A. It came to him in a dream. Ole Schou was a young Danish business student when he awoke one morning two decades ago with images of spermatozoa swimming in his head. Schou's strange nocturnal vision gave rise to an obsession. "Some people collect stamps; others play golf," he explains, "I studied sperm." With no scientific or medical training, Schou set out to make himself an expert, poring over the scientific literature and consulting specialists about different methods for freezing sperm. His goal: to establish "the best sperm bank in the world." B. Schou's single-minded devotion has paid off. Cryos, the company he founded in 1987 in the Danish city, Aarhus, claims to be the world's largest sperm bank, with more than 200 active donors and revenues nearing $1 million. In the high-tech world of modern reproduction, sperm is becoming a controversial business, and with his aggressive entrepreneurial flair, Schou is something of a trailblazer. Last year Cryos signed a special agreement with British authorities that will allow the firm to make bulk exports to a Scottish clinic that cannot find donors to meet its tough standards. Schou, 45, estimates that British sales could eventually bring the company more than $2 million annually. C. Cryos has benefited from a bewildering patchwork of European rules governing sperm donation. In Britain, for example, the law dictates that a single donor can father only 10 children. In Denmark, whose population of 5 million is less than one-tenth of Britain's, the limit is 25. In Austria and Sweden, laws allow children conceived through sperm donation to seek the identity of their parents when the children reach age 18. Denmark, however, has more sweeping protection of donor anonymity: Cryos does not maintain a record of its donor's names, using a coded identification number instead. According to Schou, the Swedish law has resulted in such a severe donor shortage that hundreds of Swedish couples seek help each year in Denmark. Attracting donors is not much of a problem in Aarhus, which has a large university population. But only about 10% of those who apply make it through the screening process, which includes a psychological assessment as well as a battery of medical tests to rule out HIV, hepatitis and other diseases. D. Cryos does not maintain the exhaustive profiles of donor characteristics used by U.S. Sperm banks. The company limits its data to such fundamentals as hair and eye color, height and ethnic classification, which, says Schou, is the main difference from what he calls the "couture style" U.S. system of merchandising sperm. He is critical of the U.S. Reliance on "positive eugenics" his term for the penchant for selecting donors based on detailed genetic, physical and psychological profiles. E. Schou believes sperm banks should practice "negative eugenics" testing for disease and severe genetic defects only to the extent that an average couple would. On the other hand, to supply a global marketplace, he is having to bend his principles. Cryos now supplies a few U.S. Clinics with sperm, and in those cases has begun to provide more extensive donor profiles. To serve increasing demand for non-Scandinavian ethnic types, Schou cooperates with a handful of overseas sperm banks. F. Cryos appears likely to continue to dominate Europe's commercial sperm-donor industry, and its growing success is provoking some criticism. Charles Sims, a clinical pathologist who co-founded California Cryobank, the best-known U.S. Sperm bank, thinks Cryos' claims of market dominance are misplaced. "Sperm is not a commodity," he says. "It's not something you're selling like aspirin. "But Ole Schou shrugs off those views. He is passionate about his company's mission to help thousands of would-be parents. In fact, he and his wife are about to become first-time parents—the old-fashioned way. "We've been working at it for many years, and believe me, it's not that easy".
1. Cryos differs from U.S. Sperm banks in the aspect of donor characteristics.
D
[解析] 题干：克瑞奥斯公司在捐献者的个人特征方面不同于美国的精子银行。题干关键词是differs, U.S. Sperm banks和donor characteristics。文中D段第一二句提到，克瑞奥斯公司不保留像美国精子银行对捐献者特征的详尽信息。该公司限制对如头发，眼睛颜色，身高和种族这些基本的信息。休乌说，这是该公司与他称之为美国“服装风格”销售精子体制主要的不同之处。与题干意思吻合，故选D。
