普通学术英语教程听说和思考Unit-4-Keys-and-Script
新核心综合学术英语教程 4 Unit 3 参考答案
Focusing on ReadingTask 11.G2. E3. C4. F5. A6. D7.J8. B9.L10.H 11. N 12. M 13. Q 14.K 15. I 16.R 17.O 18.PTask 21)The reasons are as follows”Firstly, students sometimes view academic dishonesty as a normal incidence and something ordinary. There are many reasons that they use to justify their cheating.Secondly, new techniques of cheating have been developed, including the use of high-tech tools, although the old ones are still dominant on campus, which makes it even more difficult for the faculty to identify.Thirdly, it is a common view to equate grades with the value of the student. Furthermore, grades are used to predict one’s future success. So some students tend to practice academic dishonesty with the aim of getting higher grades.Fourthly, little is known about the degree of academic dishonesty and no methods are devised to combat the problem. Besides, there are no strategies for deterring academic dishonesty for the faculty.Fifthly, honor codes are essential to reducing the level of cheating in colleges and should be established. However, their importance has been neglected.Last but not least, academic dishonesty is no longer a task of classroom management that can well be remedied by a single faulty with teaching responsibility. Administrators and professional organizations are expected to work together to maintain a healthy learning environment with a high level of trust between the faculty and the administration.2)Old techniques include bringing notes to class and having information written on water bottles,pens and gum wrappers. New techniques of cheating include using cell phones to get the information, communicate with others outside the exam room to obtain answers and searching answers on the web during an exam.Other forms include copying test responses from a classmate, taking exams for other people, failure to cite other people’s work, and purchasing research papers and presenting them as his/her work. Also actions such as breaking into the office or teachers files to access the test or answer key, sabotaging peers ongoing work or gaining illegal access to school computers to change official grades are all forms of academic dishonesty. (B)3)There are many reasons that students use to justify cheating: lack of time, poverty, uncaringinstructors, laziness, peer pressure, poor rile models, fear of failure and technology that has allowed cheating to be done easily. (C)Besides, research shows that a common view equates grades with the value of the student.Secondly, grades are used to predict one’s future success. This may cause the students to practice academic dishonesty.4)Studies show that honor codes were essential to reducing the level of cheating in colleges.Honor codes would be more successful when they were combined with a climate that emphasized the importance of academic integrity and an honor system that allowed for strong student involvement in the enforcement of academic integrity initiatives. Therefore, the administration should strive in the creation of the campus environment, seek the full support of all the college constituents, and ensure the implementation of the honor codes at theinstitution. (N)5)Academic fraternity means “all the people who work in academia.”It can stress integrity as a core institutional value that will shape the students’academic success.Task 31. a2. j3. W4. m5. k6. o7. v8. x9.n 10.b 11. u 12.y 13.d14. i 15. f 16. z 17. t 18.p 19. S 20. q 21. e 22. g 23. c 24. h 25. l 26. rTask 51)Another kind of academic dishonesty happens sometimes among researchers when they yieldto the temptation of making a series of great discoveries. So they invent false information to deceive others, and then publish them.2)Bouville(2010) held that the major reason for the students to avoid academic dishonesty wasto obey the rules and escape punishment. Cheaters may get high grades which they do not deserve, and this unfair advantage will tempt them to continue with this fraudulent behaviour.3)Third, in each department there should be experienced faculty members, acting as academicintegrity chairmen, who are responsible for contacting and offering help to their fellow colleagues. Lastly, for faculty members who have tackled the cases of academic dishonesty well, public thanks and admiration should be given to them for what they have done.Task 6Main idea: Students developed new techniques of cheating, while the old ones are still dominant on campus.Task 7In the area of education, academic dishonesty is a chronic problem. Students have developed new techniques of cheating, while the old ones are still dominant on campus. Cheaters follow dishonest practices because of many reasons. Prevention of academic dishonesty demands joint efforts from students, teachers and administrators, of which the students’ contribution is vital for they are the ones to be subjected to the penalties. For the teachers, they can adopt four strategies to maintain academic integrity and meanwhile make efforts to motivate the students. For the administrators, they should strive in the creation of a healthy academic climate and ensure the implementation of the honor codes.Task 8(omitted)Task 9(omitted)Task 10Academic DishonestyAcademic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Instances of academic dishonesty ultimately affect all students and the entire university community by degrading the value of diplomas when some are obtained dishonestly, and by lowering the grades of students working honestly.Examples of specific acts of academic dishonesty include but are not limited to:a) Obtaining unauthorized information. Information is obtained dishonestly, for example, bycopying graded homework assignments from another student, by working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, or by looking at your notes or other written work during an examination when not specifically permitted to do so.b) Tendering of information. Students may not give or sell their work to another person who plans to submit it as his or her own. This includes giving their work to another student to be copied, giving someone answers to exam questions during the exam, taking an exam and discussing its contents with students who will be taking the same exam, or giving or selling a term paper to another student.c) Misrepresentation. Students misrepresent their work by handing in the work of someone else. The following are examples: purchasing a paper from a term paper service; reproducing another person’s paper (even with modifications) and submitting it as their own; having another studentdo their computer program or having someone else take their exam.d) Bribery. Offering money or any item or service to a faculty member or any other person to gain academic advantage for yourself or another is dishonest.e) Plagiarism. Unacknowledged use of the information, ideas, or phrasing of other writers is an offense comparable with theft and fraud, and it is so recognized by the copyright and patent laws. Literary offenses of this kind are known as plagiarism.One is responsible for plagiarism when: the exact words of another writer are used without using quotation marks and indicating the source of the words; the words of another are summarized or paraphrased without giving the credit that is due; the ideas from another writer are borrowed without properly documenting their source.Acknowledging the sources of borrowed material is a simple, straightforward procedure that will strengthen the paper and assure the integrity of the wri ter. The Student’s Guide to English 104 —105, provides guidelines to aid students in documenting material borrowed from other sources, as does almost every handbook on writing style.Academic dishonesty is considered to be a violation of the behavior expected of a student in an academic setting as well as a student conduct violation. A student found responsible for academic dishonesty or academic misconduct is therefore subject to the appropriate academic penalty; to be determined by the instructor of the course, as well as sanctions under the university Student Disciplinary Regulations.If an instructor believes that a student has behaved dishonestly in a course, the following steps are to be followed:1. The instructor should confront the student with