2015年考博
单选：
有少部分原题（出自曾建彬《研究生英语》《研究生高级英语》）
阅读理解：
第一篇：Education is one of the key wordsof our time. A man without an education, most of us believe, is anunfortunate victim of adverse circumstances, deprived of one of thegreatest twentieth-century opportunities. Convinced of the importance ofeducation, modern states "invest" in institutions of learningto get back "interest" in the form.of a large group of enlightenedyoung men and women who are potential leaders. Education, with its cycles ofinstruction so carefully worked out, punctuated by textbooks—that purchasablewells of wisdom—what would civilization be like without its benefits?
So much is certain:that we would have doctors and preachers, lawyers and defendants, marriages andbirths—but our spiritual outlook would be different. We would lay less stresson "facts and figures" and more on a good memory, on appliedpsychology, and the capacity of a man is to get along with his fellow-citizens.If our educational system were fashioned after its bookless past we would havethe most democratic form. of "college" imaginable. Among tribalpeople all knowledge inherited by tradition is shared by all; it is taught toevery member of the tribe so that in this respect every- body is equipped forlife.
It is the idealcondition of the "equal start" which only our most progressive formsof modern education try to regain. In primitive cultures the obligation to seekand to receive the traditional instruction is binding to all. There are no"illiterates"—if the term can be applied to peoples without ascript—while our own compulsory school attendance became law in Germany in1642, in France in 1806, and in England in 1876, and is still non-existent in anumber of "civilized" nations. This shows how long it was before wedeemed it necessary to make sure that all our children could share in theknowledge accumulated by the "happy few" during the past centuries.
Education in thewilderness is not a matter of monetary means. All are entitled to an equalstart. There is none of the hurry, which, in our society, often hampers thefull development of a growing personality. There, a child grows up under theever-present attention of his parents' and therefore the jungles and thesavannahs know of no "juvenile delinquency". No necessity of making aliving away from home results in neglect of children, and no father isconfronted with his inability to "buy" an education for his child. (选自新概念)
第二篇：关于在Internet site上挂条幅广告销售商品的。第一题问：文章开头是什么意思，我选择了，和传统广告一样，互联网广告也是为了促使消费者冲动消费。有一题问：下列哪些选项作者没提及：我选了传统广告在较长的竞争中必然会战胜网络广告方式。有一题关于互联网广告的：我选择了需要做些change来保持他的竞争性什么的。最后一题问作者对互联网广告的态度：uncertain,objective,X,X.另两个记不清了，我选的客观的。
第三篇：关于脸书，推特等这些网络平台火的原因，强调以前的网络平台web1.只是让你看别人提供的content，而web2.如这些社交平台是让你能跟别人交流自己creat content,而不是enjoy 别人提供的content.一题问：Myspace社交平台火的原因：我选了有content的那个选项。有题问下面哪个选项作者没提及：我选了大家怀念web1.那个选项。
第3篇This reading comprehensionfocuses on social networks. It's followed by key vocabulary relating to socialnetworks and technology and a follow-up quiz to test understanding.
Social Networks
Do the names MySpace,Facebook, Orkut, etc. ring a bell? They probably do because they are some ofthe most popular sites on the internet today. These sites are all called'social networking' sites because they help people meet and discuss thingsonline. Each of these social networking sites has its own strengths: MySpace isespecially popular among teenagers, Facebook is popular with college agepeople, Orkut is especially loved in Brazil, and CyWorld is the site to visitin South Korea. The common thread between all of these social networks is thatthey provide a place for people to interact, rather than a place to go to reador listen to 'content'.
Social networks areconsidered to be web 2.0. What does this mean? To understand this, it'simportant to understand what the original web did (often called web 1.0). Backin the nineties, the internet - or web - was a place to go to read articles,listen to music, get information, etc. Most people didn't contribute to thesites. They just 'browsed' the sites and took advantage of the information orresources provided. Of course, some people did create their own sites. However,creating a site was difficult. You needed to know basic HTML coding (theoriginal language the internet uses to 'code' pages). It certainly wasn'tsomething most people wanted to do as it could take hours to get a basic pagejust right. Things began to get easier when blogs (from web log) wereintroduced. With blogs, many more people began writing 'posts', as well ascommenting on other people's blogs.
