Emerging adults refer to those who are under the age of 18.

A.optimistic

B.pessimistic

C.unrealistic

D.natural

This region ______as the costliest place to do business.

A．often is referred

B．is often referred

C．is referred often to

D．is often referred to

What does the "Site" in the first paragraph refer to？

A．It refers to the Internet.

B．It refers to all of the domain and sub-domains of www.eBay.com.

C．It refers to www. ebay. com.

D．It refers to eBay Inc.

It was unwise of him to ________ the unreliable data in his speech.

A) add to

B) refer to

C) keep to

D) point to

25-32. Read the following research paper and answer the questions. (Notes: The numbers in the brackets are in-text citations. References are omitted) Frequency of self-weighing and weight loss outcomes within a brief lifestyle intervention targeting emerging adults 1 Introduction More than 40% of 18–25 year old in the U.S. meet criteria for overweight or obesity, (1) placing them at increased cardiometabolic risk (2). This developmental period is associated with numerous life transitions (e.g. living independently, balancing work and school) as well as unhealthy weight-related behaviour (e.g. declines in physical activity, increased consumption of fast food, poor sleep) that contribute to weight gain and obesity during these years (3). Moreover, data indicate that this age group is all but absent from standard adult behavioural weight loss trials, representing less than 1% of enrolled participants (4). Researchers have called for programs targeting this unique transition from adolescence into early adulthood, (5) including those specific to weight loss (6). Our formative data suggest that to effectively engage this population, lifestyle interventions must be brief, with minimal in-person contact, content tailored specifically to 18–25 year old, and importantly, that programs must promote autonomy and allow for choice in behavioural goals (7,8). Thus, it remains a challenge how best to adapt evidence-based programs in a way that will appeal to this population and can produce clinically significant weight losses through such a low touch program while still affording participants choice surrounding behavioural goals as opposed to providing prescriptions. Frequent self-weighing may represent a simple self- regulation tool that can be used to promote clinically significant weight loss within a brief, reduced-intensity lifestyle intervention targeting emerging adults. In adults, frequent self-weighing has been associated with weight gain prevention, (9) weight loss (9–12) and weight loss maintenance (12–14) and is not associated with unhealthy weight control practices or worsening of psycho- logical symptoms (11,15,16). Less is known about the effects of frequent self-weighing among young adults; some studies have reported associations between self- weighing and negative psychological symptoms (17), while others indicate that frequent self-weighing might be part of a constellation of healthy weight-related behaviour (18). Importantly, data suggest that within the context of a lifestyle intervention targeting young adults 21–35 years of age, frequent self-weighing was not associated with increased depressive symptoms, disordered eating or body satisfaction and was associated with better weight loss (19) Further, several studies have examined self-weighing within the context of weight gain prevention efforts targeting first year college students (20–23); and data indicate high adherence and accept- ability of self-weighing (22). Impact on prevention of weight gain has been mixed with some studies reporting benefits of daily self-weighing within minimal weight gain prevention interventions (20,23), while others have noted benefits only within the context of a more comprehensive online healthy lifestyle program (21). In these studies, frequent self-weighing has not been associated with adverse psychological outcomes (21,22). Of note, these previous studies were conducted within the context of weight gain prevention and focused exclusively on college students. To our knowledge, no previous studies have examined the relationship between frequent self-weighing and weight loss in a behavioural weight loss program targeting a broader sample of emerging adults. Thus, the primary aim of this paper is to examine the frequency of self-weighing among a racially diverse sample of emerging adults between 18 and 25 years enrolled in a brief lifestyle intervention, and to examine the association between frequent self-weighing and weight loss. 2 Methods 2.1 Intervention description These secondary analyses were conducted using data from a 3-month behavioural lifestyle intervention, SPARK RVA. The primary findings have been reported elsewhere (15), but in short, the aim of the original study was to examine the feasibility, acceptability and preliminary efficacy of three approaches to promote engagement and weight loss in this age group. Mode of delivery differed: face-to-face, web and hybrid (web lessons plus optional in-person classes), as did the relative emphasis on promoting autonomy. Across all arms, evidence of the benefits of regular self-weighing was presented to participants, but explicit self-weighing prescriptions were not provided. Instead, participants were encouraged to weigh themselves at least weekly and no more than once per day, but were allowed to choose their own target. 2.2 Recruitment and participants SPARK RVA was advertised via web and print advertisements, radio spots and email blasts throughout the Richmond, VA area. Interested individuals were directed to a study recruitment website, where they could review study details and if interested, were able to complete a secure survey in order to determine eligibility. Inclusion criteria were ages 18–25 and BMI 25–45 kg/m; exclusion criteria were physical or mental health conditions that pose a safety concern or are associated with unintentional weight change, recent (i.e. within the past 6 months) pregnancy and recent ＞5% weight loss. Participants (N = 52) were mostly female (79%), and the sample was diverse (54% racial/ethnic minority) with a mean age of 22.3 (2.0) and mean BMI of 34.2 (5.4). 