Passage 3 Questions 11 to 15 are based on the following passage. Let us think about what situations people usually see as stressful. I will not touch on health issues, job loss, divorce, and other similar situations. Instead, I want to focus on what I call mood-eaters. By mood-eaters, I mean situations in which we are able to choose our attitude instead of immediately getting stressed. According to my observations, many stressful situations are not as serious as they might seem. Here are some common situations that may influence your mood. You texted(发短信) your beloved and she or he did not respond. Your wi-fi connection was down right when you were watching TV series online. Your flight was delayed for an hour. Your boss asked you to stay for two more hours"just to finish that project off. Of course, these situations can be unpleasant But what if I told you that you do not need to fight this stress? My choice is not to fight but to accept and turn the obstacle in my favor. Like in the example with the delayed flight: sure, you might be late, you are nervous, but does it really help the situation if you just sit and wait for the next plane stressfully? When my flights are delayed, I never worry, because I always have some interesting and useful books with me. Or, say, your boss added some additional work to your schedule. This is a nightmare for sure. You have several ways to approach the situation. You can see it as an investment in your reputation; who knows, perhaps your agreement would positively affect your image in your boss'eyes? Or, if the boss abuses you with such requests, this might be your chance to learn how to say "No" in the politest and the most delicate way. You might enjoy working in the completely empty office. You can come up with any other problem-solution- scenario. Be creative instead of automatically becoming stressed and dissatisfied. What I was trying to tell you is that not any situation we used to call stressful is stress. To a significant extent, it is your choice how to react to what is going on in your life; it is you who chooses how to behave and what to do. Most people think like this: "These situations are bad, so I am going to become upset every time I face one."In reality, all situations are neutral, and only you are responsible for how you feel about them. Which of the following situations does the author consider as mood-eater?

Passage 3 Questions 11 to 15 are based on the following passage. Let us think about what situations people usually see as stressful. I will not touch on health issues, job loss, divorce, and other similar situations. Instead, I want to focus on what I call mood-eaters. By mood-eaters, I mean situations in which we are able to choose our attitude instead of immediately getting stressed. According to my observations, many stressful situations are not as serious as they might seem. Here are some common situations that may influence your mood. You texted(发短信) your beloved and she or he did not respond. Your wi-fi connection was down right when you were watching TV series online. Your flight was delayed for an hour. Your boss asked you to stay for two more hours"just to finish that project off. Of course, these situations can be unpleasant But what if I told you that you do not need to fight this stress? My choice is not to fight but to accept and turn the obstacle in my favor. Like in the example with the delayed flight: sure, you might be late, you are nervous, but does it really help the situation if you just sit and wait for the next plane stressfully? When my flights are delayed, I never worry, because I always have some interesting and useful books with me. Or, say, your boss added some additional work to your schedule. This is a nightmare for sure. You have several ways to approach the situation. You can see it as an investment in your reputation; who knows, perhaps your agreement would positively affect your image in your boss'eyes? Or, if the boss abuses you with such requests, this might be your chance to learn how to say "No" in the politest and the most delicate way. You might enjoy working in the completely empty office. You can come up with any other problem-solution- scenario. Be creative instead of automatically becoming stressed and dissatisfied. What I was trying to tell you is that not any situation we used to call stressful is stress. To a significant extent, it is your choice how to react to what is going on in your life; it is you who chooses how to behave and what to do. Most people think like this: "These situations are bad, so I am going to become upset every time I face one."In reality, all situations are neutral, and only you are responsible for how you feel about them. What does the author suggest you do when you are faced with a mood-eater?

Passage 3 Questions 11 to 15 are based on the following passage. Let us think about what situations people usually see as stressful. I will not touch on health issues, job loss, divorce, and other similar situations. Instead, I want to focus on what I call mood-eaters. By mood-eaters, I mean situations in which we are able to choose our attitude instead of immediately getting stressed. According to my observations, many stressful situations are not as serious as they might seem. Here are some common situations that may influence your mood. You texted(发短信) your beloved and she or he did not respond. Your wi-fi connection was down right when you were watching TV series online. Your flight was delayed for an hour. Your boss asked you to stay for two more hours"just to finish that project off. Of course, these situations can be unpleasant But what if I told you that you do not need to fight this stress? My choice is not to fight but to accept and turn the obstacle in my favor. Like in the example with the delayed flight: sure, you might be late, you are nervous, but does it really help the situation if you just sit and wait for the next plane stressfully? When my flights are delayed, I never worry, because I always have some interesting and useful books with me. Or, say, your boss added some additional work to your schedule. This is a nightmare for sure. You have several ways to approach the situation. You can see it as an investment in your reputation; who knows, perhaps your agreement would positively affect your image in your boss'eyes? Or, if the boss abuses you with such requests, this might be your chance to learn how to say "No" in the politest and the most delicate way. You might enjoy working in the completely empty office. You can come up with any other problem-solution- scenario. Be creative instead of automatically becoming stressed and dissatisfied. What I was trying to tell you is that not any situation we used to call stressful is stress. To a significant extent, it is your choice how to react to what is going on in your life; it is you who chooses how to behave and what to do. Most people think like this: "These situations are bad, so I am going to become upset every time I face one."In reality, all situations are neutral, and only you are responsible for how you feel about them. What does the author usually do when the flights are delayed?