the charge of dishonesty and arrange a meetingwith the student to discuss the charge and to hear the student’s explanation.2. If the student admits responsibility for academic misconduct, the instructor shall inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. Because academic dishonesty is also a student conduct violation under Section 4.2.1 of the Student Disciplinary Regulations, the instructor must report the incident in writing to the Dean of Students.After investigating the incident and discussing it with the instructor, the Dean of Students, or his/her designee, will meet with the student and depending on the severity of the offense as well as on the student’s past conduct record, may handle the matter through an administrative hearing or schedule a hearing before the All University Judiciary (AUJ).This hearing, conducted according to the procedures outlined in the Student Disciplinary Regulations, is to determine the disciplinary action to be taken. In any case, the student’s academic adviser will be informed of the incident but may not insert any record of it in the student’s academic file.3. If the student claims to be not responsible for the alleged violation of academic misconduct, the instructor may not assign the student a grade for the work in question until the question of responsibility is resolved, unless circumstances require that an interim grade be assigned. The instructor shall consult with his or her department chair and report the incident in writing to the Dean of Students.The Dean of Students will refer the case to the Office of Judicial Affairs for investigation. After reviewing the report and completing an investigation, the Office of Judicial Affairs will file aformal complaint against the student if it is determined that there is cause to believe academic misconduct occurred. The case may be adjudicated through an administrative hearing or referred to a hearing before the All University Judiciary (AUJ) depending on the nature and severity of the violation as set forth in the Student Disciplinary Regulations.If the case is referred to the AUJ both the student and instructor will be invited to attend an AUJ hearing and present pertinent information. If the Administrative Hearing Off icer (in a minor case) or the AUJ (in a major case) finds the student responsible for the charge of academic misconduct, the instructor will inform the student (a) of the grade on the work in which the dishonesty occurred, and (b) how this incident will affect subsequent evaluation and the final grade. The Administrative Hearing Officer or AUJ will determine the appropriate disciplinary action with respect to the nature of the violation.If the Administrative Hearing Officer or AUJ finds the student “not responsible” for academic misconduct, the instructor will grade the student accordingly on the work in question and the student’s grade in the course will not be adversely affected. If th e student is found responsible the student’s adviser will be informed of the decision but shall not insert any record of the action in the student’s academic file.4. If a student either admits dishonest behavior or is found responsible for academic misconduct by the AUJ, the Off ice of Judicial Affairs (OJA) or AUJ may impose any of the following sanctions:a) Disciplinary Reprimand: An official written notice to the student that his/her conduct is in violation of university rules and regulations.b) Conduct Probation: A more severe sanction than a disciplinary reprimand, to include a period of review and observation during which the student must demonstrate the ability to comply with university rules, regulations, and other requirements stipulated for the probation period.c) Suspension/Deferred Suspension: The suspension is deferred subject to a definite or indefinite period of observation and review. If a student is found responsible for a further violation of the university Student Disciplinary Regulations or an order of a judiciary body, suspension will take place immediately.Def i niteThe student is dropped from the university for a specific length of time. This suspension cannot be for less than one semester or more than two years.Indef i nite:The Student is dropped from the university indefinitely. Reinstatement may be contingent upon meeting the written requirements of the AUJ specified at the time the sanction was imposed. Normally, a student who is suspended indefinitely may not be reinstated for a minimum of two years.d) Expulsion: The student is permanently deprived of the opportunity to continue at the university in any status.5. A student accused of academic misconduct has the option to stay in the class or to drop the class if the drop is made within the approved time periods and according to the regulations established by the university. If the student chooses to drop the class, the student will be required to sign a statement of understanding that if the student is later found responsible for academic misconduct, then the student will receive an F for the course.6. Procedures for appeal of either the All University Judi ciary’s conduct decision or theinstructor’s grade are outlined in the Student Information Handbook.7. In instances in which the student admits responsibility or is judged to be responsible by OJA or the AUJ, a staff member of the Dean of Students Off ice will counsel the student in an effort to deter any further such incidents.8. Student records concerning academic dishonesty are maintained in the Dean of Students Office for a period of seven years, after which the file records are purged. These student records are confidential; nothing from them appears on a student’s academic transcript.9. In the event that an instructor is uncertain how to handle an incident of suspected academic dishonesty, the Dean of Students is available at any time to provide advice and assistance to the instructor in deciding a proper course of action to be taken.10. Students enrolled in the College of Veterinary Medicine are bound by an honor code. A chargeof academic dishonesty may be made by a student or instructor to the Interclass Honor Board chairperson according to the procedures outlined in the Honor Code, or the instructor may follow procedures outlined above. The Interclass Honor Board functions as the judiciary of the College of Veterinary Medicine for the allegations presented to it.Other violations related to academic misconduct may include subsection 4.1.11 Misuse of Computers and subsection 4.2.20 Unauthorized Sale of Others’Intellectual Works.These subsections are located in the Iowa State University Student Disciplinary Regulations under section 4 of the Conduct Code.</~catalog/2005-07/geninfo/dishonesty.html>Short reportAcademic dishonesty occurs when a student uses or attempts to use unauthorized information in the taking of an exam; or submits as his or her own work themes, reports, drawings, laboratory notes, or other products prepared by another person; or knowingly assists another student in such acts or plagiarism. Such behavior is abhorrent to the university, and students found responsible for academic dishonesty face expulsion, suspension, conduct probation, or reprimand. Instances of academic dishonesty ultimately affect all students and the entire university community by degrading the value of diplomas when some are obtained dishonestly, and by lowering the grades of students working honestly.Examples of specific acts of academic dishonesty include obtaining unauthorized information, tendering of information, misrepresentation, bribery, plagiarism, etc. Academic dishonesty is considered to be a violation of the behavior expected of a student in an academic setting as well as a student conduct violation.In Iowa State University, a student found responsible for academic dishonesty or academic misconduct is therefore subject to appropriate academic penalty or to be determined by the instructor of the course, as well as sanctions under the university Student Disciplinary Regulations. If an instructor believes that a student has behaved dishonestly in a course, ten steps are to be followed to handle the problem. The case of Iowa State UniversityResearch Paper WritingTask 1Background part:The introductionObjective:To give an overview of various forms of academic dishonesty, student