2. There were over 200 active sperm donors when Cryos was founded in 1987.
5. It was 20 years ago that Schou began to be obsessed with the study of sperm.
A
[解析] 题干：20年前休乌开始痴迷于对精子的研究。题干关键词是20 years ago, be obsessed with和study of sperm。文中A段第二、三、四句提到，20年前，奥利·休乌是一个年轻的西班牙商科学生，一天早晨醒来，他发现脑海中有精子游泳的画面，休乌对这个奇怪的夜间视觉产生了痴迷。与题干意思吻合，故选A。
6. Cryos has begun to provide more donor characteristics in order to supply a global marketplace.
How to Make Attractive and Effective PowerPoint Presentations
A. Microsoft PowerPoint has dramatically changed the way in which academic and business presentations are made. This article outlines few tips on making more effective and attractive PowerPoint presentations. The Text B. Keep the wording clear and simple. Use active, visual language. Cut unnecessary words—a good rule of thumb is to cut paragraphs down to sentences, sentences into phrases, and phrases into key words. Limit the number of words and lines per slide. Try the Rule of Five-five words per line, five lines per slide. If too much text appears on one slide, use the AutoFit feature to split it between two slides. Click within the placeholder to display the AutoFit Options button (its symbol is two horizontal lines with arrows above and below), then click on the button and choose Split Text between Two Slides from the submenu. C. Font size for titles should be at least 36 to 40, while the text body should not be smaller than 24. Use only two font styles per slide—one for the title and the other for the text. Choose two fonts that visually contrast with each other. Garamond Medium Condensed and Impact are good for titles, while Garamond or Tempus Sans can be used for the text body. D. Embed the fonts in your presentation, if you are not sure whether the fonts used in the presentation are present in the computer that will be used for the presentation. To embed the fonts: (1) On the File menu, click Save As. (2) On the toolbar, click Tools, click Save Options, select the Embed TrueType Fonts check box, and then select Embed characters in use only. E. Use colors sparingly; two to three at most. You may use one color for all the titles and another for the text body. Be consistent from slide to slide. Choose a font color that contrasts well with the background. F. Capitalizing the first letter of each word is good for the title of slides and suggests a more formal situation than having just the first letter of the first word capitalized. In bullet point lines, capitalize the first word and no other words unless they normally appear capped. Upper and lower case lettering is more readable than all capital letters. Moreover, current styles indicate that using all capital letters means you are shouting. If you have text that is in the wrong case, select the text, and then click Shift+F3 until it changes to the case style that you like. Clicking Shift+F3 toggles the text case between ALL CAPS, lower case, and Initial Capital styles. G. Use bold or italic typeface for emphasis. Avoid underlining, it clutters up the presentation. Don't center bulleted lists or text. It is confusing to read. Left align unless you have a good reason not to. Run "spell check" on your show when finished. The Background H. Keep the background consistent. Simple, light textured backgrounds work well. Complicated textures make the content hard to read. If you are planning to use many clips in your slides, select a white background. If the venue of your presentation is not adequately light-proof, select a dark-colored background and use any light color for text. Minimize the use of "bells and whistles" such as sound effects, "flying words" and multiple transitions. Don't use red in any fonts or backgrounds. It is an emotionally overwhelming color that is difficult to see and read. The Clips I. Animations are best used subtly; too much flash and motion can distract and annoy viewers. Do not rely too heavily on those images that were originally loaded on your computer with the rest of Office. You can easily find appropriate clips on any topic through Google Images. While searching for images, do not use long search phrases as is usually done while searching the web-use specific words. J. When importing pictures, make sure that they are smaller than two megabytes and are in a jpg format. Larger files can slow down your show. Keep graphs, charts and diagrams simple, if possible. Use bar graphs and pie charts instead of tables of data. The audience can then immediately pick up the relationships. The Presentation K. If you want your presentation to directly open in the slide show view, save it as a slide show file using the following steps. Open the presentation you want to save as a slide show. On the File menu, click Save As. In the Save as type list, click PowerPoint Show. Your slide show file will be saved with a ppt file extension. When you double-click on this file, it will automatically start your presentation in slide show view. When you're done, PowerPoint automatically closes and you return to the desktop. If you want to edit the slide show file, you can always open it from PowerPoint by clicking Open on the File menu. L. Look at the audience, not at the slides, whenever possible. If using a laser pointer, don't move it too fast. For example, if circling a number on the slide, do it slowly. Never point the laser at the audience. Black out the screen (use "B" on the keyboard) after the point has been made, to put the focus on you. Press the key again to continue your presentation. M. You can use the shortcut command [Ctrl] P to access the Pen tool during a slide show. Click with your mouse and drag to use the Pen tool to draw during your slide show. To erase everything you've drawn, press the E key. To turn off the Pen tool, press [Esc] once. Miscellaneous N. Master Slide Set-Up: The "master slide" will allow you to make changes that are reflected on every slide in your presentation. You can change fonts, colors, backgrounds, headers, and footers at the "master slide" level. First, go to the "View" menu. Pull down the "Master" menu. Select the "slide master" menu. You may now make changes at this level that meet your presentation needs.
