“Whatever your job is, the chances are that one of these machines can do it faster or better than you can.”
As innovation accelerates, thousands of jobs will disappear, just as it has happened in the previous cycles of industrial revolutions. Machines powered by narrow AI algorithms can already perform certain 3-D tasks (“dull, dirty and dangerous”) much better than humans. This may create enormous pain for those who are losing their jobs over the next few years, particularly if they don't acquire the computer-related skills that would enable them to find more creative opportunities. We must learn from the previous waves of creative destruction if we are to lessen human suffering and increasing inequality.
For example, some statistics indicate that as much as 3% of the population in developed countries work as drivers. When automated cars become a reality in the next 15 to 25 years, we must offer people who will be “structurally unemployed” some sort of compensation income, training and re-positioning opportunities.
Fortunately, the Schumpeterian waves of destructive innovation also create jobs. History has shown disruptive innovations are not always a zero-sum game. In the long run, the loss of low-added-value jobs to machines can have a positive impact in the overall quality of life of most workers.
The ATM paradox is a good example of this. As the use of automatic teller machines spread in the 1980s and '90s, many predicted massive unemployment in the banking sector. Instead, ATMs created more jobs as the cost of opening new agencies decreased. The number of agencies multiplied, as did the portfolio of banking products. Thanks to automation, going to the bank offers a much better customer experience than in previous decades. And the jobs in the industry became better paid and were of better quality.
This optimist scenario assumes, however, that education systems will do a better job of preparing our children to become good at what humans do best: creative and critical thinking. Less learning-by-heart and more learning-by-doing. Fewer clerical skills and more philosophical insights about human nature and how to cater to its infinite needs for art and culture.
To become creative and critical thinkers, our children will need knowledge and wisdom more than raw data points. They need to ask “why?”, “how?” and “what if?” more often than “what?”, “who?” and “when?” And they must construct this knowledge by relying on databases as cognitive partners as soon as they learn how to read and write.
Thus, the future of human-machine cooperation looks less like the scenario in the Terminator movies and more like a Minority Report-style of “augmented intelligence”. There will be jobs if we adapt the education system to equip our children to do what humans are good at: to think critically and creatively, to develop knowledge and wisdom, to appreciate and create beautiful works of art. That does not mean it will be a painless transition. Machines and automation will likely take away millions of low-quality jobs as it has happened in the past. But better-quality jobs will likely replace them, requiring less physical effort and shorter hours to deliver better results.
| No, artificial intelligence won’t 1. your children’s jobs | |
| Passage outline | Supporting details |
| A 2. phenomenon | With the rise of AI, machines 3. threaten the security of people’s current jobs, making the future of the workforce look rather dark and gloomy. |
| An objective analysis | Those not skilled in computer using need to plan 4., for they are at a higher risk of losing their jobs to machines. Drivers, faced with the increasing popularity of automated cars, need to be compensated, 5. for re-employment. ATMs, though, create well-paid jobs as well as increase customers’ 6.. |
| A practical solution | Adjustments need to be made to education systems by 7. our children for the jobs 8. creative and critical thinking. 9. of learning philosophy and change in the way of learning styles will be introduced for developing critical thinkers. |
| A safe conclusion | AI won’t cost your children their jobs. Instead, it will make them more creative and 10.. |
高三英语任务型阅读中等难度题
“Whatever your job is, the chances are that one of these machines can do it faster or better than you can.”
As innovation accelerates, thousands of jobs will disappear, just as it has happened in the previous cycles of industrial revolutions. Machines powered by narrow AI algorithms can already perform certain 3-D tasks (“dull, dirty and dangerous”) much better than humans. This may create enormous pain for those who are losing their jobs over the next few years, particularly if they don't acquire the computer-related skills that would enable them to find more creative opportunities. We must learn from the previous waves of creative destruction if we are to lessen human suffering and increasing inequality.
For example, some statistics indicate that as much as 3% of the population in developed countries work as drivers. When automated cars become a reality in the next 15 to 25 years, we must offer people who will be “structurally unemployed” some sort of compensation income, training and re-positioning opportunities.
Fortunately, the Schumpeterian waves of destructive innovation also create jobs. History has shown disruptive innovations are not always a zero-sum game. In the long run, the loss of low-added-value jobs to machines can have a positive impact in the overall quality of life of most workers.
The ATM paradox is a good example of this. As the use of automatic teller machines spread in the 1980s and '90s, many predicted massive unemployment in the banking sector. Instead, ATMs created more jobs as the cost of opening new agencies decreased. The number of agencies multiplied, as did the portfolio of banking products. Thanks to automation, going to the bank offers a much better customer experience than in previous decades. And the jobs in the industry became better paid and were of better quality.
