Researchers found that sleep deprivation（剥夺）has something with overeating. They studied 17 healthy men and women for 11 days and nights in a lab, where researchers recorded their every movement and recorded everything they ate. That way, researchers could make calculations of how much energy the participants were taking in and how much they were burning off through activities.
After a three-day baseline period, one group was freely assigned to sleep and wake whenever they wanted for eight days, while another was woken up after only two-thirds of their usual sleep time—that amounted to about 80 minutes less sleep per night on average. The group that experienced such restricted sleep tended to eat more the following day, adding 549 extra calories to their usual diet, while those who slept as much as they wanted ate about the same on each of the eight experiment days as they did during the three-day baseline period.
The poorly sleeping group was likely to gain weight over the long term, if their sleep was continually restricted, since they didn't burn any more calories than their better sleeping counterparts. That may help explain why previous studies have found that shift workers who work at night and sleep during the day tend to gain more weight than day workers: their disturbed sleep pattern may enhance them to eat more while they don't expend any more energy to work off the added calories.
Therefore, it's important for people to remember that the relationship between sleep, eating and weight is a complex one. Getting a sufficient amount of sleep each night may play an important role in regulating how much we eat and how many calories we burn, and it may also help determine when we eat. Eating when we should be sleeping may increase the risk of weight gain, as the body is more likely to turn nighttime calories into fat rather than burning them off.
1. According to the researchers, there is a link between________.| A．sleep and health | B．sleep and activities |
| C．sleep and energy | D．sleep and overeating |
| A．eat less the following day | B．eat more the following day |
| C．wake earlier the following day | D．wake later the following day |
| A．burn more calories | B．work at night |
| C．gain more weight | D．eat more than others |
| A．the body can turn calories into fat at night |
| B．it is dangerous for people to gain weight |
| C．people should eat less to ensure a good sleep |
| D．people should pay attention to the relations between sleep, eating and weight |
相似题推荐
【推荐1】In a study published in Nature Communications, researchers from the University of Zurich told 50 people they’d be receiving about $100. Half of the people were asked to spend that money on themselves, and half were asked to spend it on someone they knew. Before giving out any money, the researchers brought everyone into the lab and asked them to think about a friend they’d like to give a gift to and how much they would spend. They then performed functional MRI scans (扫描) to get to know activity in three parts of the brain related to social behavior, generosity, happiness and decision-making.
Their choices－and their brain activity－seemed to depend on how they had promised to spend the money earlier. Those who had promised to spend money on other people tended to make more generous decisions throughout the experiment (实验). They also had more interaction between the parts of the brain related to altruism (无私) and happiness, and they reported higher levels of happiness after the experiment was over.
Another piece of good news was that planning to give away just a little bit of money had the same effects on happiness as giving away a lot. “At least in our study, the amount spent did not matter,” says lead author Philippe Tobler. “Even little things have a beneficial effect－like bringing coffee to one’s workmates.”
It’s not yet clear how long these warm feelings last after being generous. But studies have shown that older people who are generous tend to have better health, says Tobler, and other research has suggested that spending money on others can be effective at lowering blood pressure. “Moreover there is a positive connection between helping others and life expectancy (预期寿命),” he adds.
Next time you think that the best way to make yourself feel better is to buy yourself a treat, consider that the opposite is likely true. “It is worth giving it a try, even if you think it would not work,” Tobler says. “Repeated practice is probably needed so that giving becomes second nature.”
1. What did the researchers find out about those promising to spend money on other people?| A．They were much happier. | B．They had less brain activity. |
| C．They were slower at making decisions. | D．They experienced higher levels of stress. |
| A．It isn’t hard to behave generously. |
| B．Being generous will pay off in the end. |
| C．The amount of generosity did not matter. |
| D．Small acts of generosity can be seen everywhere. |
| A．Ways to show generosity. |
| B．Health benefits of being generous. |
| C．Reasons for performing acts of generosity. |
| D．Influences generous people have on others. |
| A．Practice giving and make it a habit. |
| B．Don’t expect anything in return when giving. |
| C．Don’t believe happiness depends on a good treat. |
| D．Perform something good even if it may have a bad result. |
| A．Sports. | B．Science. | C．Education. | D．Travel. |
【推荐2】Quiet Quitting
While not a new concept, the term “quiet quitting” has recently gained popularity on social media.
