2022 年 09 月大学英语四级考试真题（第 1 套）

Public perception of success in the U.S. might be totally misguided.

While 92% of people believe others care most about fame and __26__, fewer than 10% factor those qualities into their own success. This is according to the newly __27__ study by Harvard Graduate School of Education professor Todd Smith. Smith says he was __28__ by how past studies on success "assumed what people will care about." In this study, his team "went the __29__ direction" by spending years carrying out individual interviews and group surveys to see what people really talk about when they talk about success.

As a scientist, Smith __30__ studied individuality for a living, and even he was surprised to find younger respondents cared more about having a __31__ in life. Those between the ages of 18 and __34__ prioritized it most, and that prioritization dropped off as respondents' ages went up. Perhaps this is because older people had fewer options when they were starting their careers, at a time when values focused more on stable incomes than __32__ personal missions.

Other trends included an emphasis on the importance of parenting. Being a parent __33__ very high across the priorities of all study participants. Ultimately, Smith hopes institutions will take note of these insights __34__.

Higher education institutions tend to focus on preparing students for high-paying jobs For such institutions, from universities to workplaces, to better __35__ people in the U.S., they'll need to understand "what the American public highly prioritizes," Smith says.

Academic dishonesty is nothing new. As long as there have been homework assignments and tests, there have been cheaters. The way that cheating looks has changed over time, though, particularly now that technology has made it easier than ever. A study by the Josephson Institute of Ethics interviewed 23,000 high school students and asked them a variety of questions about academic ethics. Of the teens surveyed, 51 percent said that they had knowingly cheated at some point on an exam but that they did not feel uneasy about the behaviour. A Common Sense Media survey found that 35 percent of students had cheated via smartphone, though the parents surveyed in that particular study did not believe their kids had ever cheated. In many cases, students did not realize that strategies like looking up answers on a smartphone were actually cheating at all.

In today's classrooms, students who cheat are rarely caught. There are no formulas written on the insides of hands or students looking across the aisle, or whispering answers to their classmates. Today's students use smartphones, tablets or even in-class computers to aid their cheating attempts and leave no trace of their crimes. Since cheating through technology is not listed specifically as being against the rules in many school policies, students do not view the actions unethical.

The technology is being adopted so quickly that school districts cannot adequately keep up with cheating policies, or even awareness campaigns that alert students to the problem with using technology to find answers in a certain way. From a young age, students learn that answers exist conveniently at their fingertips through search engines and expert websites.

Schools must develop anti-cheating policies that include technology and these policies must be updated consistently. Teachers must stay on guard when it comes to what their students are doing in classrooms and how technology could be playing a negative role in the learning process. Parents must also talk to their kids about the appropriate ways to find academic answers and alert them to unethical behaviours that may seem innocent in their own eyes.

Remote work is about more than just working from home—it means working differently. Organizations should reconsider the appropriateness of their performance evaluation procedures in light of the shift to remote work. This requires a fundamental rethinking of what organizations expect from employees and what companies would look for in a model employee in a remote work context.

It is likely that the "first to arrive and last to leave" mentality is no longer relevant, but should be replaced by a regard for the quality of an employee's contribution to the organization. This means that work should be measured in terms of the quality of the work, not just the quality of the process. As remote work is largely unobservable to supervisors, employers need to think about how they can objectively measure the quality of work in a way that is consistent for employees of similar rank.

Focusing on output alone can have unintended consequences. Employers should think instead about the values and soft skills they want to emphasize in a remote work environment. Qualities like flexibility and the ability to work under minimal supervision might become critical. Much has been written about the importance of timely feedback. In the context of a global pandemic (大流行病), firms may want to provide additional support to employees by providing more frequent communication. This allows managers to both keep an eye on struggling employees and provide ongoing feedback on how employees are adapting to their new work environment.

Compensation also needs to be revisited. The purpose of performance evaluation is ultimately to determine how to reward employees for their work. This means that pay structures need to adapt to the reality of working from home. However, organizations also need to be honest with employees about the financial impact of COVID-19.

For organizations that have struggled to keep the lights on due to the pandemic, this might mean thinking of non-financial ways to reward employees, like unpaid time off or flexible work schedules. Employers can also consider how to bundle different types of compensation to help employees cope with their unique situations.