responses to academic dishonesty when it occurs and the measures taken by the faculty and institutional administrator to prevent its occurrence in their institutions.Synthesis of different views on a particular field: For example, in the section “Forms of Academic Dishonesty,” in Para. B, there are opinions of both Jonson and Martin (2005) and Petress (2003), which are organized by transitional words, such as “Petress noted of other forms of academic dishonesty ...”Similarities or differences of outside sources:For example, in the section “Faculty and Academic Dishonesty”, when it comes to what the faculty should do to reduce academic dishonesty, there are various opinions from Para J to L. Perress (2003) holds that they should set role models for the students and implement the measures that will help prevent academic dishonesty. Whitley and Keith-Spiegel believe that they should be encouraged to form a statement concerning academic integrity in their syllabi and to discuss integrity concerns in their classrooms. Kibler notes four strategies to help the faculty to implement academic integrity. Cole and Kiss suggest that more efforts should be made to motivate the students by the teachers.Task 2a. The forms of cheating.Text 3 deals with students’ new and old techniques of cheating, together with researchers’ practices of academic dishonesty.Reading 1 focuses on academic dishonesty in online courses.Reading 1 gives more updated and reliable information.b. The reasons that students offer for their cheating.In Text 3 the reasons the students use to justify their cheating include: lack of time, poverty, uncaring instructors, laziness, peer pressure, poor role models, fear of failure and technology that has allowed cheating to be done easily. (Para. C)In Reading 1, the reasons are multifold because opinions vary. Some of the reasons are based on a student’s individual characteristics (Gerdeman 2001), some are relevant to peer inf luence or peers’acceptability of cheating (Stephens, 2007), while others have something to do with the existence of an honor code (McCabe, 2002). Meanwhile, there are other common reasons by Chiesl and Bunn, of which seeing other students cheat and the perception of the percentage of students who cheat are the most significant. (Para. I,J,K)Reading 1 gives more updated and reliable information.c. The definition of academic dishonesty.In Text 3, there is no specific definition of academic dishonesty.In Reading 1, the author believes that definitions of academic dishonesty across studies tend to be about the same. Using the scale of Don McCabe (2002), the author defines academic dishonesty from eight aspects. Other studies differentiate planned and panic cheating, e.g., Bunn, Caudill and Gropper (1992). In a comparative study of online versus on-ground academic dishonesty, Stuber- McEwen, Wisely, and Hoggat (2009) believe that there are seven forms. Stephens, Young, and Calabrese (2007) examined various forms of conventional and digital cheating. With regard toe-learning, Underwood (2003) and Rogers (2000) def ine the term respectively, while Howell et al (2009) reviews various forms of technological cheating. (Para.B, C, D, E, F, G)Reading 1Task 31) Serious and formal2) Angry and bitter3) Angry and ironical4) Angry and ironical5) Ironical6) Ironical7) Angry and ironical8) Angry9) Ironical10) Tranquil and formal11) Tranquil12) Tranquil and formal13) Formal and serious14) Formal and serious15) Expressing the speaker’s surprise and attitude against this16) Tranquil17) Expressing surprise, Ironical18) Appealing to the readers’ emotions by the use of questions, Ironical19) Appealing to the readers’ emotions by the use of questions, Angry and ironical20) “You” is used in the sentence to indicate people in general to appeal to their emotions, whichshortens the distance between the speaker and the readers21) Appealing to the readers’ emotions by the use of questions22) Appealing to the readers’ emotions by the use of facts and questions. Expressing the speaker’sdisagreementTask 41) Which one is a stand-alone literature review and which one is a literature review as a partof the paper?Text 3 and Reading 1: stand-alone literature reviewReading 2: literature review as a part of the paper2) What similarities and differences characterize the three papers in terms of writing style?Similarities: All of them follow almost the same pattern, i.e., introduction, body, and conclusion.Differences: Text 3 and reading 1 synthesize other people’s research and f indings to draw the conclusion, while Reading 2 uses the author’s own research and f indings. Therefore, in Reading 2 there is the part of “Methods”, which explains in detail the participants, materials, and design and procedure. The first-person narration is used to describe the process, which makes it less formal than the other two papers.3) What are the objectives of the three papers respectively?Text 3: To give an overview of various forms of academic dishonesty, student responses to academic dishonesty when it occurs and the measures taken by the faculty and institutional administrator to prevent its occurrence in their institutions.Reading 1: Examine perceptions of academic dishonesty in online and face-to-face courses, and discuss methods to reduce academic dishonesty in online courses.Reading 2: To investigate participants’ attitudes toward cheating and the effects of academic motivation, self-eff icacy, and academic integrity on cheating behaviors.4) How many aspects or sections do the two stand-alone literature review contain respectively?What are they?ThreeIntroduction, body, and conclusion5) Is the order of those aspects in each literature review logic al? And what’s the relationship?Yes.The literature review consists of three aspects: an introduction, a body, and a conclusion. The introduction part may tell the reason one is writing a review; the signif icance of the topic; the scope of the review; the organizational pattern of the review. The body will have a clear classif ication and synthesis of one’s reviewed readings in terms of chronological order or importance order. The conclusion should have a summary of the main agreements and disagreements in the literature and then any gaps or areas for further research. At last one’s overall perspective on the topic should be dealt with.6) How do the two authors illustrate their arguments in each section? Do they use their own research and f i ndings or synthesize other people’s research and f i ndings?By synthesizing other people’s research and f indings.No.Reading 2Task 51) indicate, is, identified, tend, will be2) predicted, was, have suggested, are, showed, appeared, were, wereTask 6A chimera is an individual composed of cells with different embryonic origins. The successful isolation of f ive human embryonic stem cell (HESC) lines in 1998 increased scientists’ ability to create human/non-human chimeras and prompted extensive bioethics discussion, resulting in what has been dubbed “the other stem cell debate” (Shreeve 2005). The debate about chimeras has focused on five main arguments. The Unnaturalness Argument explores the ethics of violatingnatural species boundaries. The Moral Confusion Argument alleges that the existence of entities that cannot be definitively classified as either human or non-human will cause moral confusion that will undermine valuable social and cultural practices. The Borderline-Personhood Argument focuses on great apes and concludes that their borderline-personhood confers a high enough degree of moral status to make most, if not all, chimeric research on them impermissible. The Human Dignity Argument claims that it is an affront to human dignity to give an individual “trapped” in the body of a non-human animal the capacities associated with human dignity. Finally, the Moral Status Framework maintains that research in which a non-human animal’s moral status is enhanced to that of a normal adult human is impermissible unless reasonable assurances are in place that its new moral status will be respected, which is unlikely given the motivations for chimeric research and the oversight likely to be provided.These arguments provide different rationales for restricting chimeric research and have different implications for the range of chimeric research that will be deemed unethical.