Passage 3 Questions 11 to 15 are based on the following passage. Let us think about what situations people usually see as stressful. I will not touch on health issues, job loss, divorce, and other similar situations. Instead, I want to focus on what I call mood-eaters. By mood-eaters, I mean situations in which we are able to choose our attitude instead of immediately getting stressed. According to my observations, many stressful situations are not as serious as they might seem. Here are some common situations that may influence your mood. You texted(发短信) your beloved and she or he did not respond. Your wi-fi connection was down right when you were watching TV series online. Your flight was delayed for an hour. Your boss asked you to stay for two more hours"just to finish that project off. Of course, these situations can be unpleasant But what if I told you that you do not need to fight this stress? My choice is not to fight but to accept and turn the obstacle in my favor. Like in the example with the delayed flight: sure, you might be late, you are nervous, but does it really help the situation if you just sit and wait for the next plane stressfully? When my flights are delayed, I never worry, because I always have some interesting and useful books with me. Or, say, your boss added some additional work to your schedule. This is a nightmare for sure. You have several ways to approach the situation. You can see it as an investment in your reputation; who knows, perhaps your agreement would positively affect your image in your boss'eyes? Or, if the boss abuses you with such requests, this might be your chance to learn how to say "No" in the politest and the most delicate way. You might enjoy working in the completely empty office. You can come up with any other problem-solution- scenario. Be creative instead of automatically becoming stressed and dissatisfied. What I was trying to tell you is that not any situation we used to call stressful is stress. To a significant extent, it is your choice how to react to what is going on in your life; it is you who chooses how to behave and what to do. Most people think like this: "These situations are bad, so I am going to become upset every time I face one."In reality, all situations are neutral, and only you are responsible for how you feel about them. What are you recommended to do if your boss tells you to do some additional work?

Passage 3 Questions 11 to 15 are based on the following passage. Let us think about what situations people usually see as stressful. I will not touch on health issues, job loss, divorce, and other similar situations. Instead, I want to focus on what I call mood-eaters. By mood-eaters, I mean situations in which we are able to choose our attitude instead of immediately getting stressed. According to my observations, many stressful situations are not as serious as they might seem. Here are some common situations that may influence your mood. You texted(发短信) your beloved and she or he did not respond. Your wi-fi connection was down right when you were watching TV series online. Your flight was delayed for an hour. Your boss asked you to stay for two more hours"just to finish that project off. Of course, these situations can be unpleasant But what if I told you that you do not need to fight this stress? My choice is not to fight but to accept and turn the obstacle in my favor. Like in the example with the delayed flight: sure, you might be late, you are nervous, but does it really help the situation if you just sit and wait for the next plane stressfully? When my flights are delayed, I never worry, because I always have some interesting and useful books with me. Or, say, your boss added some additional work to your schedule. This is a nightmare for sure. You have several ways to approach the situation. You can see it as an investment in your reputation; who knows, perhaps your agreement would positively affect your image in your boss'eyes? Or, if the boss abuses you with such requests, this might be your chance to learn how to say "No" in the politest and the most delicate way. You might enjoy working in the completely empty office. You can come up with any other problem-solution- scenario. Be creative instead of automatically becoming stressed and dissatisfied. What I was trying to tell you is that not any situation we used to call stressful is stress. To a significant extent, it is your choice how to react to what is going on in your life; it is you who chooses how to behave and what to do. Most people think like this: "These situations are bad, so I am going to become upset every time I face one."In reality, all situations are neutral, and only you are responsible for how you feel about them. What is the attitude of the author towards stress?

