1 . Jokes and humor are often thought of as unimportant. If the lawyer defending you in court couldn’t stop joking, you’d be understandably alarmed.

However, regarding humour as insignificant is a mistake. Humour, jokes and laughter, have a vital role to play in human behaviour and interaction. They are a powerful part of social bonding and are genuinely beneficial for health via their stress-relieving properties.

Why do we respond, in such powerful and rewarding ways, to things that objectively make little sense? A substantial amount of data has been generated regarding how humour works in the brain and on the various types of recognisable jokes that trigger it.

Verbal puns, the most familiar type of joke, involve words that convey two meanings at once. For example, “Why did the golfer wear two pairs of trousers? In case he got a hole in one.” Here “hole in one” has two possible interpretations. Their simplicity and familiarity mean most people recognise the humour in puns. So, the brain’s humour processes are still engaged.

But where does humour arise from in the brain? Considerable research points towards a specific system in the brain for recognizing humour. This system seemingly detects and resolves incongruity (不和谐). Our brains know how things, like language and behaviors, should work. But, in the real world, many things don’t match our expectations. It seems our brains have evolved a system to recognise when this happens.

If normality is subverted, it means we don’t know what’s going to happen, which creates cognitive (认知) tension. However, the system that recognises incongruity seemingly also resolves it, by providing an explanation, or at least a confirmation that the incongruity has no negative consequences. This removes the uncertainty, relieving the tension. So, we experience a rewarding feeling. If the incongruity is not resolved, however, humour is absent. If the answer to “Why did the golfer wear two pairs of trousers?” is “in case the metal owl that lives in his gold bag attacks him”, that’s not funny. There’s unresolved incongruity.

Humour is essentially our brain going, “This isn’t how things usually work... but I’m okay with it!”

1. What does the author say about humor in the first two paragraphs?

A．Its positive role is often underrated.	B．It mainly serves to entertain and amuse.
C．Its harmful effects shouldn’t be ignored.	D．It is essential for professional communication.

2. Why does the author mention the “hole in one” example in paragraph 4?

A．To prove a theory.	B．To draw a conclusion.
C．To illustrate a concept.	D．To make a comparison.

3. What does the underlined word “subverted” in paragraph 6 probably mean?

A．Detected.

B．Overturned.

C．Established.

D．Repeated.

4. What is the best title for the text?

A．How Jokes Affect Brain Structures	B．Using Humor to Boost Brain Power
C．Jokes and the Brain’s Reward System	D．Unlocking Brain Secrets Behind Humor

2 . BOLOGNA CHILDREN'S BOOK FAIR ILLUSTRATORS EXHIBITION 2024-58^TH EDITION

A BCBF highlight, the Illustrators Exhibition is a unique international showcase for state-of-the-art illustrations for children and young adults.

WHO CAN ENTER

Illustrators, both professionals and beginners, can enter unpublished artwork, or artwork published in the previous 2 years.

Art schools can enter the projects by students who have attended their Institute.

Publishers can enter illustrators they work with.

FEATURES OF THE ILLUSTRATIONS

Illustrators must enter their artworks exclusively online by December 31, 2023.

The 5 artworks must be based on the same theme, and must be numbered, as preferred, from 1 to 5 on the digital format file.

The 5 illustrations—5, no more, no less—may be unpublished artwork or artwork published after 1 January 2022. The work can be in black and white or colour and be produced using any technique.

The digital format must be: jpg or png, maximum size 5 MB, resolution 150 DPI.

SELECTION PROCESS

All works shall be examined by the international Jury comprising five members (from publishing houses, art schools, or illustrators) appointed by BolognaFiere. The Jury's decision shall be final.

WINNERS

Being selected will give illustrators great visibility with the publication of their works in the Illustrators Annual and the 2-year world tour of the exhibition.

Winners under 35 will automatically be shortlisted (入围) for the International Award for Illustration Bologna Children's Book Fair, which consists of a prize of 15,000 Euro and the assignment to illustrate a children's book to be published by Grupo SM, Spain.

