( C )

In the past few decades, the popular belief in the area of organizational behaviour and organizational psychology has been that happy workers are better workers. However, new research at the University of Alberta shows that sad workers are more productive.

Psychologist Dr. Robert Sinclair and his former PhD student Carrie Lavis recently conducted a series of four studies addressing the effects of experimentally induced (誘發(fā)的) happiness versus sadness on work productivity by asking the participants to build circuit boards (電路板). In the first study, sad people committed significantly fewer errors than did happy people (approximately half the number of errors) but there was no difference in the number of boards completed. Thus, sad people were more productive.

In similar studies Sinclair and Lavis found the same results along with evidence that happy people might not devote as much energy to the task in order to maintain their happy moods — they considered that task as something that might detract (減去) from their present feelings. Conversely, sad people appeared to be devoting energy to the task in order to divert themselves from their sad feelings. “It is important to know that the moods were unrelated to the task,” said Sinclair. “Unhappiness is coming from something else.”

These findings are not surprising, said Sinclair, since there has been a growing body of literature in the area of social psychology demonstrating that sad moods lead to more calm lengthy intent consideration and, often, more thoughtful or accurate judgments.

In Sinclair’s following studies, when people believed that the task would make them feel good, they devoted more energy to the job. The bottom line, said Sinclair, is that it is important for organizations to take into account the emotions of their employees. It seems it could be beneficial to creating situations that lead people to believe that performing their jobs will cause them to feel good: this could cause increases in motivation and superior performance. ?

72. The?new?research?done?at?the?University?of?Alberta?shows?__________.

A. sadness leads to accurate judgments B. sad workers are less engaged in their work

C. sad workers produce better D. happiness can make people do well

73.? The?purpose?of?the?series?of?four?studies?conducted?by?Dr.?Sinclair?was?__________.?

A. to find out the influence of happiness vs. sadness on work

B. to ask the subjects to build circuit boards

C. to prove that happy workers are better workers

D. to explore the ways how to produce happiness or sadness at work

74. According?to?the?third?paragraph,?the?happy?workers?might?not?devote?as?much?energy?to?the task?because?__________.?

A. they hate doing the same job for a long time

B. they never feel sad

C. happiness diverts them from their task

D. they want to keep their happy moods

75. It?is?suggested?in?the?last?paragraph?that?__________.???

A. increases in motivation and superior performance are important

B. companies should take into consideration employees’ emotions

C. companies should create situations that make workers feel good

D. employees should do the task that would make them feel good?

Section C

Directions: Read the following text and choose the most suitable heading from A-F for each?paragraph. There is one extra heading which you do not need.?

76.

Getting the support you need plays a big role in lifting the fog of depression and keeping it away. On your own, it can be difficult to maintain perspective and sustain the effort required to beat depression. But the very nature of depression makes it difficult to reach out for help. However, isolation and loneliness make depression even worse, so maintaining your close relationships and social activities are important.

77.

Depression puts a negative spin on everything, including the way you see yourself, the situations you encounter, and your expectations for the future. But you can’t break out of this pessimistic mind frame by “just thinking positive.” Happy thoughts or wishful thinking won’t cut it. Rather, the trick is to replace negative thoughts with more balanced thoughts.

78.

In order to overcome depression, you have to take care of yourself. This includes following a healthy lifestyle, learning to manage stress, setting limits on what you’re able to do, adopting healthy habits, and scheduling fun activities into your day.

79.

When you’re depressed, exercising may be the last thing you feel like doing. But exercise is a powerful tool for dealing with depression. In fact, studies show that regular exercise can be as effective as antidepressant medication at increasing energy levels and decreasing feelings of fatigue. Scientists haven’t figured out exactly why exercise is such a potent antidepressant, but evidence suggests that physical activity triggers new cell growth in the brain, increases mood-enhancing neurotransmitters and endorphins, reduces stress, and relieves muscle tension — all things that can have a positive effect on depression.

80.

If you find your depression getting worse and worse, seek professional help. Needing more help doesn’t mean you’re weak. Sometimes the negative thinking in depression can make you feel like you’re a lost cause, but depression can be treated and you can feel better!

Section D

Directions: Read the passage carefully. Then answer the questions or complete the statements in?the fewest possible words.

All over the world mentioning of English education suggests a picture of the “public schools”, and it suggests in particular the names of certain very famous institutions — Eton, Oxford and Cambridge; but people do not always realize what place these institutions occupy in the whole educational system. Oxford and Cambridge are universities each having about 12,000 students out of a total of over 250,000 students at all British universities. Eton is a public school, and the best known of the public schools, which, in spite of their name, are not really public at all, but independent and private secondary schools taking boys from the age of thirteen to eighteen years. The public schools in reality form a very small part of the whole system of secondary education; only about one out of forty English boys go to a public school, and one out of 1,500 goes to Eton.

Apart from the so-called public schools there is a complete system of state primary and secondary education, which resembles in its general form the state education in most other countries. All children must, by law, receive full-time education between the ages of five and sixteen. Any child may attend, without paying fees, a school provided by the public authorities, and the great majority attend such schools. They may continue, still without paying fees, until they are eighteen. In presenting an overall picture of English education it would be reasonable to concentrate on the state system alone and refer briefly to the public schools. However, although the public schools are not important numerically, they have been England’s most peculiar and characteristic contribution to educational methods, and they have an immense influence on the whole of English educational practice and on the English social structure. For a hundred years most men in leading positions in banking, insurance, high finance, some industries, the army, the church and conservative politics have been educated at public schools.

(Note: Answer the question or complete the statements in no more than 12 words.)

81. British public schools are not as their names suggests because they are ______________.

82. The public schools are not important in certain senses because _____________________.

83. Why must all British children between the age of five and sixteen attend a school?

84. Why do people easily think of public schools when British education is mentioned??