【www.gbppp.com--阅读题】
2014年12月6级第一套
Part III
Reading comprehension
Section A
Questions 36 to 45 are based on the following passage.
His future subjects have not always treated the Prince of Wales with the respect one might expect. They laughed aloud in 1986 when the heir to the British (36) ________ told a TV reporter that he talked to his plants at his country house, Highgrove, to stimulate their growth. The Prince was being humorous—“My sense of humor will get me into trouble one day,”he said to the aides (随从)—but listening to Charles Windsor can indeed prove stimulating. The royal (37)________ that been promoting radical ideas for most of his adult life, some of his (38) _________ which once sounded a hit weird were simply ahead of their time. Now, finally, the world seems to be catching up with him.
Take his views on farming. Prince Charles’ Duchy Home Farm went (39) ___________ back to 1996.when most shoppers cared only about the low price tag on suspiciously blemish-free(无瑕疵的)Vegetables and (40) __________ large chickens piled high in supermarkets.
His warnings on climate change proved farsighted; too Charles began (41) _________ action on global warming in 1990 and says he has been worried about the (42) ____________ of man on the environment since he was a teenager.
Although he has gradually gained international (43) __________ as one of the a world’s leading conservationists, many British people still think of him as an (44) ____________ person who talks to plants This year, as it happens, South Korean scientists proved that plants really do
(45) __________ to sound. So Charles was ahead of the game there, too.
A. conform B. eccentric C. environmentalist D. expeditions E. impact F. notions G. organic H. originally I. recognition J. respond K. subordinate L. suppressing M. throne N. unnaturally O. urging
Section B
Should Single-Sex Education Be Eliminated?
[A] Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer to gender gaps in achievement—or the best way forward for today’s young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum piece in Science magazine with the provocative title, “The Pseudoscience of Single-Sex Education.”
[B] We showed that three lines of research used to justify single-sex schooling—educational, neuroscience, and social psychology—all fail to support its alleged benefits, and so the widely-held view that gender separation is somehow better for boys, girls, or both is nothing more than a myth.
The Research on Academic Outcomes
[C] First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands of studies conducted in every major English-speaking country.
[D] Of course, there’re many excellent single-sex schools out there, but as these careful research reviews have demonstrated, it’s not their single-sex composition that makes them excellent. It’s all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes.
[E] A case in point is the study by Linda Sax at UCLA, who used data from a large national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls’ Schools, the raw findings look pretty good for the funders —higher SAT scores and a stronger academic orientation among women who had attended all girls’ high schools (men weren’t studied). However, once the researchers controlled for both student and school attributes—measures such as family income, parents’ education, and school resources—most of these effects were erased or diminished.
[F] When it comes to boys in particular, the data show that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There’re no rigorous studies in the United States that find single-sex schooling is better for boys, and in fact, a separate line of research by economists has shown both boys and girls exhibit greater cognitive growth over the school year based on the “dose” of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling is really not the answer to the current “boy crisis” in education.
Brain and Cognitive Development
[G] The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. It’s been more than a decade now since the “brain sex movement ” began infiltrating (渗入) our schools, and there are literally hundreds of schools caught up in the fad (新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because “research solidly indicates that boys and girls learn differently,” due to “hard-wired” differences in their brains, eyes, ears, autonomic nervous systems, and more.
[H] All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development on so-called “gender-specific learning.” I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and “learning styles” in my book and along peer-reviewed paper. Other neuroscientists and psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don’t differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes.
[I] The equal protection clause of the U.S. Constitution prohibits separation of students by sex in public education that’s based on precisely this kind of “overbroad generalizations about the different talents, capacities, or preferences of males and females.” And the reason it is prohibited is because it leads far too easily to stereotyping and sex discrimination.
Social Developmental Psychology
[J] That brings me to the third area of research which fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology.
[K] It’s a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces them—and the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. What’s more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups.
[L] You don’t have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys’ and girls’ academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to coeducation.
[M] At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years.
[N] Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It’s very simple: the more we structure children and adolescents’ environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others.
[O] Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower—if we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.
46. Hundreds of schools separate boys from girls in class on the alleged brain and cognitive differences.
47. A review of extensive educational research shows no obvious academic advantage of single-sex schooling.
48. The author did not have any fixed ideas on single-sex education when she began her research on the subject
49. Research found men who attended single-sex schools in their teens were more likely to suffer
from depression.
50. Studies in social psychology have shown segregation in school education has a negative impact on children.
51. Reviews of research indicate there are more differences in brain and cognitive development within the same sex than between different sexes.
52. The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes.
53. It wasn’t long before most of the school districts that experimented with single-sex education abandoned the practice.
54. Boys from coeducational classes demonstrate greater cognitive abilities according to the economists’ research.
55. As careful research reviews show, academic excellence in some single-sex schools is attributed to other factors than single-sex education.
Section C
International governments’ inaction concerning sustainable development is clearly worrying but the proactive(主动出击的) approaches of some leading-edge companies are encouraging. Toyota, Wal-Mart, DuPont, M&S and General Electric have made tackling environmental wastes a key economic driver.