Unpublished winners under 30 will also compete for the ARS IN FABULA scholarship, which covers the entire Masters course fee.

CONTACTS

If you have problems or need assistance: bf＠archimedia. it

1. Who can submit entries to the BCBF Illustrators Exhibition 2024?

A．Visitors of the exhibition.	B．Editors of publishers.
C．Illustrators of all levels.	D．Authors of children's books.

2. Which of the following entries may be accepted?

A．Artworks in jpg digital format.	B．Five artworks on diverse themes.
C．Physical artworks in black and white.	D．Artworks published over 2 years ago.

3. What benefit will all winners of the BCBF Illustrators Exhibition 2024 receive?

A．A 2-year global tour.	B．A cash prize of 15,000 Euro.
C．A scholarship for further education.	D．A chance to get their works published.

3 . At the start of my first lesson in Chinese calligraphy, my teacher told me to write my name. After I put it down, he said, plainly: “Now I will teach you how to make it beautiful.” I felt my breath catch.

Growing up in Singapore, I had an uneasy relationship with my Chinese name. My parents are ethnically Chinese but they didn’t speak Mandarin. Unfamiliar with Chinese characters, they used fortune tellers to decide my name based on the ideal number of strokes (笔画) for each character, which was calculated for the best fortune. Chinese names can be truly poetic. Not mine. Embarrassingly, the characters for my Chinese name mean, roughly, “old,” “barley” and “warm.” My personal and cultural histories were messy knots.

When I arrived in America for college at 18, I embraced critical analysis and creative expression. It felt like a way to abandon the strict formalities that defined my early years in Singapore’s high-pressure education system, and with it, perhaps, parts of my identity. Suddenly, I felt the need to present myself in a way that Americans would accept. I put on an American accent and set aside my Chinese name. Ultimately, after 14 years in the States, I decided to learn calligraphy. Why not get back in touch with my heritage? I thought.

In calligraphy, the idea is to replicate (复制) the old masters’ techniques, thereby enhancing your own. Every week, my teacher would evaluate my writing. “You need to be braver,” he once observed. “Your challenge is in producing a bold stroke.” For years, I had prided myself on developing an image of integration and confidence despite deep insecurities, but my writing betrayed me.

I had been learning calligraphy to try to get in touch with my cultural roots, but what I was really seeking was a return to myself. That first lesson came with the terrific promise that what had been shameful in myself could be made beautiful—and that I could be the one to do that work. I know now that what calligraphy teaches me is not the value of replication but the possibility that I could know myself more fully.

1. What criterion guided the selection of the author’s Chinese name?

A．Poetic sound patterns.	B．Ideal symbolic images.
C．Favorable stroke counts.	D．Positive literal meanings.

2. Why did the author adopt an American accent?

A．To break with tradition.	B．To fit into the community.
C．To achieve academic success.	D．To facilitate language learning.

3. What have we learned about the author’s experience with calligraphy?

A．It revealed her inner self.	B．It improved her public image.
C．It presented no challenge to her.	D．It enhanced her replication skills.

4. What has the author learned from calligraphy?

A．Fortune favors the bold.	B．Embrace who you truly are.
C．Our roots define our identity.	D．Planning is good, but doing is better.

4 . As its name suggests, online therapy (心理治疗) allows people with mental health disorders to connect to a licensed therapist over the Internet. Five years ago, large scale online therapy providers started offering their services to the public.

    1    . Anyone who has access to a smart device and an internet connection will have the ability to talk to a therapist online. Many providers ask potential clients several questions prior to signing up. These questions can range from how old they are to what their current relationship status is.     2    , their algorithm (算法) then pairs them with a licensed therapist for personalized therapy sessions. Clients generally then proceed to a secure and dedicated chat room that is only accessible to them and their therapist.

There are a large list of benefits to this type of therapy. People who use an online therapy service frequently mention that they can manage the monthly payments, which generally do not exceed £200 per month.     3    . Additionally, it reduces the stigma (污名) surrounding therapy.

For all the love online therapy has received lately, it doesn't come without its flaws. The main issues many people have with online therapy are the absence of verbal or facial cues and moral implications. Due to these reasons, professional organizations are hesitant to fully support online therapy.     4    .