What is quiet quitting?
Quiet quitting doesn’t mean an employee has left their job, but rather has limited their tasks to avoid working longer hours.
Why are employees quiet quitting?
Quiet quitting may be a popular term, but this practice isn’t new. Workers have quietly quit their jobs for years to look for something new, whether it was because of poor pay, unmanageable workload, burnout or lack of growth opportunities.
Working from home has also changed the dynamics of the workplace because employees and managers are communicating in different ways through online meetings. These interactions may feel more formal than the chat sessions that happen in an office. Limited meetings can cause a disconnect between employees and management.
How can businesses help employees?
The biggest way to prevent disengagement is to improve the employee experience. Talk to employees, gather their feedback and discuss what can be done to make them feel appreciated. Make sure workloads are realistic and that there are appropriate boundaries to maintain a work-life balance. It’s important to check in with employees to make sure these boundaries are clear and help establish an open and honest relationship.
Further, managers should clearly outline paths of career progression to each employee.
| A．Supporters argue that quiet quitting is a way to safeguard your mental health. |
| B．They set clear boundaries to improve work-life balance. |
| C．Regular support and praise that make employees feel valued and connected can get lost. |
| D．Managers must learn how to have conversations to help employees reduce disengagement and burnout. |
| E．However, quiet quitting could be a sign that an employee is not happy in their position. |
| F．Employees are more likely to be engaged when they have specific targets. |
【推荐3】Take a look at the question below and see whether you can figure out the answer: If you’re running a race and you pass the person in second place, what place are you in?
The quiz is deceivingly simple, but there is a little twist. The reason for this question design is not to cheat people, but to figure out natural differences in their thinking styles. More specifically, the test aims to establish whether the quizzer is more of a fast, intuitive thinker or a slow, reflective thinker.
After reading the question, an intuitive answer is likely to be: Since only one place is better than second place, if passing the person in second place, surely you’d be first. In comparison, a slower, more reflective thinker might realize that by passing the person in second place, one person is still in front of you, making you the runner-up.
System 1 is a fast and intuitive approach, which is often ruled by emotional responses, habits or instincts. It has the advantage of creating fast solutions but typically tends to make common reasoning errors. System 2 describes a slow and careful approach, which includes more measured reflection on different choices. It has the advantage of leading to more purposeful results but is also connected with the cost of higher mental effort.
The test question intended to measure people’s preferences of one thinking style over the other. However, in fact, most people use a mixture of System 1 and System 2 approaches, with the context determining which system is more influential. The relative importance of a task and the amount of time available to make a choice can both influence how you think.
With this in mind, we may have to look back on our first question. Rather than trying to identify the better thinking style, the challenge appears to be one of finding balance. Knowing when to think fast and when to think slow might be the real game changer for lifting productivity and success.
1. What does the underlined word “deceivingly” in paragraph 2 mean?| A．Seemingly. | B．Extremely. |
| C．Heavily. | D．Strangely. |
| A．They are worse at running races. |
| B．They are more likely to make mistakes. |
| C．They are easily influenced by emotions. |
| D．They often think twice about everything. |
| A．It’s difficult to change one’s thinking style. |
| B．Reflective thinking outweighs intuitive thinking. |
| C．One’s thinking style is determined by certain factors. |
| D．People usually prefer one thinking style to the other. |
| A．Figuring out the better thinking style. |
| B．Changing the game rules to your advantage. |
| C．Striking a balance between work and play. |
| D．Adapting the thinking style to the situation. |
【推荐1】People often have the impression that Chinese characters are extremely difficult to learn. In fact, if you were to try to learn how to write Chinese characters, you would find that they are not nearly as difficult as you may have imagined. And they certainly qualify as forming one of the most attractive, beautiful, logical, and scientifically constructed writing systems in the world. Each stroke (笔画) has its own special significance. If you are familiar with the rules of Chinese characters, you will find it very easy to remember even the most complicated looking character, and never miss a stroke.
The earliest known examples of Chinese written characters in their developed form are carved into tortoise shells and ox bones. Most of these characters are pictographs. Archaeologists of various countries have learned that most early writing systems went through a pictographic stage, as did the Egyptian hieroglyphics. Most writing systems, however, eventually developed a phonetic (语音的) alphabet to represent the sounds of spoken language rather than visual images observed in the physical world.