2.3 Measures Anthropometrics Measures of weight (kg) and height (cm) were taken by masked research assistants using standard protocols at baseline and post-treatment (3 months). Frequency of self-weighing At all assessment points, participants responded to the following question: ‘During the past month, how often did you weigh yourself？’ Response options are (i) several times a day; (ii) once a day; (iii) several times a week; (iv) once a week; (v) less than once a week; (vi) less than once a month; and (vii) never. 2.4 Statistical analyses Data were collapsed across treatment arms and con- ducted with completers (retention ＞ 80%). There were no baseline differences on weighing frequency for those participants who were retained vs. not. Generalized linear modeling was used to examine change in frequency of self-weighing over time as well as to compare weight loss at post-treatment for those who reported frequent self-weighing (i.e. several times per week or more) vs. those who reported weighing less frequently (once a week or less). Subsequent analyses were conducted in which participants were categorized according to their change in weighing frequency from baseline to 3 months (i.e. increasers, stable and decreasers). Chi-square analyses were conducted to examine categorical variables (e.g. achieving a 5% weight loss). Treatment arm, gender and race were included as covariates in all analyses; those analyses examining weight change in kilogram also included baseline weight as a covariate. All analyses were conducted using SPSS version 22. 3 Results At baseline, a majority of participants (64.5%) reported self-weighing less than once a week, with only 15.4% weighing once per week and 21.1% reporting frequent self-weighing defined as at least several times per week. Self-weighing increased over the 3-month treatment program (p ＜ 0.001); at post-treatment only 19% of participants reported self-weighing less than once per week, whereas 42.9% of participants reported self-weighing weekly and 38.2% of participants reported self-weighing several times per week or more (Table 1). Increase in frequency of self-weighing from baseline to post-treatment was associated with greater weight loss (β =-0.433, t = -3.02 and p = 0.01). Further, participants who reported frequent self-weighing (i.e. several time per week or more) at post-treatment achieved greater weight losses than those weighing weekly or less (p = 0.03, Figure 1). In addition, participants who endorsed frequent self- weighing were more likely to achieve a clinically significant (i.e. 5% of baseline weight) weight loss (p = 0.01). Finally, when participants were grouped according to change in weighing frequency (increasers, stable and decreasers), those who increased their frequency of self-weighing experienced the greatest weight loss relative to those who remained at the same frequency of weighing or decreased frequency of weighing, although this effect only approached statistical significance (—4.9+ 4.2 kg, —2.3 + 3.5 kg, and —0.92 + 2.2 kg, p = 0.06).4 Discussion In a brief lifestyle intervention specifically designed for 18–25 year old with overweight or obesity, frequent self- weighing was associated with greater weight loss at post-treatment. These results are consistent with findings among other adults (9–12) and suggest that frequent self- weighing may be an important factor in weight control among this population as well. Of note, no prescriptions were given in the current study – rather, consistent with our formative data, evidence was presented about the benefits of self-weighing and participants were allowed to select the target they felt was best suited for them in order to promote autonomy. In light of the current findings and previous data demonstrating the benefits of more frequent self-weighing (9–14), future studies should consider providing this population with a forced choice between frequent self-weighing (i.e. ＞several times per week) and daily self-weighing to promote optimal weight management while still allowing for choice in behavioural targets. Indeed, frequent self-weighing might be a particularly valuable self-regulation tool for this age group given evidence to suggest dietary self-monitoring is a substantial challenge in this population (8); thus, the scale serving as an error detector might serve to enhance overall self- regulation of energy balance behaviour and weight loss in this high-risk age group. Limitations of this secondary analysis include a limited sample size, lack of an assessment of psychological variables such as depression and disordered eating, and collapsing across treatment arms; further, within the trial from which these data are drawn, participants were not randomized to different self-weighing prescriptions, limiting the inferences that can be drawn regarding causality. Of note, many previous studies have demonstrated a lack of adverse psychological outcomes associated with frequent self-weighing in adults (11,15,16), as well as first-year college students (22) and a broader sample of young adults (19); nevertheless, future studies should explore the effects of frequent self-weighing on psychological variables including depressive symptoms and disordered eating within the context of a weight loss intervention targeting this specific age group. Strengths of the current study include a diverse sample including 54% racial/ethnic minorities, and the fact that this is the first study to examine the relationship between self-weighing and weight loss within a sample of treatment-seeking, overweight/obese 18–25 years old. Findings suggest that frequent self-weighing is associated with better weight loss outcomes among a racially diverse same of 18–25 years old enrolled in a brief lifestyle intervention. References (Omitted) 25. What is the topic of the research？

