When it comes to jealousy, men and women aren’t always on the same page. Previous studies have shown that, while men are more likely to see red over a partner’s sexual infidelity, women are more upset by emotional cheating. Evolutionary psychologists- theorize that the difference is rooted in the sexes’ historical roles--men wanted to guarantee that their partners were carrying their children, while women needed to feel secure that they and their children would be cared for by a committed partner. Yet, that evolutionary explanation doesn’t account for a large group of men who say that emotional disloyalty is more upsetting than sexual infidelity, and women who are more upset by sexual betrayal.
To gain a more thorough understanding of gender and jealousy, researchers from Pennsylvania State University (PSU) approached the issue with some modem psychology. In a study published in the journal Psychological Science, researchers found that, while generally speaking, the evolutionary explanation of gender and jealousy held up, when viewed through the lens of attachment theory--broadly, the psychological theory about our tendency to foster intimate relationships with other people--both men and women with secure emotional histories were more likely to experience jealousy over emotional infidelity, and those who were insecure or dismissing, were more likely to be vexed by sexual cheating.
To tackle the issue, researchers recruited 416 college students from New York City, whose attachment styles were assessed through questionnaires containing a series of vignettes (short descriptions or pictures)--each reflecting either secure, fearful, preoccupied, or dismissing attachment styles. Participants were instructed to select the story that most accurately reflected their own attitude about romantic relationships, and were categorized accordingly. In a subsequent questionnaire, participants were asked whether they would be more upset by their partner "having passionate sexual intercourse with another person," or "forming a deep emotional attachment to another person."
They found that, regardless of gender, 77.3% of securely attached participants viewed emotional infidelity as more upsetting, while 64.8% of insecure or dismissing participants thought sexual cheating was worse. These findings, the authors say, shed light on the intricate psychological nature of jealousy, and may help to develop techniques to determine the underlying dynamics of sexual jeaiousy--a well-documented cause of spousal abuse, beating and even murder. The authors suggest that, gaining a better understanding of not only the broad differ ences in jealousy between the sexes, but of the differences in jealousy within genders, may help to identify methods for interrupting abuse by fostering stable, secure attachments.
The theory put forward by evolutionary psychologists

A:maintains that men and women are different when it comes to jealousy. B:asserts that the gender difference in jealousy shaped the sexes’ historical roles. C:fails to obtain a thorough understanding of gender and jealousy. D:is by and large influenced by Darwin’s evolutionary theory.

As Eleanor Roosevelt once said, "Universal human rights begin in small places, close to home." And Tolerance. org, a Web site from the Southern Poverty Law Center, is helping parents across the country create homes in which tolerance and understanding are guiding themes. "The goal of nurturing open-minded, empathetic children is a challenging one," says Jennifer Holladay, director of Tolerance. org. "To cultivate tolerance, parents have to instill in children a sense of empathy, respect and responsibility—to oneself and to others—as well as the recognition that every person on earth is a treasure." Holladay offers several ways parents can promote tolerance:
Talk about tolerance. Tolerance education is an ongoing process; it cannot be captured in a single moment. Establish a high comfort level for open dialogue about social issues. Let children know that no subject is taboo. Identify intolerance when children are exposed to it. Point out stereotypes and cultural misinformation depicted in movies, TV shows, computer games and other media. Challenge bias when it comes from friends and family members. Do not let the moment pass. Begin with a qualified statement: "Andrew just called people of XYZ faith ’lunatics. ’ What do you think about that, Zoe" Let children do most of the talking. Challenge intolerance when it comes from your children. When a child says or does something that reflects biases or embraces stereotypes, confront the child: "What makes that joke funny, Jerome" Guide the conversation toward internalization of empathy and respect—"Mimi uses a walker, honey. How do you think she would feel about that joke" or "How did you feel when Robbie made fun of your glasses last week" Support your children when they are the victims of intolerance. Respect children’s troubles by acknowledging when they become targets of bias.
Don’t minimize the experience. Provide emotional support and then brainstorm constructive responses. For example, develop a set of comebacks to use when children are the victims of name-calling. Create opportunities for children to interact with people who are different from them. Look critically at how a child defines "normal." Expand the definition. Visit playgrounds where a variety of children are present—people of different races, socioeconomic backgrounds, family structures, etc. Encourage a child to spend time with elders—grandparents, for example. Encourage children to call upon community resources. A child who is concerned about world hunger can volunteer at a local soup kitchen or homeless shelter. The earlier children interact with the community, the better. This will help convey the lesson that we are not islands unto ourselves. Model the behavior you would like to see. As a parent and as your child’s primary role model, be consistent in how you treat others. Remember, you may say, "Do as I say, not as I do," but actions really do speak louder than words.
The example of asking "How did you feel when Robbie made fun of your glasses last week" is to illustrate that it is indispensable to______.