In 2003 a site namedMySpace took the internet by storm. It was trying to mimic the most popularfeatures of Friendster, the first social networking site. It quickly became popularamong young users and the rest was history. Soon everyone was trying to developa social networking site. The sites didn't provide 'content' to people, theyhelped people create, communicate and share what they loved including music,images and videos. They key to the success of these sites is that they providea platform on which users create the content. This is very different from thebeginning of the internet which focused on providing 'content' for people toenjoy.
Relying on users tocreate content is the key to the success of web 2.0 companies. Besides thesocial networking sites discussed here, other huge success stories include:Wikipedia, Digg.com and the latest success - Twitter. All of these companiesrely on the desire of users to communicate with each other, thereby creatingthe 'content' that others want to consume.
第四篇：关于学生餐食的问题，什么考虑学生自己的意愿，还是避免肥胖，减少垃圾脂肪食品的摄入有一题问：nanny state X什么意思，我选了A，父母娇惯孩子，回来查单词，这个词组好像是保姆的意思。有一题说文章最后一句 ending nanny state Xwill be enticed ,espcially when you are 12 .什么意思。我我选了C，父母应该帮助孩子做他们的自己的决定之类的。最后一题问：文章作者态度是客观objective，讽刺sarcastic，不关心indifferrent，失望disappinted.我选了B讽刺。还有一题问学校食堂供应者转变的原因是什么，我选了D above all 好像前三个文章都涉及到了，但是这篇阅读我也不确定。
No taste for whole-grainbread? Let them eat cake.
Also pizza, frenchfries, doughnuts, chicken nuggets and whatever else American children’sprematurely cholesterol-clogged hearts desire.
I’m referring, ofcourse, to the battle over school meals. In 2010, alarmed by the growing girthof children around the country, Congress directed the Agriculture Department tomake school meals healthier. The USDA soon issued expert-recommended standardsthat require, for example, more vegetables and whole grains and less sodium andfat.
These changes towardless--processed foods impose costs, as you might imagine. But the new standardscame with additional federal funds. They were also implemented with strongsupport from the School Nutrition Association, a lobbying group that representsschool food professionals.
Now, four years later,the association has changed its tune and is lobbying Congress to gut the newnutritional requirements by letting districts effectively opt out of themaltogether. Judging from a House Appropriations Committee vote last week,Republicans look eager to push through the lobby’s demands.
Rest assured, theSchool Nutrition Association says this alimentary about-face has absolutelynothing to do with the fact that half its revenue now comes from industrysources, as its spokeswoman recently told The Post. Or that the biggestsponsors of the organization’s most recent annual convention included PepsiCo,Domino’s Pizza, Sara Lee and Schwan Food, which reportedly sells pizzas to morethan three-quarters of America’s 96,000 K-12 schools. (Pizza, remember, countsas a vegetable serving for school-meal purposes, thanks to the last timeCongress decided to improve school nutritional standards.) Or that corporatemembers comprise a third of participants in the association’s annuallegislative conference.
No, no, no. This isnot about special interests. It’s about the children and their sophisticated,freedom-loving, nanny-state-detesting palates.
Children, it seems,are unhappy about the healthier foods, leaving carrots unconsumed, applesauceuneaten, whole-grain tortillas untouched. Or at least they are in some schools;more than 90 percent of schools “report that they are successfully meeting theupdated nutrition standards,” the USDA says, and the School NutritionAssociation could not provide me with a comprehensive list of exactly which oreven how many districts want to roll back the standards. The lobby group has,however, trotted out a few of its members to argue that schools are better offbuying the cheaper foods that students prefer (and that the association’s most munificentsponsors just happen to manufacture).
“We can’t force students to eatsomething they don’t want,” said Lyman Graham, food service director for schooldistricts in and near Roswell, N.M., in a statement released by the SchoolNutrition Association.
Likewise: “The olderstudents, especially, know what they want, and some days they simply don’t wanta fruit or vegetable with their meals,” said Dolores Sutterfield, childnutrition director of the school district in Harrisburg, Ark., in the same newsrelease. “At about 25 cents a serving, the mandate to serve a fruit orvegetable has us throwing away money and making kids angry with us.”
And finally: “Theproblem is that not all students’ taste buds are quite ready or receptive tothe new meal standards,” said Lynn Harvey, chief of child nutrition servicesfor North Carolina’s Department of Public Instruction, in a conference calllast week.