DuPont committed itself to a 65% reduction in greenhouse gas emissions in the 10 years prior to 2010. By 2007, DuPont was saving $2.2 billion a year through energy efficiency, the same as its total declared profits that year. General Electric aims to reduce the energy intensity of its operations by 50% by 2015. They have invested heavily in projects designed to change the way of using and conserving energy.
Companies like Toyota and Wal-Mart are not committing to environmental goals out of the goodness of their hearts. The reason for their actions is a simple yet powerful realization that the environmental and economic footprints fit well together. When M&S launched its “Plan A” sustainability program in 2007, it was believed that it would cost over £200 million in the first five years. However, the initiative had generated £105 million by 2011/12.
When we prevent physical waste, increase energy efficiency or improve resource productivity, we save money, improve profitability and enhance competitiveness. In fact, there are often huge “quick win” opportunities, thanks to years of neglect.
However, there is a considerable gap between leading-edge companies and the rest of the pack. There are far too many companies still delaying creating a lean and green business system, arguing that it will cost money or require sizable capital investments. They remain stuck in the “environment is cost” mentality. Being environmentally friendly does not have to cost money. In fact, going beyond compliance saves cost at the same time that it generates cash, provided that management adopts the new lean and green model.
Lean means doing more with less. Nonetheless, in most companies, economic and environmental continuous improvement is viewed as being in conflict with each other. This is one of the biggest opportunities missed across most industries. The size of the opportunity is enormous. The 3% Report recently published by World Wildlife Fund and CDP shows that the economic prize for curbing carbon emissions in the US economy is $780 billion between now and 2020. It suggests that one of the biggest levers for delivering this opportunity is “increased efficiency
through management and behavioral change” —in other words, lean and green management.
Some 50 studies show that companies that commit to such aspirational goals as zero waste, zero harmful emissions, and zero use of non-renewable resources are financially outperforming their competitors. Conversely, it was found that climate disruption is already costing $1.2 trillion annually, cutting global GDP by 1.6%. Unaddressed, this will double by 2030.
56. What does the author say about some leading-edge companies?
A. They operate in accordance with government policies.
B. They take initiatives in handling environmental wastes.
C. They are key drivers in their nations’ economic growth.
D. They are major contributors to environmental problems.
57. What motivates Toyota and Wal-Mart to make commitments to environmental protection?
A. The goodness of their hearts. B. A strong sense of responsibility.
C. The desire to generate profits. D. Pressure from environmentalists.
58. Why are so many companies reluctant to create an environment-friendly business system?
A. They are bent on making quick money.
B. They do not have the capital for the investment.
C. They believe building such a system is too costly.
D. They lack the incentive to change business practices.
59. What is said about the lean and green model of business?
A. It helps businesses to save and gain at the same time.
B. It is affordable only for a few leading-edge companies.
C. It is likely to start a new round of intense competition.
D. It will take a long time for all companies to embrace it.
60. What is the finding of the studies about companies committed to environmental goals?
A. They have greatly enhanced their sense of social responsibility.
B. They do much better than their counterparts in terms of revenues.
C. They have abandoned all the outdated equipment and technology.
D. They make greater contributions to human progress than their rivals.
Passage Two
If you asked me to describe the rising philosophy of the day, I’d say it is data-ism. We now have the ability to gather huge amounts of data. This ability seems to carry with it certain cultural assumptions—that everything that can be measured should be measured; that data is a transparent and reliable lens that allows us to filter out emotionalism and ideology; that data will help us do remarkable things— like foretell the future.
Over the next year, I’m hoping to get a better grip on some of the questions raised by the data revolution: In what situations should we rely on intuitive pattern recognition and in which situations should we ignore intuition and follow the data? What kinds of events are predictable using statistical analysis and what sorts of events are not?
I confess I enter this in a skeptical frame of mind, believing that we tend to get carried away in our desire to reduce everything to the quantifiable. But at the outset let me celebrate two things data does really well.