A、Relationship between frequency of self-weighing and weight loss

B、A brief lifestyle intervention targeting emerging adults

C、Criteria for overweight or obesity

D、Unhealthy weight-related behaviour

A.“It” refers to death

B.“It” refers to his love toward the narrator

C.“It” refers to his lamentation

D.“It” refers to “the past’

Questions 5－8Complete the following sentences using NO MORE THAN TWO WORD$ from the text.

Questions 5-8 Complete the following sentences using NO MORE THAN TWO WORD$ from the text. The article refe

seek new strategies for producing goods and providing services. These changes require a high performance organization where all workers have more responsibility and decision-making functions. Such organizations need employees who are well trained and possess the skills and knowledge necessary for their new functions. In addition, as learning becomes an integral part of the work itself, workers will need to be better prepared to avail themselves of training and learning opportunities in the workplace.

One challenge faced by educators and employers is how to prepare students for their changing roles in the workplace and how to ensure that the economy uses the full capacity and potential of our youth. At a point in our history when education beyond high school is increasingly viewed as necessary to meet the educational and skill requirements of many current and emerging careers, approximately one half of U.S. youth do not attend college and about half of those who do will not complete their studies. For many of these youth, particularly those who are members of the growing underclass, the transition between school and work has become problematic. Many graduate from high school with few or no job-related skills; often their academic preparation is weak. Those who drop out before high school graduation, many of them caught up in an inescapable world of poverty, fare worse with even more limited job and career prospects. Until the age of 25, these youth are likely to move from job to job, usually in the service sector of the economy where they find jobs that are low-skilled, poorly paid, and offer few opportunities for further training or advancement.

The result for some young people is a life of poverty. For many others the prospect is employment that pays less than a living wage and offers neither self-respect nor a future. Unemployment rates among all youth are high (twice that for adults) and not responsive to economic upturns. The official 1991 unemployment rates for high school graduates below the age of 24 was 13 percent for whites, 17 percent for Hispanics, and 29 percent for blacks. In reality, these frighteningly high rates are probably even worse. If young people drop out of school, their prospects for not getting a job are one out of four, and their employment prospects do not improve with time.

As is mentioned in the passage, a high performance organization is one ______.

A．which seeks new strategies for producing goods and providing services

B．in which workers play more active roles

C．in which workers rather than the executives make the decisions

D．which increases its competitiveness by hiring only skilled workers

新兴市场(emerging markets)

Part B

Directions：

You are going to read a list of headings and a text about what parents are supposed to do to guide their children into adulthood. Choose a heading from the list A——G that best fits the meaning of each numbered part of the text （41——45）。 The first and last paragraphs of the text are not numbered. There are two extra headings that you do not need to use. Mark your answers on ANSWER SHEET 1. （10 points）

How Can a Parent Help？

Mothers and fathers can do a lot to ensure a safe landing in early adulthood for their kids. Even if a job's starting salary seems too small to satisfy an emerging adult's need for rapid content， the transition from school to work can be less of a setback if the start-up adult is ready for the move. Here are a few measures， drawn from my book Ready or Not， Here Life Comes， that parents can take to prevent what I call “work-life unread ness”。

41.

You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best.

42.

Kids need a range of authentic role models-as opposed to members of their clique, pop stars and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Discuss the joys and downsides of your own career and encourage your kids to form. some ideas about their own future. When asked what they want to do, they should be discouraged from saying “I have no idea.” They can change their minds 200 times, but having only a foggy view of the future is of little good.

43.

Teachers are responsible for teaching kids how to learn； parents should e responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities.

45.

They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.

What about the son or daughter who is grown but seems to be struggling and wandering aimlessly through early adulthood？ Parents still have a major role to play, but now it is more delicate. They have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledging adult （as na？ve or ill conceived as it may seem） while becoming a partner in exploring options for the future. Most of all, these new adults must fell that they are respected and supported by a family that appreciates them.

41.___________

A. Set a Good Example for Your Kids

B. Build Your Kid's Work Skills

C. Place Time Limits on Leisure Activities

D. Talk about the Future on a Regular Basis

E. Help Kids Develop Coping Strategies

F. Help Your Kids Figure Out Who They Are

G. Build Your Kids Sense of Responsibility