The Gender Dimension of the Brain Drain

体育性别歧视英语作文Title: Addressing Gender Discrimination in Sports。

In today’s society, gender discrimination remains a prevalent issue, particularly in the realm of sports. Despite significant progress in recent years, disparities still exist in various aspects of sports, including participation opportunities, media coverage, and resource allocation. This essay aims to explore the manifestations of gender discrimination in sports and propose strategies to address this pressing issue.One of the most glaring forms of gender discrimination in sports is the unequal opportunities for participation between men and women. Historically, sports have been male-dominated, with limited avenues for women to engage in athletic activities. Even though there has been a gradual increase in female participation in sports, significant disparities persist in terms of access to facilities, funding, and promotional opportunities.Moreover, gender bias is evident in the media coverage of sports. Major sporting events often receive extensive coverage, but the representation of female athletes remains disproportionately low compared to their male counterparts. Women's sports are frequently marginalized, receiving minimal airtime and limited exposure in mainstream media outlets. This lack of visibility not only perpetuates stereotypes but also undermines the achievements andtalents of female athletes.Another dimension of gender discrimination in sports is the disparity in resources and support provided to male and female athletes. Funding for women's sports programs and facilities is often insufficient compared to men's, leading to disparities in training opportunities and equipment quality. This disparity in resources not only hinders the development of female athletes but also reinforces the perception of women's sports as inferior.To address gender discrimination in sports, concerted efforts are needed at various levels, including policy,education, and media representation. Firstly, sports organizations and governing bodies must implement policies that promote gender equality and provide equalopportunities for men and women in all aspects of sports, including participation, coaching, and leadership roles.Secondly, education plays a crucial role in challenging gender stereotypes and promoting inclusivity in sports. Schools and sports institutions should incorporate gender sensitivity training into their curricula to raise awareness about the harmful effects of discrimination and promote respect for diversity in sports.Additionally, media outlets have a responsibility to rectify the gender imbalance in sports coverage byincreasing the visibility of female athletes and showcasing their achievements on par with male athletes. By featuringa diverse range of sports and athletes, the media can help challenge stereotypes and promote gender equality in sports.Furthermore, greater investment in women's sports programs and facilities is essential to ensure that femaleathletes have access to the resources and support needed to excel in their chosen sports. This includes providing equal funding for women's sports teams, improving facilities for training and competition, and offering scholarships and incentives to encourage female participation in sports.In conclusion, gender discrimination remains a significant challenge in sports, perpetuating inequalities and limiting the potential of female athletes. However, by implementing proactive measures at the policy, educational, and media levels, it is possible to create a more inclusive and equitable sports environment where all athletes, regardless of gender, have the opportunity to thrive and succeed.。

高三英语社会现象类阅读试题1. More than one-third of adults in the United States are obese(肥胖). In fact, over obesity has reached such proportions that one big-city mayor has gone about banning large-sized, sugary soft drinks and the First Lady has been on a campaign to control the dietary offerings in public schools.Even many adults who do not fit the clinic definition of obesity are still overweight, and a large percentage are looking for the best ways to lose weight.Reducing pounds largely comes down to the two-sided factors of diet and exercise. Not carrying out the first one enough, and not getting enough of the second one, ends up giving the individual a recipe for being overweight.Advising someone to eat less and exercise more might be the easiest advice possible, but it’s also, partially, an oversimplification. Dieting has more to do with the types of food you eat than how much you eat. Reduce the amount of red meat in your diet. If you don’t want to eliminate red meat altogether, choose cuts of meat with less fat content. Limit your intake of salt and starches. If you’ve got to have potato chips alongside your sandwich at lunch, choose the baked potato chips that contain less fat than the deep-fried chips. You might find you’re really not sacrificing that much in terms of taste.A diet rich in fruits, vegetables, egg whites, fish and nonfat dairy products will certainly aid in the mission of losing weight. Drink more water and less sugary drinks. If you have to have a soda, a diet soda is a better option, but seltzer is an even better choice than that.It’s important—if not always easy—to make sure you get at least some physical activity each and every day. If your feet won’t allow for a regular jogging regimen, then make sure you take lots of walks. Next time you need to mail a letter, walk to the mailbox instead of driving. Try to work in a daily walk in your neighborhood.【1】 You should when you want to lose weightA．try not to fit the clinic definition of obesityB．diet as well as exercise enoughC．get little exercise every dayD．focus your attention on diet only【答案】B【解析】B细节理解题。

