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According to the last paragraph, development or education ______.
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Net choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word "habit" carries a negative implication.
So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try—the more we step outside our comfort zone—the more inherently creative we become, both in the workplace and in our personal lives.
But don't bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old reads.
"The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of The Open Mind. "But we are taught instead to 'decide', just as our president calls himself 'the Decider'." She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."
All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960a discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system — that anyone can do anything," explains M. J. Ryan, author of the 2006 book This Year I Will... and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.
In Wordsworth's view, "habits" is characterized by being ______.
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
The discovery of planets around distant stars has become like space-shuttle launches newsworthy but just barely. With some 50 extra-solar planets under their belt, astronomers have to announce something really strange to get anyone's attention.
Last week they did just that. Standing in front of colleagues and reporters at the American Astronomical Society's semiannual meeting in San Diego, the world's premier planet-hunting team astronomer Geoffrey Marcy of the University of California, Berkeley, and his colleagues, presented not one but two remarkable finds. The first is a pair of planets, each about the mass of Jupiter (木星), that whirl around their home star 15 light-years from Earth in perfect lockstep. One takes 30 days to complete an orbit, the other exactly twice as long. Nobody has ever seen such a configuration. But the second discovery is far stranger a solar system 123 light-years away, in the constellation Serpens (巨蛇座), that harbors one "ordinary" planet and another so huge 17 times as massive as Jupiter that nobody can quite figure out what it can be. "It is," says Marcy, "a bit frightening." What's frightening is that these discoveries make it clear how little astronomers know about planets, and they add to the dawning realization that our solar system and by implication Planet Earth may be a cosmic oddball. For years theorists figured that other stars would have planets more or less like the ones going around the sun. But starting with the 1995 discovery of the first extra-solar planet a gassy monster like Jupiter but orbiting seven times as close to its star as Mercury (水星) orbits around our sun each new find has seemed stranger than the last. Searchers have found more "hot Jupiters" like that first discovery. These include huge planets that career around their stars not in circular orbits but in elongated ones; their gravity would send any Earthlike neighbors flying off into space. Says Princeton astronomer Scott Tremaine: "Not a single prediction for what we'd find in other systems has mined out to be correct."
Last week's giant was the most unexpected discovery yet. Conventional theory suggests that it must have formed like a star, from a collapsing cloud of interstellar gas. Its smaller companion, only seven times Jupiter's mass, is almost certainly a planet, formed by the buildup of gas and dust left over from a star's formation. Yet the fact that these two orbs are so close together suggests to some theorists that they must have formed together so maybe the bigger one is a planet after all. Or maybe astronomers will have to rethink their definition of "planet". Just because we put heavenly objects into categories doesn't mean the distinctions are necessarily valid, as Tremaine puts it, "When your classification schemes start breaking down, you know you're learning something exciting. This is wonderful stuff."
The author cites the example of Geoffrey Marcy's finds to illustrate______.
根据《国务院关于投资体制改革的决定》,对于企业投资建设《政府核准的报告项目目录》以外的项目,()。
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