Passage 4 Questions 16 to 20 are based on the following passage When the American Association of University Professors (AAUP) was organized in 1915,its founders proclaimed an ideal of academic freedom as essential to the definition of a university. At first some academic administrators resisted aspects of the due process in hiring and firing that the AAUP insisted; but within the next two decades academic freedom, more or less as the AAUP had defined it, was widely accepted. By 1940 when an important restatement of the AAUP principles was widely adopted, the ideal had become a standard assumption in American academic thought. Certainly by the end of the era of the early 1950s academic freedom had attained sacred status among professors and was spoken of as though it were an ancient absolute associated with universities since the ancient time. The direct inspiration for the modern American conception of academic freedom came,however, from Germany, or at least from the romanticized(理想化的) impressions of Germany that the many thousands of American academics who studied there brought back with them. Particularly important for the American organizers of the academic profession after 1890 was the German Lehrfreiheit(教学自由), referring to freedom for university professors. In Germany this freedom included, first, the rights for professors to teach whatever they chose with a minimum of administrative regulations and, second, the freedom to conduct one's research and to report one's findings in lectures and publications without external restraint. The Americans typically understood Lehrfreiheit as the modern ideal that truth is progressive and that for science to advance it must be freed from tradition and assumption. In 19th century Germany this outlook was associated with the term Wissenschaft (科学), which meant more than just the English word"science," suggesting an ideal scientific research for truth. German Protestant universities only gradually won full approval of such autonomy,including freedom from occasional Christian church interference Nonetheless, they were always far in advance of American schools and by the time of the establishment of the German Empire Lehrfreiheit had become a legal practice protected by law. It controlled the universities and protected them from direct interference of other interests.In a society far more conscious of status than the United States, Lehrfreiheit did not suggest any general commitment to freedom for all citizens. Once the wider applications of modern Lehrfreiheit were accepted, they were proclaimed as essential to any institution calling itself a “university. Paragraph 1 mainly talks about____

Passage 4 Questions 16 to 20 are based on the following passage When the American Association of University Professors (AAUP) was organized in 1915,its founders proclaimed an ideal of academic freedom as essential to the definition of a university. At first some academic administrators resisted aspects of the due process in hiring and firing that the AAUP insisted; but within the next two decades academic freedom, more or less as the AAUP had defined it, was widely accepted. By 1940 when an important restatement of the AAUP principles was widely adopted, the ideal had become a standard assumption in American academic thought. Certainly by the end of the era of the early 1950s academic freedom had attained sacred status among professors and was spoken of as though it were an ancient absolute associated with universities since the ancient time. The direct inspiration for the modern American conception of academic freedom came,however, from Germany, or at least from the romanticized(理想化的) impressions of Germany that the many thousands of American academics who studied there brought back with them. Particularly important for the American organizers of the academic profession after 1890 was the German Lehrfreiheit(教学自由), referring to freedom for university professors. In Germany this freedom included, first, the rights for professors to teach whatever they chose with a minimum of administrative regulations and, second, the freedom to conduct one's research and to report one's findings in lectures and publications without external restraint. The Americans typically understood Lehrfreiheit as the modern ideal that truth is progressive and that for science to advance it must be freed from tradition and assumption. In 19th century Germany this outlook was associated with the term Wissenschaft (科学), which meant more than just the English word"science," suggesting an ideal scientific research for truth. German Protestant universities only gradually won full approval of such autonomy,including freedom from occasional Christian church interference Nonetheless, they were always far in advance of American schools and by the time of the establishment of the German Empire Lehrfreiheit had become a legal practice protected by law. It controlled the universities and protected them from direct interference of other interests.In a society far more conscious of status than the United States, Lehrfreiheit did not suggest any general commitment to freedom for all citizens. Once the wider applications of modern Lehrfreiheit were accepted, they were proclaimed as essential to any institution calling itself a “university. What can we learn about the idea of Lehrfreiheit from the passage?

Passage 4 Questions 16 to 20 are based on the following passage When the American Association of University Professors (AAUP) was organized in 1915,its founders proclaimed an ideal of academic freedom as essential to the definition of a university. At first some academic administrators resisted aspects of the due process in hiring and firing that the AAUP insisted; but within the next two decades academic freedom, more or less as the AAUP had defined it, was widely accepted. By 1940 when an important restatement of the AAUP principles was widely adopted, the ideal had become a standard assumption in American academic thought. Certainly by the end of the era of the early 1950s academic freedom had attained sacred status among professors and was spoken of as though it were an ancient absolute associated with universities since the ancient time. The direct inspiration for the modern American conception of academic freedom came,however, from Germany, or at least from the romanticized(理想化的) impressions of Germany that the many thousands of American academics who studied there brought back with them. Particularly important for the American organizers of the academic profession after 1890 was the German Lehrfreiheit(教学自由), referring to freedom for university professors. In Germany this freedom included, first, the rights for professors to teach whatever they chose with a minimum of administrative regulations and, second, the freedom to conduct one's research and to report one's findings in lectures and publications without external restraint. The Americans typically understood Lehrfreiheit as the modern ideal that truth is progressive and that for science to advance it must be freed from tradition and assumption. In 19th century Germany this outlook was associated with the term Wissenschaft (科学), which meant more than just the English word"science," suggesting an ideal scientific research for truth. German Protestant universities only gradually won full approval of such autonomy,including freedom from occasional Christian church interference Nonetheless, they were always far in advance of American schools and by the time of the establishment of the German Empire Lehrfreiheit had become a legal practice protected by law. It controlled the universities and protected them from direct interference of other interests.In a society far more conscious of status than the United States, Lehrfreiheit did not suggest any general commitment to freedom for all citizens. Once the wider applications of modern Lehrfreiheit were accepted, they were proclaimed as essential to any institution calling itself a “university. Which of the following is included in the German Lehrfreiheit?

