Five years ago,Abhay and a group of his Grade10 classmates at Seaquam Secondary School in British Columbia, Canada, made their first video call to the Arctic. On the other end of the line was Abhay’s 23-year-old brother, Sukhmeet, a volunteer teaching assistant and his class at East Three Secondary in Inuvik ,North-West Territories.
The conversation started with typical teen small talk. But as the teens grew more comfortable, the chat turned serious. Students in Inuvik detailed the legacy or problem of residential schools for native students on their families, including stories of social problems and alcohol abuse. Seaquam kids shared how they felt helpless to do anything about the thrcat posed by the climate crisis.
After both groups said their goodbyes, the brothers had an idea: what if the conversation, meant to expand the students’ perspectives about life outside their hometowns, didn’t have to end? Students, they figured, could continue to benefit from bridging geographical and cultural differences. They called their organization Break The Divide. Today, it facilitates conversations and coordinates community action between youth all over the world.“It all starts with empathy,”Abhay says.
The students at Seaquam used social media to spread the word about their mission to create eye-opening conversations,and Break The Divide helped them to start their own chapters, providing resources. Individual chapters are encouraged to connect with each other based on common big-topic interests, such as mental health, truth and reconciliation actions,and climate change.There are now over two dozen Break The Divide chapters located across Canada as well as at schools in China, Cambodia, South Africa and Bolivia.
Hundreds of conversations later, the brothers are still optimistic that the core principle of Break The Divide empathy can play a central role in how youth tackle the issues that matter most to them. “I hope that we can be part of creating a world where we are all listening to each other,” says Abhay. “Listening with an intent to learn and to change.”
1. What can we learn from the first two paragraphs?A.The two brothers have taught in the same city for five years. |
B.The two brothers often make video calls instead of children. |
C.Teens from both sides had a friendly and deep conversation. |
D.The conversation was only concerned with typical teen small talk. |
A.Students asked them to do so. |
B.They wanted to express sympathy. |
C.Break the Divide invited them to expand the students’ perspectives. |
D.Students could continue to benefit from such interaction hopefully. |
A.Teachers in Canada. | B.Families living in American countries. |
C.Teens in Inuvik. | D.The youth around the world. |
A.Magazine. | B.Scientific paper. |
C.Tourist guide. | D.Autobiography. |
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【推荐1】It's normal for teens to want to stay connected with friends and social circle, but what about that happening in the middle of the night? The Journal of Youth Studies recently published new research showing that one in five teens from 12 to 15 regularly wake to spend all night on social media. Not surprisingly, the research also showed that these social night owls were three times more likely than others to feel tired at school and that girls were more likely than boys to be called to office.
The blue light produced by cell phones and computers makes the brain to stay awake, so it's easy to see why teen might be up all night. A study in Psychological Science showed the same brain reaction: when teens saw large numbers “likes” on their posts, they stayed awake with excitement as if they had eaten chocolates or won money. Besides not catching up on sleep and interrupting their sleep cycle, teens may never fully enter deep sleep that may be responsible for brain development and learning.
Considering about 72 percent of children from 6 to 17 sleep with some electronic media in their bedrooms, parents need to set rules sooner rather than later.
“Providing access to social media is favor that children can earn and also lose,” Janie Feldman, an expert who treats sleep disorders, reminds parents, “The bad effect is clear. So teens and parents should discuss and agree on its use, timing and access. When teenagers agree to the rules, it's easier for parents to control how much time they spend on the phones or computers.”
1. It's not right to say about the social night owls that .A.they have serious sleep disorders |
B.they may never fully enter deep sleep |
C.they are more likely to feel tired at school |
D.they may get excited at large numbers of “likes” on their posts |
A.stop their children from using phones or computers |
B.get their children to do homework through computers |
C.make rules about media access together with their children |
D.encourage their children to stay connected with online friends |
A.He thinks it's acceptable. | B.He thinks it should be stopped at once. |
C.He doesn't care about it. | D.He doesn't state his opinion directly. |
【推荐2】Willie Sutton, a once celebrated American criminal, was partly famous for saying he robbed banks because “that’s where the money is.” Actually, museums are where the money is. In a single gallery there can be paintings worth more, taken together, than a whole fleet of jets. And while banks can hide their money in basements, museums have to put their valuables in plain sight.
