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Can Pets Make You Happy?

Jennifer Horton

1    Pets are a big responsibility. Not only do they demand regular meals and a steady supply of fresh water, but they have to be cleaned up after constantly, too. Depending on the species, they may also require frequent walks, a steady supply of mice or a daily changing of the newspaper at the bottom of their cages. Caring for a pet is like raising a child but without the eagerly awaited emancipation stage.

2    Yet despite the tedium, an astonishing number of these creatures have managed to work their way into our homes. In the United States, 68 percent of households harbor at least one pet. That works out to approximately 76.7 million homes and an astonishing 412.3 million animals. Theyre not cheap, either: According to the American Pet Products Association, pet owners spend upward of $60 billion on pet charges in one year.

3    So whats the justification for this madness? With all the attention and money lavished on them, what do pets offer in return? Well, plenty, actually. Pets are a pretty wise investment. It appears that what pet owners sacrifice in terms of time and money, they get back in better health and increased happiness. Sure, you pet owners out there have known your pets make you happy all along. But now a growing body of research is here to back you up.

4    The pet Rx appears to work in a number of ways. For one thing, pet ownership tends to prompt people to adopt a multitude of healthy behaviors. Take a pets need to be fed and taken outside every few hours, for instance. That responsibility gives pet owners purpose and makes them feel needed, improving their senses of self-worth. It also forces them to get off the couch and go for a walk every now and then, boosting both health and happiness.

5    Besides the behavioral changes, studies also show that interacting with a pet helps to reduce levels of harmful neurochemicals in the body and raise the good ones.

6    Pets and Stress Relief

Theres something incredibly comforting about coming home after a long day at work and being greeted with wet, slobbery kisses. For many people, interacting with a pet is the ultimate antidote to a stressful day. In fact, in one study, when people were presented with stressful tasks in four different situations alone, with their spouse, with their pet, or with both their spouse and their pet they experienced the lowest stress response and the quickest recovery in the situation where they were only with their pet.

7   While stronger pet-owner bonds usually lead to the greatest stress relief, even brief encounters can create improvements. In one study, patients who spent a short amount of time with a dog before upcoming treatment operation experienced a 37 percent reduction in their anxiety levels, perhaps because the animals presence helped distract them from their concerns.

8    Indeed, multiple studies indicate that pets are powerful forms of stress relief, lowering not only blood pressure but also harmful stress hormones like cortisol, which is associated with depression and anxiety, and elevating beneficial ones like oxytocin, which is linked to happiness and relaxation.

9    And while its usually the four-legged furries[1] that get all the credit, other pets can help, too. Simply watching a fish tank versus a bare wall for 30 minutes lowers blood pressure significantly. Observing an aquarium can be an even more powerful relaxant than several proven meditative techniques.

10   Pets and Companionship

Whoever coined the saying good friends are hard to find probably didnt have a pet. Unlike your gossipy co-workers, pets are loyal, nonjudgmental and full of unconditional love. Who could ask for anything more?

11   Indeed, when a group of children was asked to list 10 of their closest relationships and then rank them according to who they would most likely turn to in a time of need, pets often scored higher than the childrens human relationships. Its not just children who value their pets company. A recent survey conducted by the American Veterinary Medical Association found that more than half of respondents consider their pets as companions. And if youve ever found yourself on the couch confiding all of your private problems into Fido[2]s soulful eyes, youre not alone. A study on the bonds between people and their animals revealed that 97 percent of pet owners talk to their pets.

12   Not only can pets be an integral member of a persons social network, but they can help extend that network in other ways as well. Owning a dog, for instance, forces a person to go on walks or to the dog park, where he or she is more likely to be approached by other people and perhaps strike up a conversation about the cute little friend. Wheelchair patients with companion dogs receive both more attention and better quality attention from acquaintances and strangers alike. Researchers sometimes call this the magnet effect, and it works especially well for those who have a difficult time meeting people.

13   The companionship pets offer can be especially beneficial to the elderly or the infirm, who often have trouble maintaining lasting friendships. The presence of a pet provides a constant source of healthy social stimulation that can be hard to find in even a spouse or a caretaker. In such instances, animals have proven effective antidotes to depression. In one case, AIDS patients who owned pets were much less likely to succumb to depression than those without pets. Even in situations where all other factors are the same, the presence of an animal seems to provide a boost: A group of patients suffering from depression who participated in daily water exercises with dolphins saw significant improvements over a group who performed the same exercises without dolphins.