11. When making the PowerPoint, the wording of the text should be simple.
B
[解析] 题干：当做ppt时，文本的措辞不要太复杂。题干关键词wording of the text和complicated。文中B段第一句提到，要保持措辞的清楚和简洁。与题干意思吻合，故选B。
12. When importing pictures, make sure that they are smaller than 2MB.
13. A more formal situation is capitalizing the first letter of each word.
F
[解析] 题干：一种更正式的情况是，把每一个单词的首字母大写。题干关键词more formal situation, capitalizing和first letter of the first word。文中F段第一句提到，标题的每个单词首字母都大写，并且建议一种更正式的方式，即第一个单词的首字母大写。与题干意思吻合，故选F。
14. Centering bulleted lists or text is confusing to read.
20. When making the presentation, you should look at the audience as possible as you can.
L
[解析] 题干：当做展示的时候，你应该尽可能地看看听众。题干关键词making the presentation和look at the audience。文中L段第一句提到，如果可能，就看听众，而不是幻灯片。与题干意思吻合，故选L。
Education Study Finds U.S. Falling Behind
A. Teachers in the United States earn less relative to national income than their counterparts in many industrialized countries, yet they spend far more hours in front of the classroom, according to a major new international study. B. The salary differentials are part of a pattern of relatively low public investment in education in the United States compared with other member nations of the Organization for Economic Cooperation and Development, a group in Paris that compiled the report. Total government spending on educational institutions in the United States slipped to 4.8 percent of gross domestic product in 1998, falling under the international average—5 percent—for the first time. C. "The whole economy has grown faster than the education system," Andreas Schleicher, one of the reports' authors, explained. "The economy has done very well, but teachers have not fully benefited." The report, due out today, is the sixth on education published since 1991 by the organization of 30 nations, founded in 1960, and now covering much of Europe, North America, Japan, South Korea, Australia and New Zealand. D. In addition to the teacher pay gap, the report shows the other countries have begun to catch up with the United States in higher education: college enrollment has grown by 20 percent since 1995 across the group, with one in four young people now earning degrees. For the first time, the United States' college graduation rate, now at 33 percent, is not the world's highest. Finland, the Netherlands, New Zealand and Britain have surpassed it. E. The United States is also producing fewer mathematics and science graduates than most of the other member states. And, the report says, a college degree produces a greater boost in income here while the lack of a high school diploma imposes a bigger income penalty. "The number of graduates is increasing, but that stimulates even more of a demand—there is no end in sight," Mr. Schleicher said. "The demand for skill, clearly, is growing faster than the supply that is coming from schools and colleges." F. The report lists the salary for a high school teacher in the United States with 15 years experience as $36,219, above the international average of $31,887 but behind seven other countries and less than 60 percent of Switzerland's $62,052. Because teachers in the Unites States have a heavier classroom load—teaching almost a third more hours than their counterparts abroad—their salary per hour of actual teaching is $35, less than the international average of $41 (Denmark, Spain and Germany pay more than $50 per teaching hour, South Korea $77). In 1994, such a veteran teacher in the United States earned 1.2 times the average per capita income whereas in 1999 the salary was just under the national average. Only the Czech Republic, Hungary, Iceland and Norway pay their teachers less relative to national income; in South Korea, the actual teaching salary is 2.5 times that of the national average. Teacher pay accounts for 56 percent of what the United States spends on education, well below