</entries/chimeras/#Int>Task 71) Which sentences provide the background of the paper?Academic dishonesty is a problem that has been plaguing colleges and universities for generations. An investigation of any institution today will certainly reveal some forms of academic dishonesty.2) Which sentences form the literature review?Researchers of academic dishonesty vary in their reports of how many students cheat in college.3) What is the main limitation of the previous studies that the author mentioned?However, most research on academic dishonesty has relied primarily on self-reports of cheating behaviors.4) What’s the objective of the paper?The purpose of the study is to investigate participants’ attitudes toward cheating and the effects of academic motivation, self-efficacy, and academic integrity on cheating behaviors.5) What are the methods that the author will use?The present study includes an empirical portion in which participants are put in a situation in which cheating may be to their advantage.6) What is the author’s hypothesis?The hypothesis is that participants would be most likely to cheat when they are offered a monetary reward for success.Task 8Introduction 11) an introduction of the topic and its background2) a review about the previous studies3) the limitation of the previous studies4) a gap for the signif icance of the study5) the hypothesis of the author6) the objective of the paper7) the methodologyIntroduction 21) an introduction of the topic and its background2) a review about the previous studies and the limitation of the previous studies3) the limitation of the previous studiesTask 91) A2) B3) E4) C5) D6) FTask 10This paper details the strategies used for curbing academic dishonesty in online courses.Task 11Biologists have long known of patterns of inheritance, and eventually of inheritance mechanisms, that go beyond genetic inheritance (Jablonka & Lamb 2005; Sapp 1987). Two fundamental types of arguments led to this conclusion: arguments based on observations regarding patterns of inheritance, and arguments concerned with the localization of hereditary factors inside cells. Arguments of the first kind were based on hereditary relations and inheritance patterns that fail to conform to the rules ofMendelian inheritance (e.g., maternal inheritance). If Mendelian inheritance patterns are the result of the way the chromosomes in the eukaryotic cell nucleus behave, non-Mendelian heredity must depend on separate inheritance processes, mechanisms, or systems (Beale 1966; Sager 1966). Second, there were observations of hereditary phenomena that seemed to depend on factors residing in the cytoplasm of cells, rather than their nucleus, where the genetic material is localized. The interpretation of these observations was highly contested (Darlington 1944; Sapp 1987). Today, we know that some of these observations are related to the (maternal) inheritance of organelles residing in the cytoplasm, such as the mitochondria and chloroplasts, organelles which carry their own DNA. This however does not encompass all the mechanisms which underlie cytoplasmatic inheritance. Paradigmatic work on cytoplasmatic inheritance done by Sonneborn, Beale, Nanney, and their colleagues in the 1950s and 1960s, was concerned with patterns of inheritance in unicellular organisms, and in particular the protist genus Paramecium. It was suggested that the self-sustaining regulatory loops that maintain gene activity or inactivity in a cell would persist through cell division, provided the non-DNA components of the system (many of which reside in the cytoplasm in eukaryotic microogranisms) were shared among daughter cells. In this way, alternative regulatory phenotypic states would be inherited. Among the properties whose inheritance was studied were mating-type variations, serotype variations, and the structural or “surface inheritance” of ciliary structures. Remarkably, microsurgical changes to the ciliary structures on the surface of Paramecium cells are inherited by offspring. The stability of induced characters once the stimulus was removed (called “cellular memory”) and the number of generations characters were maintained varied widely.However, the results indicated that long-term stability and heritability need not be the result of changes to the DNA sequence (Nanney 1958).During the 1950s to 1970s a growing set of observations indicated that determined and differentiated states of cells are transmitted in cell lineages. These observations concerned studies of Drosophila imaginal discs by Ernst Hadorn; Briggs and King’s cloning experiments with amphibians; Mary Lyon’s work on X-chromosome inactivation; and work establishing the in vitro clonal stability of cultured cell lines. Eventually, the term epigenetic inheritance came to refer to hereditary variation that does not involve changes to the DNA sequence.The brief account of some of the early work on unicellular organisms given above illustrates some。
学术英语视听说1原文Unit4RollerCoasters
学术英语视听说1原文Unit4RollerCoastersLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have taken a ride on a roller coaster.A simple roller coaster consists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A train of cars travels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stopon ground level right where we began.。
Keys to 视听说Book 4-3
kids here all have this unique style. Joe But they can’t afford designer prices. Tanya In London the fashion tends to start on the streets. It gets popular among the kids, and then the designers (8)_______ come ________________________, turn it and pick up on their style into designer clothes. Whereas in Paris or Milan, it’s more of a top-down process. Janet Top-down? Tanya Sure. The big name designers create these wonderful clothes but they’re really (9) only for a few rich people ___________________________. >>>
2. Her dressing style is ______ because she put everything together she feels comfortable in.
3. People are wearing everything in London street from market stall bargains to ________ designer labels. >>>
Tanya OK, you guys (3) ____________________? made up your mind Joe You sure you got a couple of tickets for us? Tanya Sure! Joe Thanks. So what’s your take on (4) _ ___________________________ then? the London fashion scene Tanya (5) As far as I’m concerned ___________________________, the clothes shops in London are some of The way I see the best in the world. (6) _____________,it if I want haute couture I can go to Paris or Milan. But if I want street that will look good fashion (7) ____________________ in New York too, I come to London. The >>>
学术英语(理工)详解答案-Unit-4
unwanted chemical reactions in the cell and proteins to fold improperly. Whether it is
harmful to man’s health
depends somewhat on
(某种程度上取决于) the degree of exposure. In small doses, the cell has enough
A typical person is, and always has been struck by 15,000 particles of radiation every second from natural sources.
8
第八页，共100页。
Unit 4
Writing a Literature
2 Writing a self-contained literature review 3 Writing a literature review as a part of an essay 4 Citation
5 Documentation
6 Avoiding plagiarism
7 Paraphrasing 8 Enhancing your academic language
3
第三页，共100页。
Unit 4 Writing a Literature Review
1 Writing a literature review
4
第四页，共100页。
Unit 3 Listening to Lectures
1 Writing a literature Review
12 RThaedifaotuior nesissanyostwseoretepruribbllisehaesd erixgphteacftteedr tahnedFhukuumsahinma
学术英语(医学)_Unit 4
Academic English for Medicine
Unit 4
Alternative Medicine
When you are ill but failed by conventional treatments or suffering chronic conditions, you may try some traditional or alternative therapies as the last resort. What are the merits of such practices? How are they viewed by researchers in the West? This unit reviews the use of these therapies in the U.S., and discusses the development of integrative medicine in the future.
Unit 4 Alternative medicine
Text A
• Critical reading and thinking – Topics for presentation – Useful expressions – Difficult sentences
•
Language building-up – Signpost language – Vocabulary test Suggested answers
Alternative medicine: use of CAM in place of conventional medicine
Unit 4 Alternative medicine
学术英语第四单元练习答案
2021/6/4
5
The author manages to bring in a new topic and maintain coherence by repeating keys words such as narrative, nature.
