Scientists are debating how to limit their newly-discovered power to change genetic structure. Scientists already modify the genes of farm animals and agricultural plants to make them more productive or stronger. But now they can also change genes in wild animals and plants. These genes would continue into later generations. For example, it may be possible for scientists to remove from existence the kind of mosquitoes that carry the Zika virus. They might also be able to permanently remove species of plants and animals that are destructive to other species. In a report published last week, the U. S. National Academies of Sciences, Engineering and Medicine (NAS) said it supports continued research on this kind of gene control. But it warned that it is not possible to know what will happen when these changed plants and animals are released into the wild. Sixteen biologists, ethicists and policymakers are on an NAS committee that is examining the issue. They say that there is value to the new technology. But, they say, there is not enough evidence to support the release of modified organisms from the laboratory into nature. Many people would support stopping mosquitoes and rats from carrying diseases. But scientists say we must understand the possible scientific, ethical, legal and social results of such action before we decide whether to take it. Gene modification is spread through reproduction . Changed genes will continue to spread as long as an animal or plant continues to reproduce. They cannot be limited to a farm or kept within a country's borders. Scientists are wondering what may happen if a modified organism mates with another species. They are not yet sure how the modified genes would affect the other species. It is possible that those genes could harm those creatures or even lead to their disappearance from our planet. What possible advantage does gene control in wild animals and plants have? A) Changing the Zika virus permanently. B) Removing the destructive species for ever. C) Having changed genes in their next generations. D) Making all the species more productive and stronger.
B
Need a solid excuse to dust off your running shoes? Joggers have been found to live an average of six years longer than those who don't jog. However, you'll have to run for at least one hour a week for benefit, according to a new study in Denmark. Researchers found that jogging was associated with a 44 per cent reduction in the risk of death for those over 35 years compared with deaths among those who did not run. The same benefit applied to both men and women. The 44 per cent reduction translates to an 'age-adjusted survival benefit' of 6.2 years in men and 5.6 years in women, according to Dr. Peter Schnohr, chief cardiologist from the Copenhagen City Heart study. Furthermore, the jogger's lives are not only longer but happier too as those who ran reported an overall sense of well-being, said Schnohr. The results of our research allow us to definitively answer the question of whether jogging is good for your health,' Schnohr said in a statement. 'We can say with certainty that regular jogging increases longevity. The good news is that you don't actually need to do that much to reap the benefits,' he continued. The study also found that the optimum benefit of jogging was for those who jogged at a slow-to-average pace for between an hour and two and a half hours spread over two or three weekly sessions. Researchers then compared deaths among the joggers among the non-joggers in the main study pool of almost 20,000. Over 35 years, 122 joggers died compared with 10,158 non-joggers. All the participants involved with the Copenhagen City Heart Study had their cholesterol, blood pressure, blood glucose, and BMI, measured and they were questioned about smoking, alcohol consumption, education, and income. In order to do good to health, the joggers should run _ . A) for at least one hour daily B) for at least one hour weekly C) for at least one hour monthly D) for at least one hour yearly
B
Q: Recently, I took part in the first strategic planning meeting at school. I didn't know what strategic planning meant when I was invited. So I set about trying to find out what it was. Later, I learnt it meant setting short and long term goals . The meeting took place in Ms Gallup's room on Tuesday after school. I really didn't know what to expect. I was very nervous ,but I felt very lucky to have been included. I really wanted to do the best I could. The desks in the room were laid out into two circles so that the upper school and lower school could be divided. There were fifteen students in the room. We were directed to discuss how to _ the school, what we'd like to be taught, and what we thought could be improved upon. I felt this was a very important responsibility as I was representing the fourth grade. So I tried to do the best I could. There were a lot of suggestions on how to improve our school. One student felt that the uniform sweater policy was really important and another student felt that building a paintable field would help improve the school greatly. I suggested that we should have Chinese classes because China is the most highly populated place on Earth with a growing industrial power. We should learn how to communicate with the Chinese . We discussed a lot and sometimes the discussion became heated, but they were interesting. I think it is amazing that the teacher asked the students about their opinions and gave us a voice. It is exciting if they adopt any of our suggestions. What dose the writer think of the discussions? A) They were useless B) They were too heated C) They were surprising D) They were interesting
A: D
(Question)
Meet the "Tutor Kings and Queens" "If you want to be a top tutor, it definitely helps if you are young and attractive. Students look at your appearance," said Kelly Mok, 26, a "tutor queen" at King's Glory, one of Hong Kong's largest tutorial establishments. Richard Eng from Beacon College, a former secondary school teacher, is often credited with being the first of Hong Kong's "star tutors". "In school all the teachers look the same, there's no excitement," he said. The celebrity tutor phenomenon is a result of the huge growth in outofschool tutoring in Asia. It is fuelled by highly pressured examination systems and ambitious parents wanting their children to secure places at top universities and highstatus secondary schools. In societies where success _ good exam results, parental anxiety converts into a "steady stream of revenue " for tutoring establishments, according to a study by the Asian Development Bank (ADB). The tutoring industry, or "shadow education" as the ADB calls it, has become very widespread in Asia, fed by the growth in universities and the rising proportion of school leavers aiming for university. Hong Kong University's professor Mark Bray, one of the authors of the ADB study, said a staggering 72% of finalyear school students in Hong Kong now go to private tutors. It's not just Hong Kong. Tutoring has "spread and intensified in Asia and become more commercialized," said Professor Bray. In South Korea, 90% of primary school children attend such classes. In China, New Oriental Education and Technology has grown to become one of the largest tutoring schools in Asia with around 2.4 million students this year. In South Korea, Thailand, Sri Lanka and India, tutorial schools use star tutors to attract even more students. According to Kelly Mok, tutors _ . A) have a lot in common with school teachers B) benefit much from their appearances C) become more and more popular in the world D) have much more pressure than in the past
(Answer)
B