1.

SUMMARY
A study from April 2023 highlights a strong connection between stress and accelerated
biological aging, involving research on mice and humans. (1) It reveals that diverse
stressors, including childhood adversity and psychological stress, can hasten the
aging process. (2) Using DNA methylation clocks to gauge biological age, the study
paired young and old mice with shared circulation, causing the younger mice's
biological age to increase. Significantly, this effect was reversible once the mice were
separated. (3) Human data analysis, involving surgery, pregnancy, and severe
COVID-19 cases, showed a similar trend: epigenetic aging increased during stress
but reverted to baseline afterward. This research underscores the stress-biological
aging relationship and the potential for stress recovery to rejuvenate the body. (117
words)
2 GRAPH DESCRIPTION
The pie chart shows the origin and the table depicts duration of stay,
accommodation choices, and activities of tourists at a specific Australian resort.
Overall, Europeans and Americans dominate the number of tourists in the resource
and there are differences in visitors’ staying length, shelter preferences and recreational
activities.
In terms of origin, Europeans and Americans make up the majority, constituting
37% and 35% of guests, followed by guests from other regions nearly a fifth, and Asian
tourists account for the rest 10 %.
Regarding the length of stay, European and American tourists have longer stay,
averaging 16 and 14 days respectively, while Asian and other tourists stay around 7 and
10 days. Accommodation preferences vary, with Asians and Americans opting for 4-5-
star hotels, while Europeans and tourists from other regions prefer camping or
caravanning. Activities differ, with Asians and Americans favoring sightseeing while
Europeans enjoying swimming or sunbathing, and others preferring surfing. (153 words)

3. ESSAY
Cheating in high schools has become a significant concern, with many students
engaging in dishonest practices during tests and exams. This essay delves into the two
primary viewpoints on this matter: one that blames academic pressure and excessive
workloads, and the other that points to students' lack of integrity and self-respect as the
root causes. While both arguments have their merits, I support a more balanced approach
that recognizes the interplay of both factors.
The argument attributing cheating to academic pressure and heavy workloads is
compelling. High school students today face immense pressure to excel academically,
driven by the fierce competition for college admissions and scholarships. This pressure
can lead to increased stress and anxiety, pushing some students to cheat as a means to
cope with overwhelming expectations. To address this, it is essential to tackle the root
causes of academic stress and reduce workloads.
 Conversely, the perspective that cheating is primarily a result of students'
dishonesty and a lack of self-respect holds weight in an era where academic integrity is
highly emphasized. Students are well-aware of the ethical implications of cheating. Those
who cheat knowingly disregard these principles, indicating a lack of integrity. Moreover,
cheating erodes students' self-respect and self-worth, harming their character
development.
In my opinion, it is vital to embrace a balanced perspective that recognizes the
interaction between academic pressure and students' integrity. High schools should create
a nurturing environment that encourages learning and personal growth rather than
promoting cutthroat competition. Striking a balance between challenging students and
providing support is crucial.
Cheating in high schools is a multifaceted issue. While academic pressure and
excessive workloads contribute, personal integrity and self-respect are equally significant
factors. Addressing this problem requires collaboration between schools, parents, and
society to foster academic excellence while nurturing ethical and responsible citizens.
Only by considering both aspects can we reduce cheating among high school students
and promote a culture of academic integrity.

Cheating in high schools is a significant issue drawing increased attention

recently. A substantial number of high school students engage in cheating, either during
exams or by considering it acceptable. This essay delves into two primary viewpoints:
one blaming academic pressure and excessive workloads and the other highlighting
students' honesty and self-respect. I advocate for a balanced approach recognizing both
factors' influence.
Academic pressure and workload indeed drive cheating. High school students are
under immense pressure to excel, competing for college admissions and scholarships.
The pursuit of high grades can escalate stress and anxiety, leading some to cheat as a
coping mechanism. Addressing the root causes of academic stress and lightening the
workload can mitigate cheating, as the National Education Association found in high-
pressure environments.
Conversely, cheating reflects students' dishonesty and lack of self-respect. In an
era of emphasized academic integrity and readily available resources, cheating knowingly
flouts ethical principles. It erodes self-respect and self-worth, compromising character
development. Consistent cheating can lead to guilt and diminished self-esteem,
negatively impacting well-being.
A balanced perspective acknowledges the interplay between academic pressure
and students' integrity. High schools should create a nurturing environment that fosters
learning and personal growth over cutthroat competition. Educators must balance
challenge with support.
Cheating's complexity involves multiple factors. While academic pressure and
workload contribute, students' integrity and self-respect are equally vital. Effective
solutions require collaboration between schools, parents, and society to foster academic
excellence while nurturing ethical citizens. Addressing both aspects can reduce cheating
and promote academic integrity.

Academic Integrity and Cheating in High Schools

Cheating in high schools is a pressing issue that has garnered much attention in
recent years. It is undeniable that a substantial number of high school students engage in
cheating during tests and exams or even view cheating as an acceptable practice. This
essay explores the two main viewpoints on this issue: one that attributes the problem to
academic pressure and excessive workload, and the other that identifies it as a matter of
students' honesty and self-respect. While both perspectives have their merits, my opinion
leans toward a more balanced approach that recognizes the influence of both factors.
The argument that academic pressure and excessive workload are contributing to
the rise in cheating holds merit. High school students today face immense pressure to
excel academically, often driven by competition for college admissions and scholarships.
The intense demand for high grades can lead to increased stress and anxiety, pushing
some students to cheat as they see it as the only way to cope with the overwhelming
expectations. This perspective suggests that addressing the root causes of academic stress
and reducing the workload can mitigate cheating tendencies.For instance, a study
conducted by the National Education Association found that students in high-pressure
environments were more likely to resort to cheating as a means to maintain their grade
point averages. In such cases, students may not cheat because they lack integrity but
rather because they perceive it as a survival strategy in a fiercely competitive academic
landscape.
On the other hand, the viewpoint that cheating is primarily a matter of students'
dishonesty and a lack of self-respect also carries weight. In an era where academic
integrity is emphasized and resources for learning are more accessible than ever, students
are well-aware of the ethical implications of cheating. Those who choose to cheat
knowingly disregard these ethical principles, indicating a lack of integrity. Moreover,
cheating undermines a student's self-respect and self-worth, as it erodes their confidence
in their own abilities. For example, students who consistently cheat not only compromise
their academic growth but also their character development. The act of cheating can lead
to guilt and diminished self-esteem, which, in turn, may have a lasting negative impact on
their overall well-being.
In my opinion, it is essential to adopt a balanced perspective that acknowledges
the interplay between academic pressure and students' integrity. High school education
should aim to create a nurturing environment that encourages learning and personal
growth rather than promoting cutthroat competition. Educators should strive to strike a
balance between challenging students to excel and providing them with the support and
guidance they need.
 Cheating in high schools is a complex issue with multiple underlying factors.
While academic pressure and excessive workload undoubtedly contribute to the problem,
students' personal integrity and self-respect are equally significant. To address this issue
effectively, schools, parents, and society as a whole must work together to create an
environment that fosters academic excellence while nurturing the development of ethical
and responsible citizens. Only by addressing both aspects can we hope to reduce the
prevalence of cheating among high school students and foster a culture of academic
integrity.