Nothing could be worse than the thought of a painting as important as The Scream, Edvard Munch’s impressive image of a man screaming against the backdrop of a blood-red sky, disappearing into a criminal underworld that doesn’t care much about careful treatment of art works. Art theft is a vast problem around the world. As many as 10,000 precious items of all kinds disappear each year. And for smaller museums in particular, it may not be a problem they can afford to solve. The money for insurance on very famous pictures would be budget destroyers even for the largest museums.
Although large museums have had their share of embarrassing robberies, the greatest problem is small institutions. Neither can afford heavy security. Large museums attach alarms to their most valuable paintings, but a modest alarm system can cost $500,000 or more. Some museums are looking into tracking equipment that would allow them to follow stolen items once they leave the museums. But conservators are concerned that if they have to insert something, it might damage the object. Meanwhile, smaller museums can barely afford enough guards, relying instead on elderly staff.
Thieves sometimes try using artworks as money for other underworld deals. The planners of the 2006 robbery of Russborough House near Dublin, who stole 18 paintings, tried in vain to trade them for Irish Republican Army members held in British prison. Others demand a ransom (赎金) from the museum that owns the pictures. Once thieves in Frankfurt, Germany, made off with two major works by J.M.W. Turner from the Tate Gallery in London. The paintings, worth more than $80 million, were recovered in 2012 after the Tate paid more than $5 million to people having “information” about the paintings. Though ransom is illegal in Britain, money for looking into a case is not, provided that police agree the source of the information is unconnected to the crime. All the same, where information money end s and ransom begins is often a gray area.
1. Why do smaller museums face a greater challenge in preventing art theft?A.They lack experienced staff. |
B.They cannot afford high-tech security systems. |
C.They do not have valuable artworks. |
D.They lack interest in art conservation. |
A.It might damage the artwork. |
B.It is too expensive for smaller museums. |
C.It is difficult to insert into the paintings. |
D.It is ineffective for valuable paintings. |
A.the thieves demanded a ransom from the Tate Gallery |
B.the Tate Gallery regained the lost paintings illegally |
C.the money paid was considered an information fee, not a ransom |
D.the police requested the Tate Gallery to pay the money |
A.to remind criminals to protect and preserve the painting |
B.to give suggestions on how to avoid the crimes of art theft |
C.to urge museums to set up more advanced security systems |
D.to make people aware of art theft and the necessity of good security systems |
【推荐3】Imagine someone had a knife and told you, “This is a great knife. The only problem is that it can’t cut anything.” You’d think it’s not a great knife.
“Telos is the Greek word that Aristotle and others use to define the end or purpose of something,” Jonathan Haidt, professor at New York University Stern School of Business, says in a recorded lecture at the University of Colorado Springs. The telos of a knife is to cut. What, Haidt asks, is the telos of a university?
Truth — that’s the purpose of higher education, Haidt says. The academy aims to be a stage where truth is sought, discovered, and explored. When the university is functioning at its best, students learn to present arguments and receive debate in following truth.
Are today’s universities achieving their purpose?
In his lecture, Haidt suggests that changes in campus culture over the past decade have rerouted university resources away from the pursuit of truth and towards creating an emotionally and intellectually comfortable environment for students.
“From out of nowhere, students in 2014 began asking for trigger warnings,” Haidt says. A growing group among student bodies and administrators seemed to believe students were fragile and needed to be aggressively protected from “bad” ideas, offensive imagery, and annoying arguments. Students began protesting speakers, and publicly shaming peers whose words made them uncomfortable.
There are many places and institutions whose purpose, or telos, is comfort. But a university is not one of those places. To make that point, Haidt quotes CNN contributor Van Jones: I don’t want you to be safe ideologically. I don’t want you to be safe emotionally. I want you to be strong — that’s different. I’m not going to settle the jungle for you. Put on some boots and learn how to deal with adversity. I’m not going to take all the weights out of the gym. That’s the whole point of the gym. This is the gym.
Putting comfort over the pursuit of truth, universities are ignoring their purpose. Higher education should be a stage of open exploration and free expression, where ideas are exchanged, tested, and inspected. A common education should be “an invitation to be concerned not with the employment of what is familiar but with understanding what is not yet understood,” according to philosopher Michael Oakeshott.