Children, as everyoneknows, are the best stewards of their own diets. Especially children in theschool districts that have been vocal about wanting exemptions from the newnutritional requirements. Just take a look at the childhood obesity rates inthe areas where the three officials I quoted above work: Across North Carolina,1 in 6 children ages 10 to 17 is obese, according to the National Survey ofChildren’s Health. In one of the New Mexico counties whose schools Grahamoversees, more than 20 percent of adolescents are obese, according to thestate’s health department. At campuses in Arkansas’s Harrisburg schooldistrict, obesity rates range from 26 percent to 36 percent, according to theArkansas Center for Health Improvement.
So yes, by all means,let these kids’ delicate taste buds dictate what schools serve them and whattaxpayers should subsidize — because, after all, education is all aboutindulging children’s whims and cravings. Give the children what they want:cheap, processed food. And while we’re at it, I’m pretty sure I’ve heard thatkids don’t like homework, either.
Ending the nanny statecan sound pretty enticing. Especially when you’re 12.
完型
Ascientific paper is awritten and published report describing original researchresults. That short definitionmust be qualified, however,by notingthat a scientific paper must bewritten in a certain way and it must bepublished in a certain way, as definedby three centuries of developingtradition, editorial practice, scientificethics, andthe interplay of printing andpublishing procedures.
Toproperlydefine"scientific paper," we must define the mechanism that createsascientific paper, namely, valid publication. Abstracts, theses,conferencereports, and many othertypes of literature are published, but suchpublications do not normally meetthe test of valid publication. Further, evenif a scientific paper meets all ofthe other tests, it is not validly publishedif it is published in the wrong place. That is, arelatively poor researchreport, but one that meets the tests, is validly publishedif accepted andpublished in the right place (a primary journal, usually); asuperbly preparedresearch report is not validly published if published in thewrongplace. Most of the government report literature and conferenceliterature, aswell as house organs and other ephemeral publications, do notqualify asprimary literature.
Manypeople havestruggled with the definition of "valid publication,"from which isderived thedefinitionof"scientific paper." The Council of Biology Editors (CBE), anauthoritativeprofessional organization (in biology, at least) dealing with suchproblems,arrived at the following definition....
An acceptableprimaryscientific publication must be the first disclosure containingsufficientinformation to enable peers (1) to assess observations, (2) torepeatexperiments, and (3) to evaluate intellectual processes; moreover, itmust besusceptible to sensory perception, essentially permanent, available tothescientific community without restriction, and available for regularscreening byone or more of themajor recognized secondary services (e.g., currently, BiologicalAbstracts,Chemical Abstracts, Index Medicus, ExcerptaMedica, BibliographyofAgriculture, etc., in the United States and similar facilities inothercountries).
翻译我年轻的时候，喜欢跟名人通信。严格地说，是我写信给人家比较多，人家回信的较少。但越是大师级的名人，越是给我回信。
我曾向住在上海的著名的漫画家丰子恺先生求教，但他没有给我题字或是画画，而寄给我一张他的亲笔信。我想可能是丰子恺先生故意让我从这个亲笔信中推测他的良苦用心。我想“丰”就是丰富知识的意思，“子”即孺子，就是年轻人的意思，“恺”是欢乐愉悦的意思。哦！我明白了，他是想告诉我：年轻人要掌握好丰富的知识和技能，才能有光明的未来和愉快的人生。
When I was young, Iwasfond of having correspondence with celebrated persons. To be precise, I sentalot of letters, but received not many replies. However, those who enjoyedthereputation of “masters” did write back to me. Another time, I wrote toconsult Mr. Feng Zikai4,the well-known cartoonist in Shanghai. He sent meneither remark nor picture,but only his autograph “丰子恺” (Feng Zikai). As Mr. Feng was acartoonist with agood sense of humour, I thought he might have imbedded somewell-consideredmessage in it for me to discover. So I racked my brains andworked out thefollowing implication: “丰”,meaning “abundance”, refers to an abundanceofknowledge; “子”, meaning “child”, refers to young people; as for “恺”, it certainly means “joy andhappiness.” Ah, yes, I had got Mr. Feng’smessage—“Only by acquiring anabundance of knowledge and skills, can youngpeople have a bright future and ahappy life.”
作文 My Idea of a good PhD adviser
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