the 67 percent average among the group of countries. G. The new data come as the United States faces a shortage of two million teachers over the next decade, with questions of training, professionalism and salaries being debated by politicians local and national. Joost Eff, an international expert at the American Association of Colleges of Teacher Education, said training for teachers is comparable among most of the nations in the study, and that they are all dealing with similar issues of raising standards and increasing professionalism. H. Though the United States lags behind in scores on standardized tests in science and mathematics, students here get more instruction in those subjects, the report shows. The average 14-year-old American spent 295 hours in math and science classes in 1999, far more than the 229 international average; only Austria (370 hours), Mexico (367) and New Zealand (320) have more instruction in those subjects. Middle-schoolers here spend less time than their international counterparts studying foreign languages and technology, but far more hours working on physical education and vocational skills. High school students in the United States are far more likely to have part-time jobs: 64 percent of Americans ages 15 to 19 worked while in school, compared with an international average of 31 percent (only Canada and the Netherlands, with 69 percent, and Denmark, with 75 percent, were higher). I. One place the United States spends more money is on special services for the disabled and the poor. More than one in four children here are in programs based on income—only five other countries serve even 1 in 10—and nearly 6 percent get additional resources based on physical or mental handicaps, twice or three times the rate in other countries. J. The report shows a continuing shift in which the United States is losing its status as the most highly educated among the nations. The United States has the highest level of high school graduates ages 55 to 64, but falls to fifth, behind Norway, Japan, South Korea, the Czech Republic and Switzerland, among ages 25 to 34. Among college graduates, it leads in the older generation but is third behind Canada and Japan in the younger cohort (一群). While the portion of Americans with high school diplomas remains at 88 percent across age groups, the average age among member countries is rising. It has gone from 58 percent of those ages 45 to 54, to 66 percent of those ages 35 to 44 and 72 percent of those ages 25 to 34. A higher percentage of young people in Norway, Japan, South Korea, the Czech Republic and Switzerland have degrees than in the United States. K. "The U.S. has led the development in college education and making education sort of accessible for everyone," Mr. Schleicher said. "It's now becoming the norm."
21. When the number of graduates in the U.S. increases, the demand for them is rising.
E
[解析] 题干：当美国毕业生的数量增加时，对他们的需求也增加了。题干关键词number of graduates, increases和the demand。文中E段最后两句提到，Mr. Schleicher说，毕业生的数量在增加，但是社会对技能是供不应求的。与题干意思吻合，故选E。
22. The new study shows that the actual teaching salary per hour in the U.S. is $35.
26. Middle-schoolers spend less time in studying foreign languages and technology.
H
[解析] 题干：中学的学生在学习外语和技术方面花费的时间更少。题干关键词Middle-schoolers和foreign languages and technology。文中H段第二句提到，中学的学生比外国的学生在外语和技术方面花费的时间更少。与题干意思吻合，故选H。
27. Compared with those in other countries, high school students in the U.S. spend more time in doing more part-time job.
H
[解析] 题干：和其他国家相比，美国的高中生花更多的时间做兼职工作。题干关键词high school students和part-time job。文中H段最后一句提到，美国的高中生更有可能去做业余工作：64%的15到19岁的青少年在学校时就有了工作，而世界上的平均水平为31%。与题干意思吻合，故选H。
28. New Zealand surpasses the U.S. in college graduation rate for the first time.
D
[解析] 题干：新西兰第一次在大学毕业率上超过了美国。题干关键词New Zealand, college graduation rate和the first time。文中D段最后一句提到，美国的大学毕业率为33%，第一次不是世界上最高的。芬兰、荷兰、新西兰和英国已经超过它了。与题干意思吻合，故选D。