One notable feature of Chinese characters is the “radical”. “Radical” in English means “root”. For example, the characters yu “language”, shuo “talk”, and lun “discuss” all share the yan radical, which means “language,” and gives the reader a clue to the meaning of the character as a whole. The characters xiu “rotten”, shan “cedar”, tao “peach” and lin “forest” , all contain the mu “wood” or “tree” radical, indicating one of their shared key characteristics. If you know the radical of a character, you can usually get a general idea of the meaning of the character. Although there is a theoretical total of almost 50,000 written Chinese characters, only about 5,000 of these are frequently used; and the total number of radicals is only 214. So learning to read and write Chinese is not nearly so difficult a task as it may at first seem.
1. According to the author, Chinese characters are ________.| A．extremely difficult to learn |
| B．as difficult as you may have imagined |
| C．difficult to remember |
| D．scientifically constructed |
| A．All the Chinese characters are pictographs |
| B．Some strokes are more important than others. |
| C．There are rules in forming the Chinese characters. |
| D．Some writing systems eventually developed a phonetic alphabet. |
| A．The kou “mouth” radical. |
| B．The mu “wood” or “tree” radical. |
| C．The zu “foot” radical. |
| D．The yan “language” radical |
| A．the Chinese writing system | B．the strokes of the Chinese characters |
| C．pictographs | D．the radical of the Chinese characters |
【推荐2】When Americans think of the lunch menu at their childhood school dining halls, they probably imagine the shapeless, tasteless meat — plus some brown mush (糊状物) to match. But for children in Japan, school lunches are a rich experience where the students learn about culture and nutrition (营养) of foods.
“Japan’s opinion is that school lunches are a part of education, not a break from it,” Masahiro Oji, a government director of school health education in Japan said. The food offered at schools in Japan is affordable, fresh, and made by the students themselves. And Japanese children don’t just eat the food they prepare; they learn about the nutrition and culture of their meals, too. The food is grown locally and includes a balanced menu of rice, vegetables, fish, and soups. Even better, each meal only costs just $2.50.
“Parents hear their kids talking about what they had for lunch,” Tatsuji Shino, the headmaster at Umejima Elementary School in Tokyo said, “and kids ask them to re-create the meals at home.” Japanese students also learn cooperation (合作) and etiquette skills as they serve and clean up after each other.
Considering the fact that Japan has one of the world’s lowest childhood obesity rates (肥胖), the US probably has a lot to learn from this country’s school lunches. A recent study found that American students who regularly ate the school lunch — where choices include pizza, chicken, and French fries — were 29 percent more likely to be obese than those who brought lunch from home.
For American parents who want to be a little more like the Japanese, try sending your children to school with these great school lunches for kids who hate sandwiches.
1. How does Japan treat school lunches?| A．It considers lunch an important way of keeping fit. |
| B．It takes lunch as time for students to feed themselves up. |
| C．It considers lunch a part of school education. |
| D．It considers lunch a chance to help students relax |
| A．They are cheap. | B．They are cold. |
| C．They are full of meat. | D．They are home-made. |
| A．eat quietly | B．help others | C．make friends | D．work together |
| A．American school lunches are likely to make people fat. |
| B．American school lunches are more popular. |
| C．More people prefer studying at American schools. |
| D．American kids are the fattest in the world. |
| A．Expensive. | B．Unhealthy. | C．Great. | D．Nutritional. |
【推荐3】Students who are better able to understand and manage their emotions effectively, a skill known as emotional intelligence (EI), do better at school than their less-skilled classmates, according to research published by the American Psychological Association.
“It’s not enough to be smart and hardworking. Students must also be able to understand and manage their emotions to succeed at school,” said Carolyn MacCann, lead author of the study. MacCann and her colleagues analyzed data from more than 160 studies, representing more than 42,000 students from 27 countries, published between 1998 and 2019. The students ranged in age from primary school to college. The researchers found that students with higher EI tended to get higher grades and better achievement test scores than those with lower EI scores. This finding held true even when controlling for intelligence and personality factors. What was most surprising to the researchers was the association held despite different ages.