What is the social influence if universities fail to achieve their purpose? New generations could lose more than academic power; they could lose the ability and interest to pursue and prioritize truth first. They could become so dependent on emotional comfort that they refuse to observe deep in thought “what is not yet understood”. Anyhow, this is happening in reality. It’s time for universities to realize their telos, or they’ll risk losing their essential role in society.
1. What does the author imply by saying “This is a great knife. The only problem is it can’t cut anything”?A.Such a knife is not a good knife. |
B.The role of a knife is to cut something. |
C.The problems in the universities can be ignored. |
D.Universities are diverting from their original purposes. |
A.To tell us what a gym should be like. |
B.To tell us what Haidt wants to do in a gym. |
C.To tell us what a university student should be like. |
D.To tell us what Van Jones wants to do in a university. |
A.Students are eager to study new knowledge. |
B.Students’ ability to pursue truth is improving. |
C.Students prefer emotional comfort to the pursuit of truth. |
D.Students have realized their lack of academic power and interest. |
A.The purpose of higher education. | B.The method to choose a great knife. |
C.The current situation of universities. | D.The process of realizing universities’ purpose. |
【推荐1】Brian Hamilton's life changed in a prison when he went there with his friend, Reverend Robert J. Harris, who often went to local prisons to do ministry work. During the visit, Hamilton started talking to one of the prisoners and asked what he was going to do when he got out. “He said he was going to get a job,” Hamilton recalls. “I thought to myself, wow, that’s going to be difficult with a criminal background.”
The conversation made Hamilton consider how to help those who came out from prison. Finally in 2008, 16 years after that initial conversation, Hamilton created Inmates to Entrepreneurs, a nonprofit organization that helps people with criminal backgrounds start their own small businesses.
At the time, Hamilton was building his own company, a software technology company for the banking industry. As his company grew, so did Hamilton’s time devoted to giving lessons to prisoners. He averaged three to four courses a month at prisons throughout North Carolina.
Eventually, Hamilton decided to shift his focus to his true passion. In May 2019, he sold his company and focused on helping those who were imprisoned. His online courses will be set next year. “By March 1, 2022, anyone will be able to access the courses, either to become a certificated instructor or to access it for themselves as a prisoner or part of the general population,” Hamilton explained. In addition, he visits middle schools and presents the course to at-risk students as a preventative measure against crime.
The free course is funded by the recently established Brian Hamilton Foundation, which offers assistance to military members as they return to civilian life and provides loans o small businesses. “Starting up a business isn't for everyone, but if we make opportunities available, and let people know that other people care about them, it makes a difference.” Hamilton said.
1. Why did Brian Hamilton went to a prison?A.He accompanied his friend. | B.He took lessons in the prison. |
C.He wanted to get a job in the prison. | D.He had a friend who was in prison. |
A.It often assists military members. |
B.It provides loans to small businesses. |
C.Its course has been largely broadened. |
D.It is an organization intended for business men. |
A.He is a man who always changes his mind. | B.He has a sense of social responsibility. |
C.He is good at running a big company. | D.He makes money by giving lessons. |
A.A man made a fruitless visit to the prison. |
B.A man sold his business to teach prisoners. |
C.A man realized his dream of being a teacher. |
D.A man successfully created two organizations. |
【推荐2】Plato was upset about the invention of the alphabet(字母表)because, with this “technology”, learners would not use their memories and thus appear to be a know-it-all but actually know nothing. If Plato were alive today, what would he say about ChatGPT? ChatGPT, a conversational artificial intelligence program released recently by OpenAl, is a significant advancement that can produce articles comparable to good high school essays.
When I asked ChatGPT a range of simple questions, the answers were well-reasoned and clear. It’s also interactive: I could ask for more details or request changes. But then, on trickier topics or more complicated concepts, ChatGPT gave completely wrong answers.
However, that doesn’t mean ChatGPT can’t be a useful tool in education. Schools have already been dealing with the internet’s wealth of knowledge, along with its misleading essay factories. One way has been to change how they teach. Rather than listen to a lecture in class and then go home to research and write an essay, students listen to recorded lectures and do research at home, then write essays in class, with supervision, even cooperation with peers(同龄人) and teachers. This is called flipped(翻转的) classrooms, in which students wouldn’t use ChatGPT to create a whole essay. Instead, they’d use it as a tool to generate critically examined building blocks of essays.