29. The U.S. government's spending on education is 4.8%, less than international average in 1998.
B
[解析] 题干：美国政府在1998年花费在教育上的钱是4.8%，比国际平均水平低。题干关键词4.8%, international average和1998。文中B段最后一句提到，在1998年，政府在教育上的花费为国内生产总值的4.8%，比国际平均水平低5%，这种事情是第一次发生。与题干意思吻合，故选B。
30. The economy has grown fast, but teachers have not fully benefit from it, said Andreas Schleicher.
A. How does one define when a person is considered to be obese and not just somewhat overweight? Height-weight tables give an approximate guideline as to whether one is simply overweight or has passed into the obese stage. B. The World Health Organization recommends using a formula that takes into account a person's height and weight. The "Body Mass Index" (BMI) is calculated by dividing the person's weight in kilograms by the square of their height in meters, and is thus given in units of kg/m2. A BMI of 18.5-24.9 is considered to be the healthiest. A BMI of between 25 and 29.9 is considered to be overweight, while a BMI of over 30 is considered to be obese. C. However, it is recognized that this definition is limited as it does not take into account such variables as age, gender and ethnic origin, the latter being important as different ethnic groups have very different fat distributions. Another shortcoming is that it is not applicable to certain very muscular people such as athletes and bodybuilders, who can also have artificially high BMIs. Agencies such as the National Cholesterol Education Program (NCEP) in the USA and the International Diabetes Foundation (IDF) are starting to define obesity in adults simply in terms of waist circumference. Health Effects of Obesity D. Over 2000 years ago, the Greek physician Hippocrates wrote that "persons who are naturally very fat are apt to die earlier than those who are slender". This observation remains very tree today. Obesity has a major impact on a person's physical, social and emotional well-being. It increases the risk of developing diabetes mellitus type 2 ("mature onset diabetes") and also makes Type 2 diabetes more difficult to control. Thus weight loss improves the levels of blood glucose and blood fats, and reduces blood pressure. The association between obesity and coronary heart disease is also well-known. Cancer E. Furthermore, in 2001 medical researchers established a link between being overweight and certain forms of cancer, and estimated that nearly 10,000 Britons per year develop cancer as a result of being overweight. This figure was made up of 5,893 women and 3,220 men, with the strongest associations being with breast and colon cancers. However, it is thought that being overweight may also increase the risk of cancer in the reproductive organs for women and in the prostate gland for men. F. The link between breast cancer and nutritional status is thought to be due to the steroid hormones, oestrogen and progesterone, which are produced by the ovaries, and govern a woman's menstrual cycle. Researchers have found that the more a woman eats, or the more sedentary her lifestyle, the higher are the concentrations of progesterone. This link could explain why women from less affluent countries have lower rates of breast cancer. Women from less affluent nations tend to eat less food and to lead lifestyles which involve more daily movement. This lowers their progesterone level, resulting in lower predisposition to breast cancer. G. The Times newspaper, in 2002 reported that obesity was the main avoidable cause of cancer among non-smokers in the Western world! Aging H. Research published by St Thomas' Hospital, London, UK in 2005 showed a correlation between body fat and aging, to the extent that being obese added 8.8 years to a woman's biological age. The effect was exacerbated by smoking, and a non-overweight woman who smokes 20 cigarettes a day for 20 years added 7.4 years to their biological age. The combination of being obese and a smoker added at least ten years to a woman's biological age, and although the study only involved women, the lead researcher Professor Tim Spector believes the finding would also apply to men. I. The aging effect was determined by measuring the length of telomeres, tiny "caps" on the ends of chromosomes, which help protect the DNA from the ageing process. Indeed, telomeres have been dubbed the "chromosomal clock" because, as an organism ages, they become progressively shorter, and can be used to determine the age of the organism. Beyond a certain point, the telomere becomes so short that it is no longer able to prevent the DNA of the chromosome from falling apart. It is believed that excess body fat, and the chemicals present in tobacco smoke release free radicals which trigger inflammation. Inflammation causes the production of white blood cells which increases the rate of erosion of telomeres. Dementia J. Recent research (2005) conducted in the USA shows that obesity in middle age is linked to an increased risk of dementia, with obese people in their 40s being 74% more likely to develop dementia compared to those of normal weight. For those who are merely overweight, the lifetime risk of dementia risk was 35% higher. K. Scientists from the Aging Research Centre at the Karolinska Institute in Sweden have been able to take information such as age, number of years in education, gender, body mass index, blood pressure level, physical activity and genetic factors, assigning each a risk score. They then used this information to devise a predictive test for dementia. This test will enable people at risk, for the first time, to be able to affect lifestyle changes which will reduce their risk of contracting dementia. Other Problems L. The world-wide upsurge in obesity, particularly in children, is of major economic concern, liable to drain economies. Of further concern is that research conducted in Australia and published in 2006, shows that up to one third of breech pregnancies were undetected by the traditional "palpation" examination, the danger being greatest for those women who are overweight or obese—a growing proportion of mothers. This means that such women are not getting the treatment required to turn the baby around in time for the birth, and in many cases require an emergency Caesarean section. M. This is a true health-care crisis, far bigger than Severe Acute Respiratory Syndrome (SARS) and ultimately, even bigger than AIDS.