This optimist scenario assumes, however, that education systems will do a better job of preparing our children to become good at what humans do best: creative and critical thinking. Less learning-by-heart and more learning-by-doing. Fewer clerical skills and more philosophical insights about human nature and how to cater to its infinite needs for art and culture.
To become creative and critical thinkers, our children will need knowledge and wisdom more than raw data points. They need to ask “why?”, “how?” and “what if?” more often than “what?”, “who?” and “when?” And they must construct this knowledge by relying on databases as cognitive partners as soon as they learn how to read and write.
Thus, the future of human-machine cooperation looks less like the scenario in the Terminator movies and more like a Minority Report-style of “augmented intelligence”. There will be jobs if we adapt the education system to equip our children to do what humans are good at: to think critically and creatively, to develop knowledge and wisdom, to appreciate and create beautiful works of art. That does not mean it will be a painless transition. Machines and automation will likely take away millions of low-quality jobs as it has happened in the past. But better-quality jobs will likely replace them, requiring less physical effort and shorter hours to deliver better results.
| No, artificial intelligence won’t 1. your children’s jobs | |
| Passage outline | Supporting details |
| A 2. phenomenon | With the rise of AI, machines 3. threaten the security of people’s current jobs, making the future of the workforce look rather dark and gloomy. |
| An objective analysis | Those not skilled in computer using need to plan 4., for they are at a higher risk of losing their jobs to machines. Drivers, faced with the increasing popularity of automated cars, need to be compensated, 5. for re-employment. ATMs, though, create well-paid jobs as well as increase customers’ 6.. |
| A practical solution | Adjustments need to be made to education systems by 7. our children for the jobs 8. creative and critical thinking. 9. of learning philosophy and change in the way of learning styles will be introduced for developing critical thinkers. |
| A safe conclusion | AI won’t cost your children their jobs. Instead, it will make them more creative and 10.. |
高三英语任务型阅读中等难度题查看答案及解析
If you make a list of the world’s top ten most challenging jobs, chances are that being a teacher will not make the cut. But think about the discouraging task millions of educators face each day as they try to shape a group of often bad-tempered, wild kids into intelligent, well-rounded individuals. That surely has to be the toughest job in the world, especially given that there is no promotion or bonus awaiting them even if they are wildly successful!
What if these all-important individuals that we often take for granted disappear from our lives? That was what Project Ed and Participant Media’s Teach campaign asked filmmakers of all ages to imagine in their recently-held competition. Entitled “A World Without Teachers”, its purpose was to inspire more young people to become teachers. However, the 62 amazing video submissions also serve as a reminder of how horrible things would be if we didn’t have these selfless individuals guiding us through life. What was interesting is that even the youngest participants did not appear to be happy at the idea of not having anybody telling them what to do.
High-school student Savannah Wakefield reflected if art as we know it today would have been different without teachers. Would Monet have discovered his talent for impressionism? Los Angeles-based Miles Horst, who won the 1000 USD prize for the best adult submission imagines a world where teachers are replaced by a “brain box” in his fun lively entry.
Youth category winner Marina Barham’s video represents a fact we all know but often forget. Teachers don’t just teach, they inspire—something that no electronic device, no matter how smart, can do! So the next time you think your teacher is being “mean” for trying to channel you in the right direction, imagine a life without him/her. We have a feeling it will not appear as rosy!
1.What is the text mainly about?
A. The significance of teachers.
B. The campaign to promote teachers’ status.
C. A survey of people’s views about teachers.
D. A competition to win the prize for the best teacher.
2.From the passage we can learn that .
A. teaching naughty kids is a very discouraging task
B. being a teacher is one of the most challenging jobs in the world
C. a successful teacher has the greatest chance to be promoted
D. teachers have little influence on kids’ individual development
3.What is the purpose of the project “A World Without Teachers”?
A. To attract kids to submit more videos of their teachers.
B. To encourage more people to go into teaching career.
C. To expect teachers to devote themselves to their jobs.
D. To remind students to appreciate teachers’ hard work.
4.What does the underlined sentence in Paragraph 4 suggest?
A. Teaching is quite different from other jobs.
B. The future of teachers’ work appears inspiring.
C. A world without teachers will be unimaginable.
D. Many people attach more importance to teaching.
高三英语阅读理解中等难度题查看答案及解析
Having a tattoo(纹身) can reduce your chance of getting a job, but it depends on where the tattoo is, what it expresses and if the job involves dealing with customers, new research says.
Dr Andrew R Timming told the British Sociological Association conference on work, employment and society in Warwick today that employers were likely to view tattoos negatively. Dr Timming of the school of Management at the University of St Andrews said he had spoken to 15 managers involved in hiring staff about their reaction to interview candidates with visible tattoos.