14   So whether you go with Flipper[3] or Fido, a pet may be just what the doctor ordered.

(969 words)

(Adapted from http://science.howstuffworks.com/life/pets-happiness.htm)

 



[1] furry, an adjective, is used in the plural with the definite article the to mean the kind of animals characteristic of being furry.

[2] Fido: the name derived from a Latin word that means “to trust, believe, confide in” and becomes a famous dog name probably for two reasons. First, Abraham Lincoln named his dog Fido. A more popular and sensational story is of an Italian dog Fido. He came to public attention in 1943 because of his demonstration of loyalty to his master: for fourteen years after his master’s death, Fido’s daily trip to the bus stop to wait for his master was repeated until the day of his own death.

(Sources: http://www.akc.org/content/entertainment/articles/where-does-the-dog-name-fido-come-from/ and https://en.wikipedia.org/wiki/Fido_(dog)

[3] Flipper: a dolphin’s name which gets very popular among Americans with two TV series (both named Flipper), the 1964-1968 one and the 1995-1996 one.

(Source: http://nostalgiacentral.com/television/tv-by-decade/tv-shows-1960s/flipper/)

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学术英语课程列表:

Welcome to EAP course 欢迎学习“学术英语课程”

-Welcome to EAP course 欢迎学习“学术英语课程”

--Welcome to EAP course

-Extended reading Unit 1

--Unit 1 Reading 1

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--Unit 1 Reading 2

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-Extended reading exercises

Module1 Academic Listening

-1.1 Introduction to the module of listening skills 模块介绍

--Introduction

-1.2 Predicting the content 预测听力内容

--Video

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--图片全屏

--Audio

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--图片全屏

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--外部链接

-Module1 Listening--1.2

-1.3 Understanding main ideas: key words 抓住关键词理解大意

--Video

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--Video

--外部链接

-Module1 Listening--1.3

-1.4 Understanding supporting evidence (I): explicit means 理解支持性证据 (I):显性证据

--Video

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--图片全屏

--Audio

--外部链接

-Module1 Listening--1.4

-1.5 Understanding supporting evidence (II): implicit means 理解支持性证据 (II):隐性证据

--Video

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--Video

-Module1 Listening--1.5

-1.6 Recognizing rhetorical questions 辨别修辞问句

--Video

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--Video

-Module1 Listening——1.6

-1.7 Understanding the organization of a lecture (I): chronological order 理解讲座结构 (I):时间顺序

--Video

--html

--Video

-Module1 Listening--1.7

-1.8 Understanding the organization of a lecture (II): categorization 理解讲座结构 (II):归类

--Video

--html

--Video

-Module1 Listening--1.8

-1.9 Handling unfamiliar words 应对不熟悉词汇

--Video

--html

--Video

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-Module1 Listening--1.9

-1.10 Understanding vocabulary from the context 从上下文理解词汇

--Video

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--Video

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-Module1 Listening--1.10

-1.11 Focusing on numbers & statistics 注意数字与数据

--Video

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--Video

-Module1 Listening--1.11

-1.12 Recognizing analogy 辨别类比

--Video

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--Video

-Module1 Listening--1.12

-1.13 Recognizing signposting language (I): contrast 辨别指示性语言 (I):对比

--Video

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--Video

-Module1 Listening--1.13

-1.14 Recognizing signposting language (II): consequence 辨别指示性语言 (II):结果

--Video

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--Video

-Module1 Listening--1.14

-1.15 Recognizing signposting language (III): presenting factual information 辨别指示性语言 (III):陈述事实信息

--Video

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--Video

-Module1 Listening--1.15

-1.16 Note-taking: numbers & diagrams 记笔记:数字和图表

--Video

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--Video

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--Video

-Module1 Listening--1.16

-1.17 Summary to the module of listening skills 模块总结

--Video

-Module test

--Video

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--Module1 Academic Listening--Module test

