题型:任务型阅读 题类:常考题 难易度:普通
广西桂林八中2018-2019学年高二上学期英语期中考试试卷
How to make friends at a new school
Starting with a new school can be difficult. Everything seems to be different, and you don't even know where to go for your own classes. However, if you use these skills, you can quickly turn some of those strangers into friends.
Be yourself.
If some people don't accept you, they're not the kind of friends you need. People often stay together because they have similar interests. For example, someone who does a lot of sport may make friends with those who also run or swim a lot.
Remember to be nice to the people you meet at your new school. If you think that you will say something that may make them feel sad, do not say anything and just nod your head if they talk to you. Also, remember to be as helpful as possible!
Believe in yourself.
A smile goes a long way. When you walk in the halls, don't keep your eyes on the floor. Raise your head and make eye contact with other people. Introduce yourself. Tell them your name and where you're from.
Remember people's names.
You like it when people use your name, and so do other people. Besides, ask them in a kind way if they have a nickname. You'd be surprised how often this might come in handy.
A. People may become angry if you just begin by saying “Hey” each time.
B. Be friendly to others.
C. Join afterschool activities you like.
D. Making new friends can be hard, too.
E. Don't sit at the back of the classroom where other people don't notice you!
F. If you see someone you know, smile or say “Hi”.
G. Never change who you are to try and fit in.
注意:每空一词。
A recent study points out a so-called “gender-equality paradox(性别平等悖论)”: there are more women in STEM (science, technology, engineering, mathematics) in countries with lower gender equality. Why do women make up 40 percent of engineering majors in Jordan, but only 34 percent in Sweden and 19 percent in the U.S.? The researchers suggest that women are just less interested in STEM, and when liberal Western countries let them choose freely, they freely choose different fields.
We disagree.
From cradle to classroom, a wealth of research shows that the environment has a major influence on girls' interest and ability in math and science. Early in school, teachers, unconscious prejudice push girls away from STEM. By their preteen years, girls outperform boys in science class and report equal interest in the subject, but parents think that science is harder and less interesting for their daughters than their sons, and these misunderstandings predict their children's career choices.
Later in life, women get less credit than men for the same math performance. When female STEM majors write to potential PhD advisors, they are less likely to get a response. When STEM professors review applications for research positions, they are less likely to hire “Jennifer” than “John,” even when both applications are otherwise identical—and if they do hire “Jennifer,” they pay her $4,000 less.
These findings make it clear that women in Western countries are not freely expressing their lack of “interest” in STEM. In fact, cultural attitudes and discrimination are shaping women's interests in a way that is anything but free, even in otherwise free countries.
“Gender-equality paradox” research misses those social factors because it relies on a broad measure of equality called the Gender Gap Index (GGI), which tracks indicators such as wage difference, government representation and health outcomes. These are important markers of progress, but if we want to explain something as complicated as gender representation in STEM, we have to look into people's heads.
Fortunately, we have ways to do that. The Implicit Association Test (IAT) is a well-validated tool for measuring how tightly two concepts are tied together in people's minds. The psychologist Brian Nosek and his colleagues analyzed over 500,000 responses to a version of the IAT that measures mental associations between men/women and science, and compared results from 34 countries. Across the world, people associated science more strongly with men than with women.
But surprisingly, these gendered associations were stronger in supposedly egalitarian (主张平等的) Sweden than they were in the U.S., and the most pro-female scores came from Jordan. We re-analyzed the study's data and found that the GGI's assessment of overall gender equality of a country has nothing to do with that country's scores on the science IAT.
That means the GGI fails to account for cultural attitudes toward women in science and the complicated mix of history and culture that forms those attitudes.
