are modified in their courses [b] the difference between sleep and wakefulness [c] why sleep is of great benefit to memory [d] the functions of a good night’s sleep 37.as manifested in the experimental study， rapid eye movement is characterized by [a] intensely active brainwave traces [b] subjects’ quicker response times B+&8NV d,nGA"C[ 本_资_料_来_源_于_贵_州_学_习_网 考研一方考研英语 Http://wwW.gzU521.coM )B+&8NV d,nGA"C [c] complicated memory patterns [d] revival of events in the previous day 38.by referring to the artificial grammar， the author intends to show [a] its significance in the study [b] an inherent pattern being learnt [c] its resemblance to the lights [d] the importance of night’s sleep 39.in their study， researchers led by pierre maquet took advantage of the technique of [a] exposing a longheld folk wisdom[b] clarifying the predictions on dreams [c] making contrasts and comparisons[d] correlating effects with their causes 40.what advice might maquet give to those who have a crucial test the next day？ [a] memorizing grammar with great efforts. [b] study textbooks with close attention. [c] have their brain images recorded. [d] enjoy their sleep at night soundly. part b directions： in the following text， some sentences have been removed. for questions 41-45， choose the most suitable one from the list a-g to fit into each of the numbered blanks. there are two extra choices， which do not fit in any of the blanks. mark your answers on answer sheet 1. （10 points） here i want to try to give you an answer to the question： what personal qualities are desirable in a teacher？ probably no two people would draw up exactly the same lists. but i think the following would be generally accepted. first， 41）but it does rule out such types as the overexcitable， melancholy， frigid， sarcastic， cynical， frustrated， and overbearing： i would say too， that it excludes all of dull or purely negative personality. secondly， 42）closely related with this is the capacity to be tolerant-not， indeed， of what is wrong， but of the frailty and immaturity of human nature which induce people， and again especially children， to make mistakes. thirdly， 43）this does not mean being a saint. it means that he will be aware of his intellectual strengths， and limitations， and will have thought about and decided upon the moral principles by which his life shall be guided. there is no contradiction in my going on to say that a teacher should be a bit of an actor. that is part of the technique of teaching， which demands that every now and then a teacher should be able to put on an act—to enliven a lesson， correct a fault， or award praise. children， especially young children， live in a world that is rather larger than life. on the other hand， 44）he must be pretty resilient， teaching makes great demands on nervous energy. and he should be able to take in his stride the innumerable petty irritations any adult dealing with children has to endure. finally， 45）there are three principle objects of study： the subject， or subjects， which the teacher is teaching； the methods by which they can best be taught to the particular pupils in the classes he is teaching； and - by far the most important-the children， young people， or adults to whom they are to be taught. the cardinal principle of british education is education of the whole person， and that it is best acquired through full and active co-operation between two persons， the teacher and the learner. ［a］it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy—in the literal meaning of that word； a capacity to tune in to the minds and feelings of other people. ［b］a teacher must be capable of infinite patience. this， i may say， is largely a matter of selfdiscipline and self-training， because none of us were born like that. ［c］the teacher’s personality should be pleasantly live and attractive. this does not rule out people who are physically plain， or even ugly， because many such have great personal charm. ［d］a teacher must remain mentally alert， he must be quick to adapt himself to any situation， however improbable （they happen！） and able to improvise， if necessary at less than a moment’s notice ［e］a teacher should be humorous sometimes like a best friend sitting down across from you in your living room having a chat about what’s going on in your life. ［f］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 perfect； there is always something more to learn about it.^*(d?wt}zq Hz?z`?[转 贴 于 我 的 学 习 网 考研一方考研英语 HTtp://wwW.gzU521.coM)^*(d?wt}zq Hz?z`? ［g］i hold it essential for a teacher to be both intellectually and morally honest.   |
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