There are many considerations to take into account prior to joining an online therapy platform. It's important to keep in mind that though many people are already using one of these services, it doesn't necessarily mean it's a good option for you.     5    , understand the risks and potentially limited impact it can have.

A．The concept is quite simple

B．Should you decide to join one

C．Once the services understand a client's unique profile

D．For those hesitant about sharing personal information online

E．The reality is, online therapy services differ greatly in price and quality

F．Online therapy is also known as being as effective as traditional therapy

G．Other common concerns include legal issues and technological difficulties

5 . For many students, math class is the subject of nightmares. Many who enthusiastically show off their counting skills in pre-school years later consider math class the most hated hour of the school day. The problem, according to a Stanford education professor, is a matter of mindset.

Jo Boaler, professor of mathematics education at Stanford, has studied how students learn math, to identify why so many students end up hating or fearing math, and, too often, underachieve. In her new book, Mathematical Mindsets, Boaler describes how society has traditionally valued one type of math learner — one who can memorize well and calculate fast — as opposed to others who have the same potential but may be deeper, slower.

The “testing culture” in American schools is a major problem for math learners, Boaler said, noting that exams and tests are far more pervasive (普遍) in math than other subjects. The combination of frequent testing, procedural teaching and uninteresting questions disconnected from students’ lives causes many students to regard math as a “cold, lifeless subject” without a human connection.

The good news is that any student’s negative perception of math can dramatically change, Boaler said. She works with Stanford psychology Professor Carol Dweck to deliver growth mindset interventions to teachers and students. A “growth mindset” is built around the idea that most basic abilities can be developed and expanded upon through dedication and hard work. By contrast, with a “fixed mindset,” people believe their basic qualities, like their intelligence or talent, are simply fixed traits (特征).

“When we open up mathematics and teach broad, visual, creative math, then we teach math as a learning subject instead of as a performance subject,” Boaler said, “The outcome is that the subject becomes deeper and filled with more connections, so students enjoy it more and achieve at higher levels.”

Critics such as Marina Ratner, professor of mathematics at the University of California, express skepticism towards moving away from traditional methods. Math is math; there is no shortcut. They argue that without solid basic skills, students might struggle with subjects like algebra (代数), let alone tackling any other higher-level STEM courses.

1. What problem is presented in the text?

A．Students fear math due to abstract concepts.

B．There is a lack of standardized tests in math.

C．Math learners focus on advanced concepts too early.

D．Traditional math teaching discourages many students.

2. Which pair best describes the contrast between a growth mindset and a fixed mindset?

A．Dynamic methods vs. standard methods.	B．Group learning vs. individual learning.
C．Improvable abilities vs. inborn abilities.	D．Long-term results vs. short-term results.

3. How might Jo Boaler recommend teaching the division of 10 by 5?

A．By integrating timed drills.	B．By rewarding quick calculations.
C．By encouraging repeated reviews.	D．By employing pictures and models.

4. What is Marina Ratner’s attitude towards traditional methods of math teaching?

A．Unclear.

B．Supportive.

C．Doubtful.

D．Critical.

6 . In the busy and fast-paced world we live in today, keeping a healthy eating routine within changing schedules and various family preferences can seem like an huge challenge. Below are some tips to help establish a balanced and healthy approach to eating in today’s family life.

Embrace mindful eating.

Mindfulness transforms eating into a nurturing (养育) practice, encouraging a deep connect ion with how food affects your body and mood. When you eat, take the time to really notice your food — eat slowly and without distractions.     1     It also leads to more fulfilling and healthful eating experiences, regardless of what is going on around you.

    2    

Consider establishing guidelines that encourage eating without distractions such as TVs, phones or other electronic devices. These guidelines will help everyone at the table to fully engage with their food and with each other. This practice not only promote the enjoyment of meals but also support healthier eating habits by focusing attention on the meal and the company, enriching the shared experience.

Establish a flexible meal routine.