2021/6/4
6
2. So long as we continue to travel in two directions at once, promoting environmental goals on the one hand while on the other directly contradicting that with measures to achieve more economic growth, the longer we will fail to make real progress. (Para.7)
Unit 4 Language Building-up
Answer keys
2021/6/4
1
Critical reading and thinking
Overview
We are still very far from reconciling the demands of people with what our planet can sustainable provide.
2021/6/4
8
Task 3 Formal English
1. unchangeable; increasing 2. control 3. effort; charitable 4. pleasant detail 5. complicated 6. change 7. Changing 8. important
Unit4-6answerkeys学术英语答案
Unit4-6answerkeys学术英语答案Unit 4VII. Answer KeysWarm up1)Search the Internet for the following terms and choose one to present to the class.略。
2)What is culture?Simply speaking, culture refers to a group or community with which they share common experiences that include thoughts, communication, actions, customs, beliefs, values and institutions of a racial, ethnic, religious or social group.3)What’s the difference between Western culture and Chinese culture?They differ in many ways. The Chinese have a strong sense of collectivism while Westerners value individualism very much. As to religion, most Chinese practices are related to religious beliefs rooted in Confucianism, Buddhist and Taoist principles while the westerners conform to Christianity, Islam and Judaism which are the major Western religions.4)What are cultural awareness and cultural competency?Cultural Awareness is the foundation of communication and it involves the ability of standing back from us and becoming aware of our cultural values, beliefs and perceptions.Cultural competence is a set of suitable behaviors, attitudes, and policies that come together in a system that enables effective work in cross-cultural situations.5)Why is cultural awareness important to global economy?In the era of global economy, the globe becomes smaller and smaller, like a village. We have more and more chances to interact with people from other cultures, who see, interpret and evaluate things in different ways from ours. What we considered an appropriate behavior in one culture is frequently inappropriate in another one. Misunderstandings arise when we use our meanings to make sense of their reality. So if we want to achieve our goal on business, we need to be aware of cultural differences, which become central in cross-culture understanding.Reading1.Skim the following article and answer the questions bellow.1)What is the main idea of paragraph 1?Communication in different culture is hard.2)What does paragraph 2 tell us?The definition of culture.3)What does the example in paragraph 2 illustrate?There are different cultures.4)What is the result of the failure of cultural awareness?Misunderstandings occur.5)Which example illustrate the importance of body language?The last sentence.2.Match the words with their definitions according to the context.1) c 2) d 3) e 4) g 5) a 6) j 7) k 8) b 9) h 10)f 11) i 12) l3.Reread Reading 1 and write a few sentences about the causes for cultural differences withexamples given by yourself, then give a report to the class.略。
大学英语听说教程4听力原文Unit4
Unit4PartBHow to Use an OHPM: I want to use the overhead projector for my presentation. Could you show me how to use it?W: OK, let me show you. Just watch what I do. I... I'll talk you through the procedure.M: Thanks.W: Right, well. First of all, you put the OHP on the table here, about 2 meters from the wall or the screen. Er...do you have a screen?M: Er...no. I thought I'd just use the wall.W: Oh, er...well, a screen's better, but I suppose this wall will be all right. It is sort of white. Anyway, let's try it. So, the next thing you have to do is press these buttons in and lift this part up until it snaps into place.M: I see.W: And then turn it round so the head is facing towards the screen, I mean the wall, and now we can plug it in.M: Right, and you switch it on?W: Yeah. Then I press the switch here on the front...M: Right.W: There! And the light should come on.M: Right, OK.W: Yeah, there we are. So, you just place your transparency here on the glass.M: OK, there, oh!W: Oh, no! No, the other way up.M: Oh yes, of course.W: That's right, yeah. And to raise or lower the image you move this flap up or down... There, that's better.M: Right, OK.W: And finally, to focus the image you turn this wheel to make it sharp. There we are, that's not too bad.M: Oh, that's great, yeah. OK, thanks.W: Oh, one more thing: whatever you do, don't keep switching it on and off. I'm going to switch it off now. Now, when you use it in your presentation, you should leave it switched on, with a piece of paper over the glass.M: Right, I...er... I don't understand why you have to leave it on.W: Well, the reason why you have to do that is that you don't want the bulb to fail. The bulb fails easily if the machine is on and off frequently. If it does, you'll have to replace the bulb, which will be very hot and you may not have a spare anyway. So that's about it. Any questions?M: Erm...no, that seems all very clear. Thank you very much.W: You're welcome. Oh, and I really do think you need to get a screen, by the way. The picture would be much brighter than on that wall, you know.M: Oh, OK. Well, I'll ask Jim if he's got one.W: Oh, good idea! And make sure he shows you how to put it up!M: I will. Thanks again.PartCAdditional ListeningsHow to Send an E-mailM: I would like to send an e-mail to a friend of mine. Could you tell me how to do it?W: Certainly. First, you choose the e-mail program on your computer and click New Message.M: All right.W: OK? Well, then you start typing the name of the recipient. The program remembers the name and completes the e-mail address. Well, if not, you look up the name in the address book or contact list. OK? Well, if you want other people to get copies of the same message, you send them 'CCs', which are copies of the message. OK? Then you press Return on the keyboard and then you type the subject of the message. Now, there's no need to put the date because that goes in automatically when you send the message, together with the time. OK?M: Oh, yeah.W: Well, then you press Return again and start writing the message. Now, if you make a mistake, you just press Backspace to delete the previous letter or word and then type it again correctly.M: I see.W: Now, when you've finished, you read the whole message through to make sure it looks right and contains the right information. Now, if you decide you want to change sentences around, you can copy sentences and paste them in other places.M: And...er...er...how about spelling and punctuation, er...that can be corrected automatically, can't it?W: Well, yes and no. You can run your spell checker and that may bring up some mis-typings and things like that. But it definitely won't catch them all, so you must read it through to check your spelling, too. And check your punctuation at the same time. Now if you notice a misspelt word, or if you want to change a word or something like that, double-click on the word and type the new word over it.M: Fine. That's easy.W: Hmm. And then it's ready to send. You just click on Send and it'll go off immediately. And the other person will find your message in their Inbox when they next go online to get their messages.M: Right. Well, that sounds much easier than handwriting a message and faxing it.W: Sure it does.Questions:1. Where does the computer store the e-mail addresses of your friends?2. What does "CCs" stand for? When do you use "CCs"?3. What can you do if you want to change sentences around?4. What can you do if you want the computer to check mis-typings?5. What do you do if you want to change