A:challenge intolerance when it comes from your children B:identify intolerance when children are exposed to it C:support your children when they are the victims of intolerance D:create opportunities for children to interact with people who are different from them

To be a good friend, you have to give of yourself, nonetheless not so much that you lose yourself. This is a pretty predictable recipe for happiness. Giving to others—a reliable way of fostering friendships—makes us happier than taking things for ourselves. In the light of research led by Dr. Elizabeth Dunn at the University of British Columbia, money can purchase happiness...on the prerequisite that you utilize it on other people.
Researchers administered three studies consecutively. First, they surveyed more than 600 Americans and found that spending money on gifts and charities led to greater happiness than spending money on oneself.
Subsequently they probed into workers who had just received bonuses and observed that their happiness did not hinge on the size of their bonus but on the decision they made about what to do with whatever amount of money they received. Those who spent more of their bonus on others were happier than those who spent the money on themselves.
Finally, the researchers simply distributed money to a good many subjects, instructing some to spend the money on themselves and others to spend the money on others. At the end of the day, the ones who spent money on others were a good deal happier.
As a consequence, having friends and treating them generously is clearly a winning strategy in life. But what about in business
If you watch even a single episode of any reality TV show based on a competition, such as The Apprentice, you’ll hear a single phrase crop up more often than any other: "I’m not here to make friends!" Is that true Are we better off being cutthroat than collaborative
Once you’re on the job, having a best friend at work is a strong predictor of ensuing success. People might define "best" loosely (think of this as kindergarten where you can have more than one "best" friend), but according to a Gallup Organization study of more than 5 million workers over 35, 56% of the people who say they have a best friend at work are engaged, productive, and successful while only 8% of the ones who don’t are.
Another remarkable study, spanning decades, revealed that friendships in high school were an effective predictor of increased wages in adulthood—to the tune of 2% per person who considered you a close friend. To put it otherwise, if in high school three people regarded you as one of their closest same-sex friends, your earnings in adulthood work would be 6% higher.
The happy truth is that the competitors who say they’re not here to make friends don’t win eventually. That’s true for reality TV, for business, and for life as well.
Which of the following is true of the three consecutive studies

A:Money doesn’t matter when it comes to cultivating friendship. B:The size of one’s bonus makes no difference to the one concerned. C:Giving money to strangers can bring us happiness. D:Money spent on others can bring us much happiness.

As Eleanor Roosevelt once said, "Universal human rights begin in small places, close to home." And Tolerance. org, a Web site from the Southern Poverty Law Center, is helping parents across the country create homes in which tolerance and understanding are guiding themes. "The goal of nurturing open-minded, empathetic children is a challenging one," says Jennifer Holladay, director of Tolerance. org. "To cultivate tolerance, parents have to instill in children a sense of empathy, respect and responsibility—to oneself and to others—as well as the recognition that every person on earth is a treasure." Holladay offers several ways parents can promote tolerance:
Talk about tolerance. Tolerance education is an ongoing process; it cannot be captured in a single moment. Establish a high comfort level for open dialogue about social issues. Let children know that no subject is taboo. Identify intolerance when children are exposed to it. Point out stereotypes and cultural misinformation depicted in movies, TV shows, computer games and other media. Challenge bias when it comes from friends and family members. Do not let the moment pass. Begin with a qualified statement: "Andrew just called people of XYZ faith ’lunatics. ’ What do you think about that, Zoe" Let children do most of the talking. Challenge intolerance when it comes from your children. When a child says or does something that reflects biases or embraces stereotypes, confront the child: "What makes that joke funny, Jerome" Guide the conversation toward internalization of empathy and respect—"Mimi uses a walker, honey. How do you think she would feel about that joke" or "How did you feel when Robbie made fun of your glasses last week" Support your children when they are the victims of intolerance. Respect children’s troubles by acknowledging when they become targets of bias.
Don’t minimize the experience. Provide emotional support and then brainstorm constructive responses. For example, develop a set of comebacks to use when children are the victims of name-calling. Create opportunities for children to interact with people who are different from them. Look critically at how a child defines "normal." Expand the definition. Visit playgrounds where a variety of children are present—people of different races, socioeconomic backgrounds, family structures, etc. Encourage a child to spend time with elders—grandparents, for example. Encourage children to call upon community resources. A child who is concerned about world hunger can volunteer at a local soup kitchen or homeless shelter. The earlier children interact with the community, the better. This will help convey the lesson that we are not islands unto ourselves. Model the behavior you would like to see. As a parent and as your child’s primary role model, be consistent in how you treat others. Remember, you may say, "Do as I say, not as I do," but actions really do speak louder than words