Finding a common mealtime can be challenging due to varying schedules.     3     If you’re hungry earlier, empower (授权) yourself to eat when you feel the need. There’s beauty in flexibility; you can still share quality time with loved ones by sitting together at the table when they eat, even if you’re not eating yourself.     4     It’s about finding balance between personal nutrition needs and family well-being.

Nurture a supportive food environment.

Creating an environment that celebrates healthy eating involves everyone in the household. Discuss preferences openly and plan meals that are inclusive, ensuring that each person feels valued. Shared meal preparation becomes a moment for bonding and respect for individual health goals.     5    

A．Have mealtime house rules.

B．Schedule mealtime into daily routine.

C．It’s important to honour your own hunger signals.

D．This attentiveness develops a deep respect for your body’s needs.

E．By involving everyone, meals become a reflection of collective care and respect.

F．It’s important to be flexible and respectful of each family member’s eating preferences.

G．This approach respects your body’s needs while maintaining the joy of eating together.

7 . Most adults view human life as especially precious. For example, a survey of millions of people in 233 countries, most of them in their 20s and 30s, found they largely agreed that self-driving cars should crash into dogs or cats instead of people if they had to choose.

However, growing evidence suggests many young children feel differently. Using a toy railway and Lego figures, Matti Wilks and her colleagues at the University of Edinburgh presented 170 children aged 6 to 9 in an urban part of Poland with scenarios (场景) based on a thought experiment called the trolley problem.

The children had to decide whether to direct a runaway rail car down one of two tracks so that it crashed into a Lego person or a Lego animal — either a dog or chimpanzee (大猩猩). Surprisingly, children were likely to save a dog over a person. About 42 percent of the children wanted to save the dog and make the rail car collide with the person, compared with just 17 percent of adults. About 28 per cent of children also prioritized the chimpanzee over the person, compared with 11 percent of adults.

“Children learn from their parents, teachers and others that it’s morally (道德上) important to care for others, but it may be easier for them to learn this as a blanket rule,” says Karri Neldner at the Max Planck Institute for Evolutionary Anthropology in Germany. As a result, they don’t show a strong preference for saving one over the other, she says. “However, as they get older, they might pick up on cultural narratives that tell us it’s really important to care for other people,” says Neldner.

The reason children value dogs so highly is probably due to familiarity, says Wilks. Her studies have found that children who spent more time with dogs were more likely to say they would save a dog over a person.

1. What is the author’s purpose of the first paragraph?

A．To present a scientific finding.

B．To advertise for self-driving cars.

C．To provide background information.

D．To introduce the topic of the passage.

2. What can we learn from Wilks’ thought experiment?

A．Children may fail to understand the value of human life.

B．Children’s moral development is shaped by the love for pets.

C．The trolley problem is a tool to assess children’s understanding.

D．Most children in the experiment prefer to save a dog over a person.

3. What causes children to change their moral choices?

A．Cultural influence.

B．Familiarity with others.

C．Learning the blanket rule.

D．Care for parents and teachers.

4. Which might be the best title for the text?

A．Moral Dilemma: the Trolley Problem

B．Different Opinions about Self-driving Cars

C．Children’s Choices: Saving Lives or Animals?

D．Psychological Effects of Animals on Children

8 . Best Young Adult Books

We’re living in a golden age of great fiction and it’s become a real paradise for readers, whatever they like to read. I make time for things I really, truly love, and I’m pleased to share a few with you.

SIX OF CROWS
Written by Leigh Bardugo

Leigh’s work has always thrilled me, but in Six of Crows, it feels like she’s reached a new level …a daring, brilliantly crafted robbery story, an unforgettable family of fully displayed characters, a world so attractive that I vanished inside and didn’t come out until the last page.

Ages 12-18|Publisher: Henry Holt and Co.|2015

WAKE OF VULTURES
Written by Lilah Bowen

An entirely, thrilling different journey into what we’re calling the Weird West ... a Western story with a twist. Young Nettie Lonesome’s journey from a slave to a fighter of supernatural threats is an inspiration and a surreal treat with loads of wonderful characters, and a world as rich and fascinating as any I’ve ever read. Fresh and entirely addictive, and the first in a series!