a word?PartDLayout of a LetterAs we go through, I'm going to tell you the layout of a formal letter in English -- you might want to note this information down on a separate piece of paper. OK, the first thing is to write the sender's address in the top right-hand corner. OK. This has a set order with the number of the house or flat followed by the name of the street; and then underneath that, perhaps the district if it's a big town, then under that the name of the town or city, with the postcode. And it's now common, quite acceptable, to write all this without any punctuation at all. And the address -- please write it now in the top right-hand corner -- is 12 Greenwood Avenue.And the next line is West Ealing (that's E-A-L-I-N-G). Next line: London W5-then a small gap -- 6RJ. London W5 6RJ.Now leave a line, and then write the date directly underneath the address. Now you can do this in several different ways. You can put 10 September, or September 10, or just 10 dot 9 dot 2003. So use one of these methods and put today's date in the correct place.And now, if you want, you could write the address of the person you are writing to. If you do that, you put it on the left-hand side of the paper, and you would usually start the address at roughly the same level as the date which is on the right-hand side.The next thing we write is the salutation. Our letter is to Sean White, and we begin Dear Mr. White -- please note exactly where it goes.Now, if you don't know the person's name you just put Dear Sir, or Dear Madam, or Dear Sir or Madam. In an informal letter you still use "Dear", but you start with the person's first name -- for example, Dear Maria or Dear Stephen or whatever.And at the end of the letter you sign off "Yours sincerely" -- capital "Y", but small "s". Socould you write that now at the end of the letter, leaving a line first?Now, we put "sincerely" if we know the name of the person that we are writing to. But if you don't know the name, the traditional ending is "Yours faithfully". Now, this is the custom in Britain, although it is true to say that not everyone keeps to it, and I think in America they use different endings -- for example, they may finish a letter with "Truly yours".OK, if you are writing to a friend, then it's usually something like "best wishes", or often "love" if it's a member of your family or a very close friend, but not so common between two friends who are men. After the ending, in this case "Yours sincerely", leave a line, and then put your signature directly underneath. If your name is Maria Lee, write M. Lee underneath "Yours sincerely" Then type your full name below your signature. So do that now -- write your signature at the end of the letter. And that's it.Questions:1. According to the speaker, what should be included in the sender's address in a formal letter in English?2. Which of the following is not an acceptable way to date an English letter?3. What does the speaker say about addressing the receiver in a formal letter if we don't know the person's name?4. What does the speaker say about the ways to end a letter?5. When is it not advisable to end a letter with the word "love"?6. What is usually placed below the writer's signature at the end of a letter?。
研究生学术英语读写教程1-4单元翻译
笛卡尔错了：“他人在，故我在”乌班图哲学起源于古代非洲。
按照它的说法，新生儿尚不能称为“人”。
初生时，人没有自我。
随着时间的推移，在互动和经验中才能习得它。
因此，西方哲学中自我/他者之间清晰的分界在乌班图哲学中变得模糊起来。
出生于肯尼亚的哲学家约翰·姆比蒂（John Mbiti在著作《非洲的宗教与哲学》（African Religions and Philosophy）中如是说：我在，因为我们在；因为我们在，所以我在。
日常经验告诉我们，一个人一部分从社会的历练中锻造出来。
社会关系赋予我们自我认知。
我是谁，这个问题的答案依赖于众多他者：家庭、朋友、文化背景、同事等等。
在杂货店购物的我和与博士导师交谈的我不是同一个自我。
即便是最私人化、最个性化的自我印象也无法摆脱他人的意见和印象：赞同我的人，批评我的人，以及那些称赞我的人。
但是，自我的摇摆不定和充满歧义让人不安。
很大程度上，我们可以把这份不安归因于笛卡尔。
这位十七世纪的法国哲学家相信，人本质上是独立自给的，是一个内在理性的存在应该用怀疑主义的态度来面对他头脑以外的世界。
尽管笛卡尔没有单独创造出现代思维，但他在定义其框架上起到了很大的推动作用。
笛卡尔给自己提出了一个特别的谜团。
他想不倚靠上帝赐予的智慧，另外找到一个稳固的观点来观察世界，使得他能观察到自然界的白云苍狗之下的永恒规则。
笛卡尔坚信，在确定和世俗的富足之间，存在权衡。
你唯一能确定的，就是“我思故我在”——即，你思考的状态。
其他人和其他事物是不稳定且难以预测的存在。
因此，它们和认识自己的基本律条毫无关系。
认识自我从来都是独自进行的，需要不断的深思在认识到精神和身体是完全独立存在的基础上，很少有备受尊敬的哲学家和心理学家被认为是个彻底的笛卡尔式的二元论者。
但笛卡尔式的我思故我在目之所及，已遍布每一个角落。
记忆测试的实验设计趋于从一个假说出发，即自我和世界之间是可能存在明确界限的如果记忆仅仅存在于我们的头颅中，那么，将一个人从他的日常生活的环境和社会关系中剥离出来，并在人造的封闭实验室中使用卡片或荧幕来检测他的记忆是百分百可行的。
新核心综合学术英语教程4-Unit
新核心综合学术英语教程4-Unit1. IntroductionIn this documentation, we will discuss the fourth unit of the New Core Integrated Academic English Course. This unit focuses on enhancing students’ academic English skills through various activities and exercises.2. Unit Overview2.1 Learning ObjectivesThe learning objectives of this unit are: - To improve students’ reading skills by analyzing and summarizing academic articles - To enhance students’ writing skills by practicing academic writing techniques - To develop st udents’ listening skills by listening to academic lectures and discussions - To strengthen students’ speaking skills through class discussions and presentations2.2 Unit StructureThe unit is divided into several sections, each focusing on a different aspect of academic English. The sections include:1.Reading: Students will read academic articles andpractice summarizing the main points, identifying theauthor’s argument, and analyzing the supporting evidence.2.Writing: Students will practice writing academic essays, focusing on proper structure, coherence, and supporting evidence. They will also learn about different citation styles.3.Listening: Students will listen to academic lectures and discussions and take notes. They will practice understanding academic vocabulary and identifying main ideas.4.Speaking: Students will participate in class discussions and debates on various academic topics. They will also deliver presentations on research topics of their choice.3. Activities and Exercises3.1 Reading Activities•Reading and summarizing academic articles•Analyzing the author’s arguments and identifying supporting evidence•Discussing the main ideas and implications of the articles3.2 Writing Activities•Writing academic essays on given topics•Incorporating proper citation and referencing techniques•Peer reviewing and providing feedback on classmates’ essays3.3 Listening Activities•Listening to academic lectures and taking notes•Identifying key terms and phrases•Discussing the main ideas and implications of the lectures3.4 Speaking Activities•Participating in class discussions and debates on academic topics•Delivering presentations on research topics•Providing constructive feedback to peers’ presentations4. Additional ResourcesIn addition to the main textbook, there are several supplementary resources that students can utilize to further enhance their academic English skills. These include:•Online academic journals and articles for further reading and analysis•Academic writing guides and handbooks for reference•Online resources for practicing listening comprehension skills, such as TED Talks and academicpodcasts5. ConclusionThe fourth unit of the New Core Integrated Academic English Course provides students with a comprehensive learning experience in academic English. Through various activities and exercises, students will improve their reading, writing, listening, and speaking skills. With access to additional resources, students can further enhance their understanding and proficiency in academic English.。