Unit 3 Gender DifferenceGender Roles from a Cultural PerspectiveOver the past few decades, it has been proven innumerable times that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. In the process of growing up, each child learns hundreds of culturally patterned details of behavior that become incorporated into its gender identity. Some of this learning takes place directly. In other words, the child is told by others how to act in an appropriately feminine or masculine way. Other details of gender behavior are taught unconsciously, or indirectly, as the culture provides different images, aspirations, and adult models for girls and boys.Recently, for example, a study of American public schools showed that there is a cultural bias in education that favors boys over girls. According to the researchers, the bias is unintentional and unconscious, but it is there and it is influencing the lives of millions of schoolchildren every year. Doctors David and Myra Sadker videotaped classroom teachers in order to study gender-related bias in education. Their research showed that many teachers who thought they were nonsexist were amazed to see how biased they appeared on videotape. From nursery school to postgraduate courses, teachers were shown to call on males in class far more than on female students. This has a tremendous impact on the learning process for, in general, those students who become active classroom participants develop more positive attitudes and go on to higher achievement. As a matter of fact, in the late 1960s, when many of the best all-women's colleges in the northeastern United States opened their doors to male students, it was observed by professors and women students alike that the boys were "taking over" the classroom discussions and that active participation by women students had diminished noticeably. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years.3 Research done by the Sadkers showed that sometimes teachers unknowingly prevented girls from participating as actively as boys in class by assigning them different tasks in accordance with stereotyped gender roles. For instance, one teacher conducting a science class with nursery school youngsters, continually had the little boys perform the scientific "experiment" while the girls were given the task of putting the materials away. Since hands-on work with classroom materials is a very important aspect of early education, the girls were thus being deprived of a vital learning experience that would affect their entire lives.Another dimension of gender-biased education is the typical American teacher's assumption that boys will do better in the "hard", "masculine" subjects of math and science while girls are expected to have better verbal and reading skills. As an example of a self-fulfilling prophecy, American boys do, indeed, develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. But these are cultural, not genetic patterns. In Germany, for example, all studies are considered "masculine", and it is girls who develop reading problems. And in Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.The different attitudes associated with the educational process for girls and boys begin at home. One study, for example, showed that when preschoolers were asked to look at a picture of a house and tell how far away from the house they were permitted to go, the boys indicated a much wider area than the girls, who generally pointed out a very limited area close to the home. Instead of being encouraged to develop intellectual curiosity and physical skills that are useful in dealing with the outside world, as boys are, girls are filled with fears of the world outside the home and with the desire to be approved of for their "goodness" and obedience to rules. These lessons carry over from the home to the classroom, where girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than with its content, and more anxious about being "right" in their answers than in being intellectually independent, analytical, or original. Thus, through the educational process that occupies most of the child's waking hours, society reinforces its established values and turns out each gender in its traditional and expected mold.从文化角度看性别角色1 在过去的几十年里，已经无数次地证实了这样一个事实：构成男子阳刚之气和女子阴柔之气的各种不同类型的行为、情感、和兴趣都既是遗传又是文化熏陶的结果。

《犯罪心理》第1-7季经典名言大全Season 1◎Episode 1: Extreme Aggressor（2005.09.22）●The belief in a supernatural source of evil is not necessary. Men alone are quite capable of every wickedness.——Joseph Conrad【约瑟夫•康拉德（波兰出生的英国作家）：将邪恶的产生归结于超自然的因素是没有必要的，人类自身就足以实施每一种恶行。

】（Gideon）●Try again. Fail again. Fail better.——Samuel Beckett【Samuel Beckett（当代最著名的荒诞剧作家）：再试，再失败，更好地失败。

】（Gideon剧中台词）●Try not. Do or do not.——Yoda【尤达大师（『星球大战』中的主角）：别试。

做或者不做。

】（Morgan剧中台词）●All is riddle,and the key to a riddle... is another riddle.——Emerson【爱默生（美国诗人、散文家、哲学家）：所有的事物都是谜团，而解开一个谜的钥匙……是另一个谜。

】（Gideon）●The farther backward you can look, the farther forward you will see.——Winston Churchill【温斯顿•邱吉尔：你回首看得越远，你向前也会看得越远。

】（Gideon）●When you look long into an abyss, the abyss looks into you.——Nietzsche【尼采：当你凝视深渊时，深渊也在凝视你。

】（Gideon）◎Episode 2: Compulsion（2005.09.28）●There are certain clues at a crime scene which, by their very nature, do not lend themselves to being collected or examined. How does one collect love, rage, hatred, fear?——Dr. James T. Reese【詹姆斯•瑞斯博士（美国精神创伤压力处理方面的专家）：犯罪现场中的某些线索根据它们自己本身的性质，是不容易收集起来检测的。