As for why EI can affect academic performance, MacCann believes a number of factors may come into play. “Students with higher EI may be better able to manage negative emotions, such as anxiety, boredom and disappointment, which can negatively affect academic performance,” she said. “Also, these students may be better able to manage the social world around them, forming better relationships with teachers, classmates and family, all of which are important to academic success.” Finally, the skills required for EI, such as understanding human motivation and emotion, may overlap with (与……重叠) the skills required to master certain subjects, such as history and language, giving students an advantage in those subject areas, according to MacCann.
However, MacCann cautions against widespread testing of students to identify and target those with low EI as it may stigmatize (给……打上烙印) those students. Instead, she recommends interventions that involve the whole school, including additional teacher training and a focus on teacher well-being and emotional skills. “Programs that integrate emotional skill development into the existing curriculum would be beneficial, as research suggests that training works better when run by teachers rather than external specialists,” she said. “Increasing skills for everyone — not just those with low EI—would benefit everyone.”
1. What surprised the researchers most during MacCann’s study?| A．Intelligence mattered more than EI for academic success. |
| B．EI had an effect on learning for students of all ages. |
| C．College students benefited more from EI than pupils. |
| D．Personality affected academic performance greatly. |
| A．High-EI students hardly experience negative emotions. |
| B．High-EI students seldom develop social relationships. |
| C．High-EI students tend to easily focus on their study. |
| D．High-EI students have helpful skills for certain subjects. |
| A．Equipping teachers with emotional skills. |
| B．Designing tests to identify students with low EI. |
| C．Developing special programs for students with low EI. |
| D．Employing emotional specialists to give training to students. |
| A．Should EI be taught in school? |
| B．How can students develop high EI? |
| C．Students with high EI do better in school |
| D．Good students do better in managing emotions |
【推荐1】The James Geddes Language Center includes two language laboratories, especially equipped for language teaching and extensive tape production and processing facilities. A test is required of every student whose recent course in French was taken in high school or at a college other than Boston University. The test can be taken at any time, but should be taken only once. The following is the arrangement for the French courses this summer.
● CAS LF 111 First-Semester French
This is for students who have never studied French including grammar, conversation practice, written exercises and directed compositions. Lab 1 is required.
Tuition: $1,800
Duration: July 1 - July 15
Time: Monday to Wednesday 9 am-11:30 am
● CAS LF 112 Second-Semester French
The CAS LF 111 examination result is required. This is a continuation of the CAS LF 111 basic text: grammar, conversation, compositions and additional readings. Lab 1 is required.
Tuition: $1,800 Duration:
Duration: July 16 - July 31
Time: Monday to Wednesday 9 am-11:30 am
● CAS LF 211 Third-Semester French
The CAS LF 112 examination result is required. If you want to strengthen your skills in grammar and conversation, don’t miss it. Literary readings, listening to novels in the language laboratory and discussions in class are included. Lab 2 is required.
Tuition: $2,000
Duration: August 1 - August 15
Time: Thursday to Saturday 11 am-1 pm
● CAS LF 212 Fourth-Semester French
The CAS LF 211 examination result is still a must. Like the three above, the whole class is also instructed in French. You’ll continue CAS LF 211 grammar review, conversation and compositions, learning selections from modern literature, listening to novels in the laboratory and discussions in class. Lab 1 is required.
Tuition: $2,000
Duration: August 16 - August 31
Time: Thursday to Saturday 11 am-1 pm
1. What is special about CAS LF 111 First-Semester French?| A．It lasts the longest time. |
| B．It includes the novel reading teaching. |
| C．It requires no French basis before attending it. |
| D．It is not provided with advanced teaching facilities. |
| A．The price. | B．The language of instruction. |
| C．The duration. | D．The weekly open time. |
| A．CAS LF 111 First-Semester French. |
| B．CAS LF 112 Second-Semester French. |
| C．CAS LF 211 Third-Semester French, |
| D．CAS LF 212 Fourth-Semester French. |
【推荐2】Nowadays , many kids aren't interested in a summer camp that involves paddling(划 船)canoe or singing campfire songs. But that doesn't mean summer camp is out completely. Fortunately, there are summer camps that will suit almost any teen's tastes. And, many of them provide opportunities to prepare them for their future aspirations.
Hollywood Stunt(绝技)Camp
A teen who loves adventure and movies may enjoy it. Teens learn a variety of stunts, including how to perform in a flight scene and jump off tall buildings. They also gain an understanding of how Hollywood stars perform a variety of tricks without getting injured. Each camper gets to perform stunts for an original film and participate in a weekly show during the one-or two-week camp.