31. The predictive test will help people to change lifestyle, which will reduce their risk of contracting dementia.
34. Obese people in middle age run an increased risk of dementia.
J
[解析] 题干：中年肥胖人群患痴呆症的风险增加。题干关键词middle age和increased risk of dementia。文中J段第一句提到，最近(2005年)美国的一项研究发现，中年肥胖症和患痴呆症风险的增加之间有联系。与题干意思吻合，故选J。
35. Obesity has something to do with cancer in the prostate gland for man.
E
[解析] 题干：对男人来说，肥胖和前列腺癌症有关。题干关键词cancer in the prostate gland。文中E段最后一句提到，据推测，超重会增加女性生殖器官和男性前列腺患癌症的风险。与题干意思吻合，故选E。
36. A non-overweight woman who smokes 20 cigarettes a day for 20 years added 7.4 years to her biological age.
H
[解析] 题干：一个不超重的女人，如果20年内每天吸20支烟，生理年龄会增加7.4岁。题干关键词non-overweight woman, 20 cigarettes a day和7.4 years。文中H段第二句提到，这种影响，因为吸烟而更加严重，一个不超重的女人，如果20年内每天吸20支烟，生理年龄会增加7.4岁。与题干原文一致，故选H。
37. Whether one is simply overweight or has passed into the obese stage can be judged according to the height-weight table.
A
[解析] 题干：根据身高—体重表可以判断一个人是简单的超重，还是已经进入肥胖阶段。题干关键词simply overweight, passed into the obese stage和height-weight table。文中A段第二句提到，一个人到底是简单的超重还是进入了肥胖阶段，身高—体重表可以给出一个模糊的参考。与题干意思吻合，故选A。
38. The excess body fat, like the chemicals present in tobacco smoke, can lead to inflammation.
I
[解析] 题干：身体内多余的脂肪，就像烟草里的化学物质，可能会导致炎症。题干关键词excess body fat, tobacco smoke和inflammation。文中I段倒数第二句提到，有人认为，体内多余的脂肪，像烟草里的化学物质一样，会释放自由基，进而引起炎症。与题干意思吻合，故选I。
39. "Body Mass Index" is limited in defining a person's weight ideal, because it does not takes into account many variables such as age, gender and ethnic origin.
C
[解析] 题干：使用身体质量指示来定义一个人的理想体重是有限的，因为它没有把年龄、性别和种族本源等很多类似的因素考虑在内。题干关键词“Body Mass Index”和age, gender and ethnic origin。文中C段第一句提到，身体质量指数的定义是有限定的，它没有包括诸如年龄、性别和种族等变量。与题干意思吻合，故选C。
40. The world-wide upsurge in obesity, especially in children, will possibly drain economies.
L
[解析] 题干：世界范围内的肥胖率高涨，尤其是儿童的肥胖问题，这很可能会阻碍经济发展。题干关键词world-wide upsurge in obesity, children和possibly drain economies。文中L段第一句提到，世界范围内的肥胖，尤其是儿童的肥胖问题，是涉及经济的问题，它有可能会阻碍经济发展。与题干意思吻合，故选L。
深色：已答题 浅色：未答题