The example of asking "How did you feel when Robbie made fun of your glasses last week" is to illustrate that it is indispensable to（）

A:challenge intolerance when it comes from your children B:identify intolerance when children are exposed to it C:support your children when they are the victims of intolerance D:create opportunities for children to interact with people who are different from them

Years ago, Charlie, a highly respected orthopedist and a mentor of mine, found a lump in his stomach. He had a surgeon explore the area, and the diagnosis was pancreatic cancer. He went home the next day, closed his practice, and never set foot in a hospital again. He focused on spending time with family and feeling as good as possible. Several months later, he died at home. He got no chemotherapy, radiation, or surgical treatment. Medicare didn’t spend much on him.
It’s not a frequent topic of discussion, but doctors die, too. And they don’t die like the rest of us. What’s unusual about them is not how much treatment they get compared to most Americans, but how little. Of course, doctors don’t want to die ; they want to live. But they know enough about modern medicine to know its limits. Almost all medical professionals have seen what we call "futile care" being performed on people. That’s when doctors bring the cutting edge of technology to bear on a grievously ill person near the end of life. The patient will get cut open, perforated with tubes, hooked up to machines, and assaulted with drugs. I cannot count the number of times fellow physicians have told me, in words that vary only slightly, "Promise me if you find me like this that you’ ll kill me. "
How has it come to this—that doctors administer so much care that they wouldn’t want for themselves The simple, or not-so-simple, answer is this: patients, doctors, and the system.
To see how patients play a role, imagine a scenario in which someone has lost consciousness and been admitted to an emergency room, and shocked and scared family members find themselves caught up in a maze of choices. When doctors ask if they want "everything" done, they answer yes. Then the nightmare begins. Feeding into the problem are unrealistic expectations of what doctors can accomplish. For example, many people think of CPR as a reliable lifesaver when, in fact, the results are usually poor.
But of course it’s not just patients making these things happen. Doctors play an enabling role, too. The trouble is that even doctors who hate to administer futile care must find a way to address the wishes of patients and families. Imagine, once again, the emergency room with those grieving family members. They do not know the doctor. Establishing trust and confidence under such circumstances is a very delicate thing. People are prepared to think the doctor is acting out of base motives, trying to save time, or money, or effort, especially if the doctor is advising against further treatment.
It’s easy to find fault with both doctors and patients in such stories, but in many ways all the parties are simply victims of a larger system that encourages excessive treatment. In some unfortunate cases, doctors use the fee-for-service model to do everything they can, no matter how pointless, to make money. More commonly, though, doctors are fearful of litgation and do whatever they’re asked to avoid getting in trouble.

According to the text, doctors seem to accept death more readily than patients because （）

A:they have seen so much deaths in their life that they take it for granted B:they know quite well that there is a limit to what technology can do with one’s life C:they don’t want to go through harsh and painful treatment D:they are very conservative when it comes to applying new treatment on themselves

All those (left undone) may sound (greatly) in theory, but even the (truest believer) has great difficultly, (when) it comes to specifics.

A:left undone B:believer C:believer D:When

I (can’t hardly) believe it (when) I saw it (with) my (own eyes).（　）

A:can’t hardly B:when C:with D:own eyes

He comes every Friday, ______

A:does he B:he does C:doesn't he D:comes he

? ?下面有3篇短文，每篇短文后有5道题，每题后面有4个选项。请仔细阅读短文并根据短文回答其后面的问题，从4个选项中选择1个最佳答案。
{{B}}第一篇{{/B}}

The example of asking “How did you feel when Robbie made fun of your glasses last week?” is to illustrate that it is indispensable to______.

A:challenge intolerance when it comes from your children B:identify intolerance when children are exposed to it C:support your Children when they are the victims of intolerance D:create opportunities for children to interact with people who are different from them