Ages 14+|Publisher: Orbit|2015

THE SCHOOL FOR GOOD AND EVIL
Written by Soman Chainani

Yes, I’m late to the party, but I’m thrilled by this fantastic series already. It’s a rich, fascinating story that reads like a Grimm’s fairy tale I always knew, but just discovered. I’m only partway through and already dying for the next installment. LOVE.

Ages 8-12|Publisher: HarperCollins|2014

PASSENGER
Written by Alexandra Bracken

Oh, Alexandra, you had me at music, but you conquered me with time travel. I do adore this, full stop. It hits every one of my unfulfilled needs ... the power of music, a great historical setting, blood-boiling struggle, gradual transformation of characters. I time-traveled too…right through an entire day, lost in her world. More please!

Ages 14+|Publisher: Disney-Hyperion|2016

1. What does the author like most about Leigh Bardugo’ work?

A．The light-hearted tone.	B．The unexpected plots.
C．The fate of the characters.	D．The imaginative world-building.

2. Which book might only be intended for children in primary school?

A．SIX OF CROWS	B．WAKE OF VULTURES
C．THE SCHOOL FOR GOOD AND EVIL	D．PASSENGER

3. What do WAKE OF VULTURES and PASSENGER have in common?

A．They are both science fictions.

B．They are both set in western world.

C．They both involve the supernatural elements.

D．They both convey the message of struggle and growth.

9 . Hip hop is a subculture and an art movement that emerged (出现) from the Bronx in New York City during the early 1970s. Its development reflected the negative effects of post-industrial decline, political discourse, and a rapidly changing economy.

Looking back to New York City during this era, we see an economic collapse. The city’s economy was falling apart due to the decline of the manufacturing industry. Much of the middle class moved to the suburbs to escape the social and economic challenges.

Consequently, businesses closed their doors, causing many economic opportunities and sources of entertainment to disappear. As a result, urban youth turned to the streets for recreation and self-expression. The abandoned buildings and parking lots set the stage for block parties. These block parties laid the groundwork for early hip hop culture. DJs and MCs brought the music by setting up mobile “Sound Systems” introduced by Jamaican culture. Sheets of cardboard became dance floors for break-dancers, and brick walls transformed into canvases for graffiti. The emerging hip hop culture also became an outlet to deal with despair, abandonment and even violence.

Several people were influential in creating hip hop. Among the most famous ones is DJ Kool Herc, the “founding father of hip hop.” The Jamaican American made history in 1973 when he and his sister hosted the “Back to School” party in their apartment building. This historical party is recognized for launching the hip hop movement. Herc was also famous for creating a DJ technique called “break beat”-a mixing practice he adapted from Jamaican music. He noticed that people often waited for drum breaks of a record to dance. This took place when every instrument stopped playing except for the drums. Then the DJ would use two turntables (唱机转盘) to switch back and forth between two copies of the same record. The break section was also the most anticipated part of a song where people danced the most.

The DJ kept growing in popularity throughout the 1970s. He moved on to larger parks, played in clubs and inspired other DJs who helped this type of dance music to develop.

1. Why did hip hop culture emerge in the Bronx during the early 1970s?

A．Because of the economic downturn and social circumstances.

B．Because of the post-industrial economy and cultural diversity.

C．Because of the popularity of Jamaican music and dance culture.

D．Because of young people’ need for new forms of entertainment.

2. What was the foundation for hip hop culture in the beginning?

A．Economic challenges.	B．Jamaican music.
C．Community gatherings.	D．Despair and violence.

3. What does the underlined word “outlet” in paragraph 3 probably refer to?

A．A place to seek entertainment.

B．A movement for social changes.

C．A campaign for commercial purposes.

D．A channel to release negative emotions.

4. What can be known about DJ Kool Herc?

A．“Back to School” was the first party held by him.

B．He helped spread hip-hop culture by giving concerts.

C．He was well-known for the “break beat” dancing skill.

D．He was highly thought of as a pioneer of hip-hop culture.