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Keys for Reference and ScriptUnit 4Practice 1My first set of examples come from a —and I’m going to talk about some fairly classic experiments in this lecture, but I would point out before I go on that there is a really excellent chapter on this subje ct in Shettleworth’s book, which is referred to in the reference list for this lecture. Sara Shettleworth has a superb chapter on social learning. It’s called ‘Learning from Others’. It’s very up-to-date, very thoughtful, very comprehensive, and I’m just g oing to mention just a few of the examples that she mentions. But if you seriously want to think about this area, and it involves many complexities, her chapter is a very good place to go. Anyway, some of the best-known work on social learning, or putative social learning, in rats, in animals, are about food preferences. These are examples of learning the significance of stimuli, learning what foods are good to eat and what foods are bad to eat.There is one digression (see the above underlined part). The function of the digression is to give a reference.Practice 21.The lecturer is giving information about how the students will be assessed on this course. Theywill be asked to evaluate, comment on and appraise a case study. They will be given data and will be able to analyse the data to support their comments. They will not have to do a questionnaire unlike previous years.2.Yes, there is. The whole passage is a digression from the main topic of giving examples ofquestionnaires. It is important to learners who have missed the information earlier, and they should note it down.3.(略)4.The lecturer marks the digression with “sorry, I should have mentioned this earlier…”, andends it with“S o, you questions they need to be precise, and I’m going to show you some examples of good and bad questions in a moment.”Practice 31.his hippie parents and the website he started2.to give reference and evidence that he should be a vegetarian3.to introduce a way to practice a vegetarian life without giving up all on meat4.it is a healthy way of eating5.it is less cruel to animals fed on factory farms6.it is environmentally friendly by helping reduce the emission and save resources7.he thought he was not ready to give up the temptation of meat8.“weekday veg”. Nothing with a face Monday through Friday. On the weekend, your choice.9.lessen pollution10.feel better about animals11.save money12.be healthier, and lose weight13.everyone should try this healthy dietPractice 41) genetics 2) lifestyle 3) environment 4)Places Scranton,Pennsylvania(northeast) Louisville, Kentucky(mid-west)Redlands California(west coast)Years staying there 19 25Condition of hislungslittle young lungs mid-aged lungs senior old lungsEnvironmental problems high concentrationof sulfur dioxide,carbon dioxide andmethane gas,various concentrationsof chloroprene andbenzene.filled with particulatematter, carbondioxide and veryhigh doses of ozone5) The doctors failed to ask about a patient’s place history, which would be of great significance to the understanding of the diseases.Practice 5In the reading passage In the listening passageDifferentexpressionssedentary lifestyle sit for long periodscardiovascular disease and other disorders high blood pressure as well as for any chronic diseasemoderate-to-vigorous exercise exercise every morning for 30 minutesSimilarexpressionsresearch, study, risk, indicate, show, report…Shared opinions Sedentary lifestyle increases the risk of cardiovascular disease and other disorders even among people who exercise regularly. To lower the risk, people should take the advantage of every minute available to move.Practice 61) variety 2) complex 3) available 4) assess 5) in conflict withScriptAudio Material 4.1My first set of examples come from a —and I’m going to talk about some fairly classic experiments in this lecture, but I would point out before I go on that there is a really excellent chapter on this subject in Shettleworth’s book, which is referred to in the reference list for this lecture. Sara Shettleworth has a sup erb chapter on social learning. It’s called ‘Learning from Others’. It’s very up-to-date, very thoughtful, very comprehensive, and I’m just going to mention just a few of the examples that she mentions. But if you seriously want to think about this area,and it involves many complexities, her chapter is a very good place to go. Anyway, some of the best-known work on social learning, or putative social learning, in rats, in animals, are about food preferences. These are examples of learning the significance of stimuli, learning what foods are good to eat and what foods are bad to eat.Audio Material 4.2Now, I’m going to show you lots of examples of different types of questions that you can ask. Here are some very general design issues though. Questions need to be precise, as you’ll you’ll see in a moment. They need to be well-ordered. Incidentally—sorry, I should have mentioned this earlier—the assessment for this course will, I think, be announced next week, formally, but what it’s going to be is a case study. Basically you’re going to be asked to evaluate, to comment, appraise. And it’ll be a case study describing a, sort of, typical market research process, but it will also include data. There will be data that you can analyse to support your case, and you will be able to ananlyse it, basically, in whatever way that you want. That’ll be up to you. Somebody was asking earlier about will we have to do a questionnaire, and they’ve probably been talking to people last year who did it where everybody—basically every single individual—ran a questionnaire and it basically just got out of hand. It was extremely difficult to mark because people were producing huge volumes of stuff. But this session now is just basically to introduce you to how this sort of data is collected, but you won’t be doing this as part of the assessment. So, you questions they need to be precise, and I’m going to show you some examples of good and bad questions in a moment. You need to decide very carefully, I think, on the ordering. I think here’s really not an excuse for it these days, in a sense, for getting this part of it wrong and certainly presentation is very important so we’ll talk a little bit about presentation and how you’re able to order your questions to make sure that you get—well, there’s different schools of thought, but—to make sure that you get an optimum response.Audio Material 4.3About a year ago, I asked myself a question: "Knowing what I know, why am I not a vegetarian?" After all, I'm one of the green guys: I grew up with hippie parents in a log cabin. I started a site called TreeHugger -- I care about this stuff. I knew that eating a mere hamburger a day can increase my risk of dying by a third. Cruelty: I knew that the 10 billion animals we raise each year for meat are raised in factory farm conditions that we, hypocritically, wouldn't even consider for our own cats, dogs and other pets. Environmentally, meat, amazingly, causes more emissions than all of transportation combined: cars, trains, planes, buses, boats, all of it. And beef production uses 100 times the water that most vegetables do.I also knew that I'm not alone. We as a society are eating twice as much meat as we did in the 50s. So what was once the special little side treat now is the main, much more regular. So really, any of these angles should have been enough to convince me to go vegetarian. Yet, there I was -- chk, chk, chk -- tucking into a big old steak.So why was I stalling? I realized that what I was being pitched was a binary solution. It was either you're a meat eater or you're a vegetarian, and I guess I just wasn't quite ready. Imagine your last hamburger. (Laughter) So my common sense, my good intentions, were in conflict with my taste buds. And I'd commit to doing it later, and not surprisingly, later never came. Sound familiar?So I wondered, might there be a third solution? And I thought about it, and I came up with one. I've been doing it for the last year, and it's great. It's called weekday veg. The name says it all: Nothing with a face Monday through Friday. On the weekend, your choice. Simple. If you want to take it to the