托福课外阅读：The Prefrontal Cortex with Age老年痴呆症困扰着全球众多老年人和他们的家人。

而如何能预防这个可怕的疾病呢?今天的新托福考试阅读练习资料就来讨论这个话题。

The prefrontal cortex is the region of the brain located just behind the forehead， where higher－level cognition occurs， such as recalling whether a word was heard aloud or read． Most people show evidence of more processing on one side of the cortex， the rightside． However， research has shown that many elderly people use both hemispheres more equally， thus processing bilaterally．This discovery led to two opposing theories as to why． One theory supposes that this change in the prefrontal cortex is part of the general decline of the body， that bilateral processing is evidence of malfunctioning． The other theory supposes that enlisting the help of the other hemisphere of the prefrontal cortex is a way to compensate for reduced capacity in the more active hemisphere； that is， the brain is making up for its own failings．Scientists conducted a range of cognitive tests with older adults in their 60’s and 70’s． Then chose two smaller groups from those subjects–those who performed high on the tests， and those who performed low． The scientists then administered two of the sametests to the two groups of older adults， as well as to a group of young adult s between the ages of 20 and 35 while the subjects’ brains were PET scanned． What they found was that the high－performing older adults showed significantly more use of bilateral processing than did anyone else．The research supports the theory that bilateral processing is a way to compensate for reduced capacity of the right hemisphere with age． Further research may examine how training individuals or using drugs to enhance bilateral processing affects diseases such as Alzheimer’s．译文：前额皮质位于前额之后区域，作用于高级认知，比如，回忆是否听过或读过某个单词。

第9期什么叫“科学家思维”来自SusanKuang00:0009:21喜马拉雅同步播出，请关注节目《理性知识分子》前段时间和好朋友一起重启了The Thinker Group，不过与5年前那个探讨经济话题的论坛有所差异的是，新的The Thinker Group是小型的邀请制私人聚会，聚焦的话题都与未来有关。

在第一期小聚上，大家讨论了许多与人工智能相关的有意思的话题，不过令我印象最深的却是X先生提到的两种思维：律师思维和科学家思维。

1两种思维模式之后，我做了一些相关查询，了解到这种说法最初应该由美国物理学家列纳德.蒙洛迪诺（Leonard Mlodinow）在他的Subliminal: How Your Unconscious Mind Rules Your Behavior一书中提到：“As the psychologist Jonathan Haidt put it, there are two ways to get at the truth: the way of the scientist and the way of the lawyer.”具体来说，律师思维的特点是先定结论，再找论据，而科学家思维的特点则是先找论据，再下结论。

两种思维的核心区别在于目标的不同：拥有“科学家思维”的人渴望追求真理，他们不执着于自己的观念与想法，而是想知道什么更接近客观事实，只要有足够的说服力，他们很愿意接受新观点。

拥有“律师思维”的人则恰恰相反，他们敌视一切不同的观点，只想证明自己是正确的。

若仔细观察，我们会发现其实身边大多数人都拥有这种“律师思维”，他们对很多事情有一种直觉的判断，并且对这种直觉深信不移，他们很少反思自己为什么会有这样的结论，这些结论的依据又是否真实和准确，而只是本能地拼命捍卫自己的观点和结论。

这两种思维模式和斯坦福大学的心理学教授卡罗尔•徳韦克（Carol Dweck）提出来的僵固型思维模式（fixed mindset）和成长型思维模式（growth mindset）有异曲同工之妙。

大脑与性别的英语作文The Brain and Gender: Exploring the Complex Intersection.The intricate relationship between the brain and gender is a fascinating field of study that continues to evolve with advancements in neuroscience and gender research. The brain, as the command center of the human body, plays a crucial role in shaping our perception of self, including our gender identity. However, understanding the intricate interplay between brain structure and function with gender is far from straightforward.To embark on this journey, it is important to recognize that gender is not solely determined by biological factors. While the brain has distinct anatomical and functional differences between males and females, these variations do not singularly dictate one's gender identity or sexual orientation. Gender is a complex construct that encompasses biological, psychological, social, and cultural factors.Biological Differences in the Brain.At the biological level, there are several notable differences in brain structure and function between males and females. For instance, males tend to have largeroverall brain volumes, while females have a higher ratio of gray matter to white matter. Gray matter is associated with information processing.。