Kids Comedy Camp
Kids aged between 10 and 18 can spend two weeks at Gotham Comedy Club in New York City to learn about comedy. At the end of the two weeks of holiday camp，the kids will perform a live show. If you've got an aspiration on your hands，this camp has a lot to offer.
Rock Star Camp
If your teen's an aspiring musician ,rock star camp may be a fun opportunity to learn and play. Located in Running Springs, it provides instructions for aspiring musicians on how to improve their skills and their performances. All campers return home with a CD of their own music.
Camp BizSmart
It teaches kids the skills necessary to operate a business. Kids learn about everything from public speaking to negotiation. They will work together on real﹣life projects and business cases for 10days. Each camp session takes place in California.
1. The underlined word "aspirations" in the first paragraph can be replaced by"_____".| A．reputations | B．determinations |
| C．ambitions | D．imaginations |
| A．be taught by famous Hollywood film stars. |
| B．be able to see the Hollywood films for free. |
| C．participate in the weekly show at least three times. |
| D．learn some thrilling performance skills in films. |
| A．It is aimed at aged 11to 15. |
| B．It is aimed at improving kid's business skills. |
| C．Participants work on real﹣life projects. |
| D．Participants can also learn performance skills there. |
| A．engineers | B．teachers |
| C．musicians | D．parents. |
【推荐3】You are standing in a hall packed with friends, family, colleagues and peers. You are about to walk onto the stage and address theme. You’re expected to say something meaningful and profound and everyone is hanging on your every word. You need to be clearly spoken, confident and calm, maybe even funny. How do you feel?
If you’re shaking, sweating and looking for the exit, you’re normal. Most of us are scared of public speaking and yet, as a society, we’re becoming more obsessed with hearing what people have to say: we watch endless TED talks, download podcasts and screen hours of YouTube clips. Being able to address a crowd is no longer the domain of the brave—if you want to get ahead in your career, you need to master it. I’ve done enough public speaking to have picked up some tips and tricks, and these are the ones I rely on most.
The most important thing is to prepare. You don’t have to write out your speech word by word but get the headline, three key points and the concluding sentence on paper and put bullet points under each. Then run through it and note which of your bullet points made it in and what you added. Adapt your notes and try again. Keep going until you have a structure.
Now it’s time to watch yourself—yes, get out your camera and film yourself. This is how you will see the points that need work and where you can polish it up.
Most of the information the audience will take away will be from your energy and your tone, a little from your words. Once you have sorted out the words, focus on how to exude(散发) the right energy—do you need confidence or humor? I go for confidence so, five minutes before a talk, I try to recall a success I’ve had. I focus on the details and aim to bring that feelings of competence to life.
Finally, breathe. We cannot speak without breath, yet it is the first thing we let go of when we are nervous. Settle your breathing before you start. If you lose control of your breath in the middle, say “Let’s take a moment to think about that last point.” That gives you a pause to collect your breath. The only way to get over a fear of public speaking is to do it, again and again. You will have good and bad experiences but, if you do it enough, you’ll realize that, occasionally, it’s fun.
1. According to the author, why is public speech important to the average?| A．Friendships can be established through it. |
| B．Public speeches can display our courage. |
| C．There are more occasions for pubic speeches. |
| D．It is beneficial to our way up the career ladder. |
| A．Preparing and writing down every detail. |
| B．Displaying right energy during the speech. |
| C．Watching famous films of public speeches. |
| D．Telling key points and bullet points apart. |
| A．It creates more and more fun if we stick to practice. |
| B．It is easier to practise at home than to perform outside. |
| C．Experiences of public speaking can delight us sometimes. |
| D．Attempts to give public speaking tend to fail in the end. |
A few days later a yellow horse came in his field again and began to eat the wheat. Mr. Baker ran after it quickly, with a stick in his hand. But the beast ran much faster than he. He tried his best, but could not catch up with it. The next morning, when Mr. Baker was working in his field, he saw the yellow horse pulling carriage on the road. He picked up a stick at once, ran closer to the horse and began to beat it up.
The driver was surprised and stopped him. He asked, “Why are you beating my horse?”
“It has nothing to do with you,” Mr. Baker said angrily. “The beast knows why I’m beating him!”