Comparison | A recent study | The author's idea |
Opinions | “Gender-equality paradox” {#blank#}1{#/blank#} from the personal reason that women are less interested in STEM. | The environment including cultural attitudes and discrimination is {#blank#}2{#/blank#} women's interests. |
Facts | {#blank#}3{#/blank#} with Jordan and Sweden, America had the least percentage of women majoring in engineering. | • Early in school: Girls perform {#blank#}4{#/blank#} than boys in science. • Later in life: Female STEM majors are more likely to be {#blank#}5{#/blank#} by potential PhD advisors. |
Tools | It is {#blank#}6{#/blank#} on GGI. | IAT {#blank#}7{#/blank#} how tightly two concepts are tied together in people's minds. |
Findings | Women in liberal Western countries tend to {#blank#}8{#/blank#} STEM. | • The GGFs assessment of overall gender equality is not {#blank#}9{#/blank#} to that country's scores on the science IAT. • The GGI can't {#blank#}10{#/blank#} people's cultural attitudes towards women in science, which are formed by a mix of history and culture. |
On the surface, one would be hard-pressed to find many similarities between German chancellor Angela Merkel, Bangladeshi prime minister Sheikh Hasina, and Liberian president Ellen Johnson Sirleaf — except for the fact that they are all female leaders of nations. Merkel, for example, spent more than a decade as a chemist before going into politics, while Hasina, the daughter of Bangladesh's first president, served as her father's political assistant while at college, and Johnson Sirleaf worked at multiple financial institution s before running for vice president. Is there something deeper than they share?
The researcher Susan R. Madsen of Utah Valley University interviewed women in some countries about their paths to leadership. She was surprised by the similarities among the women when they spoke about how they became leaders. "Every single one of them talked about finding their voices and their confidence at dinner-table conversations with their families. Their parents talked about politics, about what was happening in the community, and when the women had something to say, their parents didn't stop them," Madsen said.
As part of a series of interviews on women and leadership, I spoke to three women from different countries who have each become leaders in their respective fields: Agnes lgoye of Uganda, who works with her government to counter human trafficking; Ikram Ben Said, the founder of Tunisian women's rights organization Aswat Nissa; and Sairee Chahal of India, who started a digital platform that helps women get back into the workforce.
All three of my interviewees pointed to the family environment they had been raised in — particularly a father figure who taught and empowered the women in the family to learn, ask questions, and form their own opinions. Also, mothers broke convention by displaying leadership within the family.
Igoye, for example, credited her father with having the foresight to send his daughters to school despite opposition from others in their village. Her mother went back to school as an adult to improve her career as a teacher, which lgoye described as being a big influence on her. Similarly Ben Said talked about how her father encouraged political debate among the family when she was growing up, even when her opinions contradicted his. Meanwhile, Chahal said that even in her younger days, her parents went against the general convention of expecting their daughters to aim only for a good husband.
Another conclusion from Madsen's work is that women's leadership development doesn't look like men's. "Men tend to follow a more straight path to becoming a leader. Women's paths are much emergent. They tend to not necessarily look ahead and think, ‘I want to be on top.' Women would point to a number of experiences— motherhood, or working with a non-profit, or sitting on a board, as shaping their path to becoming leaders," she said.
Actually, women leaders tend to be held to higher standards than their male counterparts, lgoye has felt this in Uganda. "Women who take up leadership positions in my country have to be tough, it's not easy at all," she said. "You are always aware that you are representing all women. You have to work extra hard to deliver, to perform, because if you do something wrong, they will say, 'Ah, you see, women!' "
Therefore, merely having women leaders can change the opportunities available for generations of women in a country. What leadership looks like in their country, how much of a voice the women leaders are having, influences what leadership is and what it means to its women.
What do women leaders have in common?
Introduction |
These female leaders come from different cultural and political backgrounds, but do they share any {#blank#}1{#/blank#}? |
Findings of Madsen's research |
In their early years, these female leaders were enabled to express themselves {#blank#}2{#/blank#} and develop their confidence at dinner table. They got more chances to be {#blank#}3{#/blank#} to politics. ⚫ Different from men, their previous experiences help them work their way to the {#blank#}4{#/blank#} of their career ladder. |
Findings of the author's research |
All these female leaders {#blank#}5{#/blank#} their success to their family environment. ◇Unlike other children in her village, Igoye received {#blank#}6{#/blank#} with her sisters. ◇Ben Said was encouraged to debate among the family even when her opinions went {#blank#}7{#/blank#} her father's. ◇Despite the general convention of {#blank#}8{#/blank#} well, Chahal was brought up otherwise. ⚫ Women leaders have to work {#blank#}9{#/blank#} than men |
Conclusion |
Female leadership {#blank#}10{#/blank#} a lot to a nation and its women as well. |
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