伟大的头脑是天生的还是后天养成的英文文章Great Minds: Innate or Cultivated?The question of whether great minds are born or made has long intrigued scholars, philosophers, and psychologists. Is genius a result of innate qualities that one is born with, or is it a product of nurturing and cultivation? This debate has been ongoing, with proponents arguing for both sides. In this article, we will explore the different perspectives on this topic and examine the evidence supporting each viewpoint.Those who believe that great minds are innate argue that certain individuals possess exceptional cognitive abilities from birth. They contend that these individuals have a natural predisposition towards intellectual pursuits and exhibit prodigious talent in specific areas. One classic example often cited is child prodigies who display remarkable artistic or mathematical abilities at a very young age. These prodigies, the proponents claim, are born with an innate gift that sets them apart from the average individual.Furthermore, supporters of the idea that greatness is inherent point to the extraordinary achievements of renowned historical figures. They argue that individuals like Albert Einstein, Leonardo da Vinci, and Isaac Newton possessed an exceptional intellect that cannot be explained solely through environmental factors. These brilliant minds have left an indelible mark on human history, and their accomplishments suggest the presence of innate genius.However, the opposing viewpoint posits that great minds are not solely a result of innate qualities but rather require cultivation and development. Advocates of this perspective emphasize the importance of education, practice, and opportunity in fostering intellectual greatness. They argue that without the necessary nurturing, innate talents would not be realized or harnessed effectively.For example, it is often observed that individuals who come from intellectually stimulating environments tend to develop their cognitive abilities better than those from less supportive backgrounds. Access to quality education, exposure to diverse ideas, and involvement in stimulating discussions can all significantly impact an individual's intellectual growth and contribute to the development of a great mind.Moreover, psychological studies have shown that expertise in any field is largely a result of deliberate practice. Researchers have consistently found that individuals who dedicate extensive time and effort to mastering a specific discipline, such as music or sports, are more likely to achieve high levels of proficiency. This suggests that the development of great minds requires disciplined and deliberate cultivation.Additionally, the concept of neuroplasticity supports the idea of cultivated intelligence. Neuroplasticity refers to the brain's ability to adapt and rewire itself in response to new experiences and challenges. This phenomenon implies that individuals can learn, acquire new skills, and enhance their cognitive abilities through persistent effort and practice.In conclusion, the debate over whether great minds are born or made is complex and multifaceted. While some argue that innate qualities determine intellectual greatness, others contend that cultivating these talents through education, practice, and opportunity is crucial. Evidence from child prodigies and historical figures may suggest the presence of innate genius, but the impact of environmental factors and deliberate cultivation cannot be disregarded. Perhaps, it is the combination of both nature and nurture that ultimately shapes exceptional minds, making the truth of their origin not a matter of either/or, but a perfect blend of both.。

双语测试：你属于男性大脑还是女性大脑摘要：测试一下你属于男性大脑还是女性大脑：测试结果可能会让你大吃一惊，不过它可以某种层面上阐述你的个性哦。

The tests that show if you've got a male or female brain: The answer may surprise you - and explain your personality Sit down for a moment. Relax. Then clasp your hands together so your fingers entwine —don’t overthink it! Now look at your thumbs. Which one is on top — the left one or the right?测试一下你属于男性大脑还是女性大脑：测试结果可能会让你大吃一惊，不过它可以某种层面上阐述你的个性哦。

坐下，放松，然后随意双手十指交叉，注意不要刻意安排哦。

看看你的哪个拇指在上——左手还是右手?【小测试答案】If you are a man, the odds are it will be the left; if you are a woman, it is more likely to be the right. Now unfold your hands and take a look at your fingers, in particular your index finger (next to your thumb) and your ring finger (next to your little finger).如果你是男人，左手就会在上，如果你是女人，右手就会在上。

现在把双手张开，注意看一下食指和无名指。

This is the stuff of jokes and self-help books — but it is also shown to be true through science. The question is, do these tendencies result from nature — with the biological gender we are born with deciding our interests and personalities — or do they result from nurture, with society and upbringing creating the differing ways that men and women behave?这类书籍属于休闲娱乐类书籍，但经科学证明也真实可信。

高三联考英语注意事项：1．答题前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。

2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。

如需改动，用橡皮擦干净后，再选涂其他答案标号。

回答非选择题时，将答案写在答题卡上。

写在本试卷上无效。

3．考试结束后，将本试卷和答题卡一并交回。

第一部分听力（共两节，满分30分）做题时，先将答案标在试卷上。

录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。

第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

例：How much is the shirt?A．£19.15.B．£9.18.C．£9.15.答案是C。

1．What did the woman think the man was going to do?A．Wash clothes.B．Go to Sweden.C．Have supper.2．How many people will have dinner together?A．Three.B．Four.C．Five.3．When should the man make the call by his time?A．At 5 pm.B．At 3 pm.C．At 2 pm.4．What does the woman mean?A．The work is not as much as the man thinks.B．Most of the work remains to be done.C．They need to make more efforts.5．Which T- shirt will the man buy?A．The black one with long sleeves.B．The lighter- colored one with a V- neck.C．The round- necked one with short sleeves.第二节（共15小题；每小题1.5分，满分22.5分）听下面5段对话或独白。