next level, remember, the major culprits in terms of environmental damage and health are red and processed meats. So you want to swap those out with some good, sustainably harvested fish. It's structured, so it ends up being simple to remember, and it's okay to break it here and there. After all, cutting five days a week is cutting 70 percent of your meat intake.The program has been great, weekday veg. My footprint's smaller, I'm lessening pollution, I feel better about the animals, I'm even saving money. Best of all, I'm healthier, I know that I'm going to live longer, and I've even lost a little weight.So, please ask yourselves, for your health, for your pocketbook, for the environment, for the animals: What's stopping you from giving weekday veg a shot? After all, if all of us ate half as much meat, it would be like half of us were vegetarians.Thank you.Audio Material 4.4Can geographic information make you healthy? In 2001 I got hit by a train. My train was a heart attack. I found myself in a hospital in an intensive-care ward, recuperating from emergency surgery. And I suddenly realized something: that I was completely in the dark. I started asking my questions, "Well, why me?" "Why now?" "Why here?" "Could my doctor have warned me?"So, what I want to do here in the few minutes I have with you is really talk about what is the formula for life and good health. Genetics, lifestyle and environment. That's going to sort of contain our risks, and if we manage those risks we're going to live a good life and a good healthy life. Well, I understand the genetics and lifestyle part. And you know why I understand that? Because my physicians constantly ask me questions about this.Have you ever had to fill out those long, legal-size forms in your doctor's office? I mean, if you're lucky enough you get to do it more than once, right? (Laughter) Do it over and over again. And they ask you questions about your lifestyle and your family history, your medication history, your surgical history, your allergy history ... did I forget any history?But this part of the equation I didn't really get, and I don't think my physicians really get this part of the equation. What does that mean, my environment? Well, it can mean a lot of things. This is my life. These are my life places. We all have these. While I'm talking I'd like you to also be thinking about: How many places have you lived?Just think about that, you know, wander through your life thinking about this. And you realize that you spend it in a variety of different places. You spend it at rest and you spend it at work. And if you're like me, you're in an airplane a good portion of your time traveling some place. So, it's not really simple when somebody asks you, "Where do you live, where do you work, and where do you spend all your time? And where do you expose yourselves to risks that maybe perhaps you don't even see?" Well, when I have done this on myself, I always come to the conclusion that I spend about 75 percent of my time relatively in a small number of places. And I don't wander far from that place for a majority of my time, even though I'm an extensive global trekker.Now, I'm going to take you on a little journey here. I started off in Scranton, Pennsylvania. I don't know if anybody might hail from northeastern Pennsylvania, but this is where I spent my first 19 years with my little young lungs. You know, breathing high concentrations here of sulfur dioxide, carbon dioxide and methane gas, in unequal quantities -- 19 years of this. And if you've been in that part of the country, this is what those piles of burning, smoldering coal waste look like.So then I decided to leave that part of the world, and I was going to go to the mid-west. OK, so I ended up in Louisville, Kentucky. Well, I decided to be neighbors to a place called Rubbertown. They manufacture plastics. They use large quantities chloroprene and benzene. Okay, I spent 25 years, in my middle-age lungs now, breathing various concentrations of that. And on a clear day it always looked like this, so you never saw it. It was insidious and it was really happening.Then I decided I had to get really smart, I would take this job in the West Coast. And I moved to Redlands California. Very nice, and there my older, senior lungs, as I like to call them, I filled with particulate matter, carbon dioxide and very high doses of ozone. Okay? Almost like the highest in the nation. Alright, this is what it looks like on a good day. If you've been there, you know what I'm talking about.So, what's wrong with this picture? Well, the picture is, there is a huge gap here. The one thing that never happens in my doctor's office: They never ask me about my place history. No doctor, can I remember, ever asking me, "Where have you lived?" They haven't asked me what kind of the quality of the drinking water that I put in my mouth or the food that I ingest into my stomach. They really don't do that. It's missing. Look at the kind of data that's available. This data's from all over the world -- countries spend billions of dollars investing in this kind of research.Now, I've circled the places where I've been. Well, by design, if I wanted to have a heart attack I'd been in the right places. Right? So, how many people are in the white? How many people in the room have spent the majority of their life in the white space? Anybody? Boy you're lucky. How many have spent it in the red places? Oh, not so lucky. There are thousands of these kinds of maps that are displayed in atlases all over the world. They give us some sense of what's going to be our train wreck. But none of that's in my medical record. And it's not in yours either.Audio Material 4.5Doctors say you had better use it before you lose it. The more you sit each day, the more chance you have of getting sick. Milagros Ardin has the latest details.Richard Rosenkranz of Kansas State University was among the researchers. He says people who sat for long periods were at greater risk of the diseases when compared with those who sat less. He said that was especially true for diabetes.“We saw increased risk at higher levels (of sitting) for high blood pressure as well as for any chronic disease.”Richard Rosenkranz studied the relationship between sitting and chronic diseases in middle-aged Australian men. He worked with researchers from the University of Western Sydney. They examined the health records of more than 63 thousand men from New South Wales. The men were between the ages of 45 and 65. The men reported about what diseases they had, or did not have. And they kept record of the amount of time each day that they sat.The study also showed that exercising every morning for 30 minutes does not reduce the health risk if you spend the next eight hours sitting at a desk. Mr. Rosenkranz says it is important to make sure you exercise. But he says it is also important to find ways not to sit so much during the day.The World Health Organization blames sedentary lifestyles for about two million deaths each year. It also considers inactivity to be one of the 10 leading causes of death and disability worldwide.Many jobs today require sitting and working at a desk all day, he noted. But other occupations also require a lot of sitting – occupations such as driving a truck or a taxi.James Levine works at the Mayo Clinic in the United States. He suggests working while standing at a high table some of the time instead of sitting at a desk. Dr. Levine also suggests standing while using the telephone or eating. Or he advises walking with the people you work with for an on-foot conference. And he notes that if you spend more time on your feet, you may have muscle activity that helps burn fats and sugars in your body.。