1. What was Mr. Baker?
| A．A farmer | B．A doctor |
| C．A keeper | D．A driver |
| A．Because he found out the beast that ate up his wheat. |
| B．Because he would soon get a good harvest. |
| C．Because wheat was doing well. |
| D．Because his family would not grow any more wheat. |
| A．sell it for some money |
| B．find out the owner of the horse |
| C．make it work for him |
| D．beat it up (痛打) |
| A．The horse knew that it had done wrong. |
| B．The horse had nothing to do with the driver. |
| C．The horse knew whose wheat it had eaten up. |
| D．The horse belonged to the driver. |
【推荐2】"Mom. I can't wait to own a fast Porsche(保时捷)," said sixteen-year-old Steve. as he drove our old family car home after he passed his driving test. "A Porsche is expensive." I replied. "You will have to work hard to earn one."
Over the next several years Steve tried his best to realize the goal. After high school he won a scholarship(奖学金)to study at a famous university and graduated with honors. Later he earned an MBA degree and got a job in a large company. Then he got married.
One day in 2011 his dad and I visited them on invitation. After a round of hugs. Steve asked me to stand in front of the garage. He opened the door.
"What a beautiful car!" I said in amazement. Steve smiled with tears of happiness in his eyes." Mom, remember I once said I wanted to own a fast Porsche? Let me take you for a ride and show you what this car can do. I'll take Dad later." We climbed into the sports car, and then he started the car. We sped up along a wide road, shot up a long bridge and performed a fast turn before we headed for home.
"Wow! That was an exciting ride!" I said as I climbed out of the comfortable seat. "This car is better than all my expectations." Steve said in happiness.
Months later, during another visit. I was admiring his perfect Porsche in the garage when he said that he had decided to sell it I was unprepared for it! He explained that he had discovered that wanting a Porsche was more fun than having one.
1. The son's doing well in school was mainly because of __________.| A．the aim to go abroad in the future | B．the duty to support the family |
| C．the goal of owning a fast Porsche | D．the decision to live on his own |
| A．he wanted to show them his new car | B．his family needed their help |
| C．he hadn't seen them for a long time | D．they needed a rest from hard work |
| A．Wanting is More Fun than Having | B．Patience Results in Success |
| C．Actions Speak Louder than Words | D．All Good Things Come to an End |
【推荐3】Compared to dogs, cats are often considered to be aloof with respect to their human owners. It is usual for them to be indifferent when humans call their names. Are we sure that they don't understand human voices at all?
A recent study published in the journal of Scientific Reports suggests that we've been fooled. Japanese scientists found that cats can recognize their names if their owners regularly use them. In the study, scientists recruited 78 domestic cats. They played recordings of voices of their owners saying five words: the first four words were random nouns that sounded similar to their names while the final word was the cat's name. Then they observed the cats' responses, if there were any.
Most of cats moved their ears or heads when they heard their names, while they made no response to other words. That suggested, "cats were paying attention to you, what you say and what you do," John Bradshaw, an expert on human-animal interactions at the University of Bristol, UK, told The Times. "And cats were just as good as dogs at learning," she added.
In the study, when people called their names, cats often associated the words with rewards, such as food or play, on with "punishments" such as having a bath or going to the vet. This made cats sensitive to words. After the cats had been called several times, they could respond to the words. But the scientists added that while dogs have evolved to follow their owners' orders, cats have not. Although cats appear to be aloof, they do have special relationships with their owners.
According to study co-author Atsuko Saito, cats have evolved not to show their emotions as a survival method. One example is illness, which they tend to hide because "in the wild, no one can rescue them" and predators are more likely to pay attention to them, Saito explained.
However, technology may help bridge the communication gap between cats and us. There are now mobile apps available to explain what their meows mean. So, the next time you hear "meow, meow", your cat may be telling you: "Hi, you haven't cleaned my litter box recently.”
1. What did the recent study find about cats?| A．Cats can recognize their names. | B．Cats are cleverer than dogs. |
| C．Cats learn more slowly than dogs. | D．Cats are willing to follow orders. |
| A．They don't pay much attention to their surroundings. | B．They associate words with punishments |
| C．They are not sensitive to the human voice. | D．They want to protect themselves from harm. |
| A．It is difficult to understand cats' meows. |
| B．Interaction with your cats is very important. |
| C．Cats do have good relationships with their owners. |
| D．We may know cats bettor with the help of technology. |