-Extended reading

--Unit 2 Reading 1

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--Unit 2 Reading 2

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-Module1 Extended reading

Module2 Academic Reading

-2.1 Introduction to the module of reading skills 模块介绍

--Video

-Module2 Reading--2.1

-2.2 Surveying an article 浏览文章

--Video

-Module2 Reading--2.2

-2.3 Skimming and scanning 查读和略读

--Video

-Module2 Reading--2.3

-2.4 Recognizing text organization / structure 识别文章结构

--Video

-Module2 Reading--2.4

-2.5 Identifying the author's evaluation 识别作者评价

--Video

-Module2 Reading--2.5

-2.6 Identifying the thesis statement 识别文章中心句

--Video

-Module2 Reading--2.6

-2.7 Increasing reading speed 提高阅读速度

--Video

-Module2 Reading--2.7

-Module test 2-1

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--外部链接

--html

--html

--图片全屏

--html

--html

--外部链接

-Module2 Academic Reading--Module test 2-1

-2.8 Guessing unfamiliar words from context 从上下文猜测词意

--Video

-Module2 Reading--2.8

-2.9 Recognizing topic sentence and supporting evidence 识别主题句和支持性证据

--Video

-Module2 Reading--2.9

-2.10 Understanding quotations 理解引语

--Video

-Module2 Reading--2.10

-2.11 Using questions for effective reading 使用问句促进阅读

--Video

-Module2 Reading--2.11

-2.12 Recognizing classification 识别分类

--Video

-Module2 Reading--2.12

-2.13 Recognizing comparison and contrast 识别比较和对比

--Video

-Module2 Reading--2.13

-2.14 Recognizing cause and effect 识别因果关系

--Video

-Module2 Reading--2.14

-2.15 Annotating the text 标记文章

--Video

-Module2 Reading--2.15

-2.16 Summary to the module of reading skills 模块总结

--Video

-Module test 2-2

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--外部链接

--html

--外部链接

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--外部链接

--Module2 Academic Reading--Module test 2-2

-Extended reading

--Unit 3 Reading 1

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--Unit 3 Reading 2

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-Module2 Extended reading

Module3 Academic Speaking

-3.1 Introduction to the module of speaking skills 模块介绍

--Video

--html

-Module3 Speaking--3.1

-3.2 Preparing for a presentation 准备陈述报告

--Video

-Module3 Speaking--3.2

-3.3 Opening a presentation 开始陈述报告

--Video

--Students' Practice

-Module3 Speaking--3.3

-3.4 Presenting the main body 陈述报告主体

--Video

--Students' Practice

-Module3 Speaking--3.4

-3.5 Concluding the presentation 结束陈述报告

--Video

--students' Practice

-Module3 Speaking--3.5

-3.6 Evaluating students' presentation 评价学生的陈述报告

--Video

-Module3 Speaking--3.6

-Module test 3-1

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-Module3 Academic Speaking--Module test 3-1

-3.7 Opening a discussion; Agreeing and disagreeing 开始讨论;表达赞同与不赞同

--Video

--Students' Practice

-Module3 Speaking--3.7

-3.8 Keeping a discussion going; Discussing the pros and cons 保持讨论;支持与反对

--Video

--Students' Practice

-Module3 Speaking--3.8

-3.9 Interrupting politely; Asking for clarification or confirmation 客气地打断讨论;要求对方阐释或确认

--Video

--Students' Practice

-Module3 Speaking--3.9

-3.10 Expressing an opinion; Supporting an opinion 表达观点;支撑观点

--Video

--Video

-Module3 Speaking--3.10

-3.11 Evaluating students' group discussion 评价学生的讨论

--Video

-Module3 Speaking--3.11

-3.12 Summary to the module of speaking skills 模块总结

--Video

-Module3 Speaking--3.12

-Module test 3-2

--Module3 Academic Speaking--Module test 3-2

-Extended reading

--Unit 4 Reading 1

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--Unit 4 Reading 2

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--Module3 Extended reading

Module4 Academic Writing

-4.1 Introduction to the module of writing skills 模块介绍

--Video

-Module4 Writing--4.1

-4.2 Writing an introduction 写文章开头

--Video

-Module4 Writing--4.2

-4.3 Writing a thesis statement 写文章中心句

--Video

-Module4 Writing--4.3

-4.4 Writing the main body 写文章主体

--Video

-Module4 Writing--4.4

-4.5 Writing a body paragraph 写主体段落

--Video

-Module4 Writing--4.5

-4.6 Writing a conclusion 写文章结论

--Video

-Module4 Writing--4.6

-4.7 Evaluating students' writing (structure) 评价学生的写作(结构方面)