Plato was wrong to think that memory itself is a goal, rather than a means for people to have facts so they can make better analyses and arguments. As Plato was wrong to fear the written word as the enemy, we would be wrong to think we should be against a process that allows us to gather information more easily.
The way forward is not just to feel regret for replaced skills, as Plato did, but also to recognize that as more complex skills become essential, our society must fairly educate people to develop them. And then it always goes back to the basics. Value people as people, not just as packs of skills. And that isn’t something ChatGPT can tell us how to do.
1. What would probably be Plato’s attitude toward ChatGPT?A.Favorable. | B.Uncaring. | C.Critical. | D.Unclear. |
A.They apply it to correcting mistakes. | B.They use it as a part of their research. |
C.They rely on it to create a whole essay. | D.They employ it to conduct peer reviews. |
A.He laid stress on memory too much. |
B.He failed to tell facts from opinions. |
C.He doubted easily accessible information. |
D.He used written words to attack his enemy. |
A.Updating and improving ChatGPT. |
B.Breathing fresh life into replaced skills. |
C.Equipping all people with necessary skills. |
D.Bringing people with different skills together. |
【推荐3】The moment the ground stops shaking after an earthquake, some people may wonder whether their pets — or wild animals for that matter — knew the disaster was coming. Heiko Woith, a seismologist (地震学家) at the German Research Centre for Geosciences (GMZ), noted that the public often contacts the GMZ after strong earthquakes, and that people commonly ask “whether we can predict earthquakes or not, because there are so many reports on the Internet that an animal could do it.”
According to a new analysis of several other published studies (called a meta-analysis), it’s hard to say. Woith and his colleagues evaluated more than 700 published reports of unusual behavior among 130 species, including insects, birds, fish and mammals (mostly cats, dogs and cattle) from 160 earthquakes. The records included all kinds of behaviors, including a tiger that reportedly got depressed before an earthquake.
The researchers found that 90 percent of all reported cases happened within 62 miles (100 kilometers) of the epicenter (震中)and within 60 days of an earthquake. Then, they examined when and where foreshocks (前震) had happened in the region. “The space-time pattern of animal precursors (前兆) and foreshocks is strikingly similar,” Woith said. “From this, we concluded that the abnormal animal behavior might simply be related to foreshocks.” Very likely, not every abnormal animal behavior is related to an upcoming earthquake. Instead, it’s likely that these animals are reacting to foreshocks rather than predicting the earthquake itself.
“Despite the vast number of empirical research, good information was little and scientific evidence is lacking. A major surprise for us was that the large majority of the published claims were built on poor observational data meaning most people did not properly observe the animals before, during and after the earthquake, which did not stand as statistical scientific proof,” Woith said. “So, given that there’s no evidence yet showing that animals can predict quakes, people should call these claims into question.”
To better study whether animals can predict earthquakes, Woith and his colleagues suggested that researchers ask a number of yes-or-no questions in any upcoming experiments, including “Is the experimental setup and monitoring procedure clearly described and reproducible?” and “Is it proven that the animal behavior is really unusual?”
Meanwhile, humans are working on technologies that can detect earthquakes seconds before they hit. For instance, a smartphone application called Quake Alert helped warn people in Los Angeles that an earthquake was coming about half a minute before it struck on April 5, 2018. Hopefully, we will have reliable devices to tell people that the earthquake is coming.
1. How did Woith conduct the study?A.By analyzing previous studies. | B.By collecting data in earthquakes. |
C.By observing animal behavior. | D.By examining scientific evidence. |
A.Animals are likely to predict the earthquakes. |
B.Animals tend to give responses to foreshocks. |
C.Animals in one region act similarly in quakes. |
D.Animals close to the epicenter make predictions. |
A.The public questions the credibility of the reports from GMZ. |
B.The former researchers used a variety of data collection methods. |
C.Research data should be collected through questions rather than observation. |
D.Future relevant studies require proof of the reliability before being conducted. |
A.How animals behave in earthquakes. |
B.Whether animals can predict earthquakes. |
C.What is the link between animals and earthquakes. |
D.Why people study animal behavior in earthquakes. |