First, it’s really good at exposing when our intuitive view of reality is wrong. For example, nearly every person who runs for political office has an intuitive sense that they can powerfully
最新2014年个人简历封面及24套模板
.doc【2014春节套】
求职意向 职位性质： 职位类别：
职位名称： ; 工作地区： 待遇要求： 到职时间：
技能专长 语言能力： ; 电脑水平：
教育培训
时间
教育背景：
所在学校
专业
工作经历
其他信息 自我评价：
2014年春节是几月几号
杭州康磁生物科技有限公司 暖之舒智能发热服为各位介绍
2014年春节假期到底是几号
201
4年节假日放假时间安排已经确定，根据国务院《关于修改<全国年节及纪念日放假办法>的决定》
[1]，参照往年国务院办公厅下达的关于部分节假日安排的通知，2014年这个马年放假安排时间表已经草拟成文，随时呈报相关部门核准审批，2014年的春节放假安排时间通知如下：
2014年春节放假：2014年1月30日-2月5日。2月6日上班。
2月8日周六、9日周日正常上班
关于2014年全年放假日期，请根据2013年放假节日跟根据国务院《关于修改<全国年节及纪念日放假办法>的决定》参照具体放假时间。2013年的假期很多，2014一样也不少。希望所有的节假日大家都有个开心的时光。
央视春晚剧组28日晚发布2014年春节联欢晚会完整节目单。30年前，以一首《我的中国心》唱红大江南北的香港著名歌星张明敏，将再登马年央视春晚舞台，演唱《我的中国梦》。在总计42个节目中，张明敏将在第32个出场。法国著名影星苏菲〃玛索将和刘欢演唱《玫瑰人生》。4个多小时的春晚节目，只有4个小品，一个相声，为最少语言类节目的一届春晚。
文字版节目单： 总导演：冯小刚
1、开场短片《春晚是什么》
2、开场歌曲：《想你365天》(表演者：李玟、沙宝亮、张靓颖、林志炫)【2014春节套】
3、歌舞：《欢歌》(表演者：韦晴晴、萨其拉、马小明、玉米提、次仁央宗)选拔栏目：《直通春晚》
选送单位：宁夏广播电影电视局、青海省广播电影电视局、新疆维吾尔自治区广播电影电视局
4、歌曲：《群发短信我不回》(表演者：郝云)
5、小品：《扰民了你》(表演者：蔡明、华少、大鹏、岳云鹏、穆雪峰)
6、舞蹈：《万马奔腾》(表演者：黎星、孙科、朱晗、曾明、张傲月、张镇新、李晋、 李庚、王帅)
7、歌曲：《时间都去哪儿了》 (表演者：王铮亮)
8、歌曲：《我的要求不算高》 (表演者：黄渤)
9、小品：《扶不扶》 (表演者：沈腾、马丽、杜晓宇)
10、歌曲：《倍儿爽》(表演者：大张伟)
11、创意武术：《剑心书韵》(表演者：成龙、王巍堡、山东省莱州中华武校)
12、歌曲：《最好的夜晚》(表演者：梁家辉、陈慧琳)
13、腹语：《空空拜年》(表演者：刘成)选拔栏目《我要上春晚》
14、歌曲：《张灯结彩》(表演者：阿宝、王二妮)
15、歌舞：《英雄组歌》
①《练兵舞》选自芭蕾舞剧《红色娘子军》(表演者：中央芭蕾舞团)②歌曲：《万泉河水》(表演者：孙楠)③歌曲：《英雄赞歌》(表演者：王芳 总政歌舞团)
16、歌曲：《光荣与梦想》(表演者：总政歌舞团)
17、创意舞蹈：《符号中国》(匈牙利Attraction舞团)
18、歌曲：《玫瑰人生》(表演者：苏菲-玛索、刘欢)
19、相声：《说你什么好》(表演者：曹云金、刘云天)
20、舞曲：《小马欢腾》(表演者：麒麟BABY等、空军蓝天
幼儿艺术团)
21、京剧：《同光十三绝》(表演者：李胜素、王艳、迟小秋等)
22、小品：《我就这么个人》(表演者：冯巩、曹随峰、蒋诗萌)
23、歌曲：《情非得已》(表演者：李敏镐、庾澄庆)
24、创意形体秀：《魔幻三兄弟》(表演者：何子君、王元虎、李依洋)
25、魔术：《团圆饭》(表演者：YIF)
26、歌曲《答案》(表演者：杨坤、郭采洁)
27、小品《人到礼到》(郭冬临 、邵峰、牛莉) 创意武术节目：《剑心书韵》
28、杂技：《梦蝶》(表演者：张婉、李童)
选拔栏目《直通春晚》
选送单位：广东省新闻出版广电局
29、歌曲：《老阿姨》(表演者：韩磊)
30、舞蹈：《百花争妍》(表演者：李倩、林晨)
31、创意器乐：《野蜂飞舞》(表演者：郎朗、摩杰二人组、雪儿)
选拔栏目：《星光大道》
32、 歌曲《我的中国梦》(表演者：张明敏)
33、歌曲：《天下黄河九十九道湾》(表演者：农民歌手、王向荣、杜朋朋)
34、歌曲：《套马杆》(表演者：乌兰图雅、乌日娜)
35、歌曲：《卷珠帘》(表演者：霍尊)
选拔栏目：《中国好声音》
36、歌曲：《站在高岗上》(表演者：汪小敏)选拔栏目：《直通春晚》选送单位：广西壮族自治区广播电影电视局
37、歌曲：《在那遥远的地方》(表演者：华晨宇) 选送单位：湖南省广播电影电视局
38、歌曲：《康定情歌》 (表演者：肖懿航)
选送单位：北京市广播电影电视局
39、歌曲：《青春舞曲》(表演者：李琦)选送单位：浙江省广播电影电视局
40、歌曲：《天耀中华》(表演者：姚贝娜)
41、曲韵串串烧：《年味儿》(表演者：张国立等)
42、歌曲：《难忘今宵》(表演者：李谷一、蒋大为、蔡国庆、关牧村等)
本文来源：http://www.gbppp.com/jy/459873/
推荐访问:dnf2014春节套 2014春节套补丁