--Video

-Module4 Writing--4.7

-Module test 2-1

--Module4 Academic Writing--Module test 2-1

-4.8 Writing in formal languge 用正式文体写作

--Video

--Video

-Module4 Writing--4.8

-4.9 Writing in cautious language 用谨慎的话语写作

--Video

--Video

-Module4 Writing--4.9

-4.10 Writing in efficient language 用简练的话语写作

--Video

--Video

-Module4 Writing--4.10

-4.11 Avoiding plagiarism (quoting, paraphrasing and summarizing) 避免学术抄袭(引用,改写,总结)

--Video

-Module4 Writing--4.11

-4.12 Avoiding plagiarism (acknowledging sources) 避免学术抄袭(注明出处)

--Video

-Module4 Writing--4.12

-4.13 Summary to the module of writing skills

--Video

-Module4 Writing--4.13

-Module test 2-2

--Module4 Academic Writing--Module test 2-2

-Extended reading

--Unit 5 Reading 1

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--Unit 5 Reading 2

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--Module4 Extended readinging

Module5 Academic Translating

-5.1 Introduction to the module of translating skills

--Video

-Module5 Translating--5.1

-5.2 What is translation 什么是翻译

--Video

-5.3 How to get ready for translation? 怎样做好翻译的准备?

--Video

-Module5 Translating--5.3

-5.4 Word-for-word translation 逐字翻译

--Video

-Module5 Translating--5.4

-5.5 Diction (I): grammatical clues 词意的选择(I):语法线索

--Video

-Module5 Translating--5.5

-5.6 Diction (II): collocation clues 词意的选择(I):词汇搭配线索

--Video

-Module5 Translating--5.6

-5.7 Omission (I): leaving out unnecessary prepositions and conjunctions 省略法(I):删减不必要的介词和连词

--Video

-Module5 Academic Translating--5.7 Omissio

-5.8 Omission (II): leaving out unnecessary articles 省略法(II):删减不必要的冠词

--Video

-Module5 Translating--5.8

-5.9 Conversion (I): translating nouns as adjectives or verbs 词性转换(I):名词翻为形容词或动词

--Video

-Module5 Translating--5.9

-5.10 Conversion (II): translating verbs as nouns or adverbs 词性转换(II):动词翻为名词或副词

--Video

-Module5 Translating--5.10

-5.11 Addition (I): adding nouns 增词法(I):增加名词

--Video

-5.12 Addition (II): adding adjectives or adverbs 增词法(II):增加形容词或副词

--Video

-Module5 Translating--5.12

-5.13 Addition (III): adding verbs 增词法(III):增加动词

--Video

-Module5 Translating--5.13

-5.14 Addition (IV)): adding conjunctions 增词法(IV):增加连词

--Video

-Module5 Translating--5.14

-5.15 Translating relative clauses (I): as pre-modifiers 翻译关系从句(I):作为前置修饰语

--Video

-Module5 Translating--5.15

-5.16 Translating relative clauses (II): as post-modifiers 翻译关系从句(II):作为后置修饰语

--Video

-Module5 Translating--5.16

-5.17 Translating relative clauses (III): merging 翻译关系从句(I):合并

--Video

-Module5 Translating--5.17

-5.18 Translating relative clauses (IV): dividing 翻译关系从句(I):分裂

--Video

-Module5 Translating--5.18

-5.19 Translating passive constructions (I): as active constructions 翻译被动结构(I):翻为主动结构

--Video

-Module5 Translating--5.19

-5.20 Translating passive constructions (II): as passive constructions 翻译被动结构(I):翻为被动结构

--Video

-Module5 Translating--5.20

-5.21 Evaluating students' translation 评价学生的翻译作品

--Video

-Module5 Translating--5.21

-5.22 Summary to the module of translating skills 模块总结

--Video

-Module5 Translating--5.22

-Module test

--Module5 Academic Translating--Module test

-Extended reading

--Unit 6 Reading 1

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--Unit 6 Reading 2

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-Module5 Extended reading

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