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poured in.He was able to return the following day and another $6,000 was spent on toys and boardgames,he said.Forty pairs of shoes were also picked up at a local Shoe Sensation.Triplett and othervolunteers will wrap and distribute the toys for any child or family in need.He credits the kindness ofeveryone who tried to help and get families back on their feet right before the holidays.24.Why were Triplett and his families safe from the disaster?A.They were rescued by soldiers.B.They didn't come back to Mayfield.C.They were helped by an aid agency.D.They happened to be travelling in Chicago.25.What did Triplett see in the shelters?A.A volunteer cleaning the street.B.A boy crying for his lost families.C.A photo-journalist taking pictures.D.A mother calming her child down.26.What do Triplett's donations mainly contain?A.First-aid kits.B.Emergency food.C.Essential supplies.D.Entertainment items.27.Which of the following can best describe Triplett?A.Generous and hard-working.B.Brave and energetic.C.Sympathetic and warm-hearted.D.Foresighted and determined.CMany people have participated into lots of virtual meetings these years.Some research shows thisadjustment might not impact workplace productivity to any great degree.A new study,though,suggestsotherwise.In the study,602 participants were randomly paired and asked to come up with creative uses for aproduct.They were also randomly selected to work together either in person or virtually.The pairs werethen ranked by assessing their total number of ideas,as well as those concepts'degree of novelty,andasked to submit their best idea.Among the groups,virtual pairs came up with significantly fewer ideas,suggesting that something about face-to-face interaction generates more creative ideas.The findingscould stiffen employers'resolve to urge or require their employees to come back to the office."We ran this experiment based on feedback from companies that it was harder to innovate withremote workers,"said lead researcher Melanie Brucks."Unlike cther forms of virtual communication,like phone calls or e-mail,videoconferencing copies the in-person experience quite well,so I wassurprised when we found meaningful differences between in-person and video interaction for ideageneration,.”When random objects were placed in both the virtual and physical rooms,the virtual pairs ofparticipants spent more time looking directly at each other rather than letting their look wander about theroom and taking in the entire scene.Eyeing one's whole environment and noticing the random objectswere associated with increased idea generation.On platforms,the screen occupies our interactions.Ourlook wavers less."Looking away might come across as rude,"said Brucks,"so we have to look at thescreen because that is the defined context of the interaction,the same way we wouldn't walk to anotherroom while talking to someone in person.Like most educators,Brucks has primarily taught virtually in the past three years,and she did noticesome benefits of the approach as well.Her students were more likely to take turns speaking and her shyerstudents spoke up more often,rid of the anxiety that comes from addressing a large classroom.Brucksfound that one solution to improving virtual idea generation might be to simply turn off the camera,forher students felt"freer"and more creative when asked to do so.And this may be sound advice for the高三英语，第4页，共9页