"Most respondents agreed that visible tattoos are a stigma," Dr Timming told the conference. One woman manager told him that "they make a person look dirty." Another male manager told him "subconsciously that would stop me from employing them." The managers were concerned about what their organisations' customers might think, said Dr Timming. "Hiring managers realise that, ultimately, it does not matter what they think of tattoos -- what really matters, instead, is how customers might think of employees with visible tattoos.
Dr Timming said: "The one qualification to this argument is there are certain industries in which tattoos may be a desirable characteristic in a job interview. For example, an HR manager at a prison noted that tattoos on guards can be 'something to talk about' and 'an in' that you need to make a connection with the prisoners."
The negative attitude to tattoos did not extend to ones that could be easily covered by clothing. Dr Timming also found that in some of the organisations it was only certain types of tattoos that diminished the chances of getting a job at interview. One male manager told him: "If it's gang culture-related you may have a different view about the tattoo than if it's just because it's a nice drawing of an animal that they've done on their arm."
1.Why do managers really refuse to hire a person with tattoos?
A. They don’t like tattoos themselves.
B. Tattoos can turn customers away.
C. People with tattoos don’t obey the rules.
D. People with tattoos are gang members.
2.A person with tattoos can probably work as ________.
A. a doorkeeper B. a salesman
C. a prison guard D. a manager
3.Who would be most likely to be turned down by employers?
A. A person who has his tattoos covered.
B. A person who has tattoos of an animal.
C. A person with a gang culture-related tattoo.
D. A person with a drawing of flowers on his arms.
4.We can infer from the last paragraph that _______.
A. not all tattoos reduce one’s chance if employment.
B. some tattoos are helpful to a job interviewee.
C. it’s no use covering one’s tattoos.
D. tattoos are hard to hide.
高三英语阅读理解中等难度题查看答案及解析
Either you or one of your students ______ to attend the meeting that is due tomorrow. A. are B. is C. have D. be
高三英语单项填空中等难度题查看答案及解析
Either you or one of your students ______ to attend the meeting that is due tomorrow.
A. are B. is C. have D. be
高三英语单项填空简单题查看答案及解析
Either you or one of your students ________ to attend the meeting that is due tomorrow.
A．are B．is C．have D．be
高三英语单项填空中等难度题查看答案及解析
Either you or one of your students ________ to attend the meeting that is due tomorrow.
A．are BB．is C．have D．be
高三英语单项填空中等难度题查看答案及解析
Either you or one of your students ______ to attend the meeting that is due tomorrow.
| A．are | B．is | C．have | D．be |
高三英语单项填空中等难度题查看答案及解析
Either you or one of your students________ to attend the meeting that is due tomorrow.
A. are B. is C. have D. be
高三英语单项填空中等难度题查看答案及解析
Journalism Fellowships
In this important year for Europe, here is your chance to become one of the finest reporters and launch a career at two of the most globally famous news organizations—The Economist & the Financial Times. Below are the details.
What do the prizes involve and who has the right qualifications?
Two awards are on offer: one, for a British applicant, will consist of a three-month fellowship (职员身份) in continental Europe at The Economist; the other, for an applicant from elsewhere in the European Union, will be in London at the Financial Times also lasting three months. Both winners will also receive £6,000 to cover accommodation and travel. The fellowships are open only to European Union citizens.
Who are the fellowships suited for?
The fellowships are established specially for those ambitious early-career journalists with bold ideas and a lively writing style, each capable of adapting to the excitement and pressures of a modern newsroom. The fellow should have a particular interest and curiosity about European affairs, as the prize aims to help continental writers understand Britain and British writers understand Europe.
What is this year’s subject?
What is Europe’s greatest weakness? Please choose the country, institution, or issue that is of greatest concern.
How to apply?
Please send a submission on the subject above, together with a CV (简历) and covering letter. The submission can be:
an unpublished written article, blog post or data-rich essay of max 850 words
an unpublished 2-minute video
Entries should be sent, by the closing date of May 16th 2018, by e-mail to [email protected]. Successful applicants will be informed by the end of July 2018.
1.Why is the British winner to be posted at The Economist?
A. For him or her to tour more places.
B. For him or her to know Europe better.
C. To help him or her understand economics.
D. For him or her to become a European Union citizen.
2.Who are the fellowships intended for?
A. College students. B. Amateur writers.
C. New journalists. D. European politicians.
3.Which of the following can be accepted as a proper submission?
A. A published blog post. B. An unpublished 800-word essay.
C. An unpublished photo. D. A 3-minute video.
高三英语阅读理解中等难度题查看答案及解析