Passage 4 Questions 16 to 20 are based on the following passage When the American Association of University Professors (AAUP) was organized in 1915,its founders proclaimed an ideal of academic freedom as essential to the definition of a university. At first some academic administrators resisted aspects of the due process in hiring and firing that the AAUP insisted; but within the next two decades academic freedom, more or less as the AAUP had defined it, was widely accepted. By 1940 when an important restatement of the AAUP principles was widely adopted, the ideal had become a standard assumption in American academic thought. Certainly by the end of the era of the early 1950s academic freedom had attained sacred status among professors and was spoken of as though it were an ancient absolute associated with universities since the ancient time. The direct inspiration for the modern American conception of academic freedom came,however, from Germany, or at least from the romanticized(理想化的) impressions of Germany that the many thousands of American academics who studied there brought back with them. Particularly important for the American organizers of the academic profession after 1890 was the German Lehrfreiheit(教学自由), referring to freedom for university professors. In Germany this freedom included, first, the rights for professors to teach whatever they chose with a minimum of administrative regulations and, second, the freedom to conduct one's research and to report one's findings in lectures and publications without external restraint. The Americans typically understood Lehrfreiheit as the modern ideal that truth is progressive and that for science to advance it must be freed from tradition and assumption. In 19th century Germany this outlook was associated with the term Wissenschaft (科学), which meant more than just the English word"science," suggesting an ideal scientific research for truth. German Protestant universities only gradually won full approval of such autonomy,including freedom from occasional Christian church interference Nonetheless, they were always far in advance of American schools and by the time of the establishment of the German Empire Lehrfreiheit had become a legal practice protected by law. It controlled the universities and protected them from direct interference of other interests.In a society far more conscious of status than the United States, Lehrfreiheit did not suggest any general commitment to freedom for all citizens. Once the wider applications of modern Lehrfreiheit were accepted, they were proclaimed as essential to any institution calling itself a “university. What did Wissenschaft refer to in 19th century

Passage 4 Questions 16 to 20 are based on the following passage When the American Association of University Professors (AAUP) was organized in 1915,its founders proclaimed an ideal of academic freedom as essential to the definition of a university. At first some academic administrators resisted aspects of the due process in hiring and firing that the AAUP insisted; but within the next two decades academic freedom, more or less as the AAUP had defined it, was widely accepted. By 1940 when an important restatement of the AAUP principles was widely adopted, the ideal had become a standard assumption in American academic thought. Certainly by the end of the era of the early 1950s academic freedom had attained sacred status among professors and was spoken of as though it were an ancient absolute associated with universities since the ancient time. The direct inspiration for the modern American conception of academic freedom came,however, from Germany, or at least from the romanticized(理想化的) impressions of Germany that the many thousands of American academics who studied there brought back with them. Particularly important for the American organizers of the academic profession after 1890 was the German Lehrfreiheit(教学自由), referring to freedom for university professors. In Germany this freedom included, first, the rights for professors to teach whatever they chose with a minimum of administrative regulations and, second, the freedom to conduct one's research and to report one's findings in lectures and publications without external restraint. The Americans typically understood Lehrfreiheit as the modern ideal that truth is progressive and that for science to advance it must be freed from tradition and assumption. In 19th century Germany this outlook was associated with the term Wissenschaft (科学), which meant more than just the English word"science," suggesting an ideal scientific research for truth. German Protestant universities only gradually won full approval of such autonomy,including freedom from occasional Christian church interference Nonetheless, they were always far in advance of American schools and by the time of the establishment of the German Empire Lehrfreiheit had become a legal practice protected by law. It controlled the universities and protected them from direct interference of other interests.In a society far more conscious of status than the United States, Lehrfreiheit did not suggest any general commitment to freedom for all citizens. Once the wider applications of modern Lehrfreiheit were accepted, they were proclaimed as essential to any institution calling itself a “university. Under the influence of Lehrfreiheir, German Protestant universities____