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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 words of our time. A man without an education, most of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states \in institutions of learning to get back \men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks—that purchasable wells 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 and births—but our spiritual outlook would be different. We would lay less stress on \figures\along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form. of \

knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect every- body is equipped for life.

It is the ideal condition of the \education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no \

without a script—while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of \nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the \ Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry, which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parents' and therefore the jungles and the savannahs know of no \away from home results in neglect of children, and no father is confronted with his inability to \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web 2.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 comprehension focuses on social networks. It's followed by key vocabulary

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relating to social networks 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 of the most popular sites on the internet today. These sites are all called 'social networking' sites because they help people meet and discuss things online. Each of these social networking sites has its own strengths: MySpace is especially popular among teenagers, Facebook is popular with college age people, Orkut is especially loved in Brazil, and CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for people to interact, rather than a place to go to read or listen to 'content'.

Social networks are considered to be web 2.0. What does this mean? To understand this, it's

important to understand what the original web did (often called web 1.0). Back in 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 the sites. They just 'browsed' the sites and took advantage of the information or resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic HTML coding (the original language the internet uses to 'code' pages). It certainly wasn't something most people wanted to do as it could take hours to get a basic page just right. Things began to get easier when blogs (from web log) were introduced. With blogs, many more people began writing 'posts', as well as commenting on other people's blogs.

In 2003 a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social networking site. It quickly became popular among young users and the rest was history. Soon everyone was trying to develop a social networking site. The sites didn't provide 'content' to people, they helped people create, communicate and share what they loved including music, images and videos. They key to the success of these sites is that they provide a platform on which users create the content. This is very different from the beginning of the internet which focused on providing 'content' for people to enjoy.

Relying on users to create content is the key to the success of web 2.0 companies. Besides the social networking sites discussed here, other huge success stories include: Wikipedia, Digg.com and the latest success - Twitter. All of these companies rely on the desire of users to communicate with each other, thereby creating the '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 X will 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-grain bread? Let them eat cake.

Also pizza, french fries, doughnuts, chicken nuggets and whatever else American children’s prematurely cholesterol-clogged hearts desire.

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I’m referring, of course, to the battle over school meals. In 2010, alarmed by the growing girth of children around the country, Congress directed the Agriculture Department to make school meals healthier. The USDA soon issued expert-recommended standards that require, for example, more vegetables and whole grains and less sodium and fat.

These changes toward less--processed foods impose costs, as you might imagine. But the new standards came with additional federal funds. They were also implemented with strong support from the School Nutrition Association, a lobbying group that represents school food professionals. Now, four years later, the association has changed its tune and is lobbying Congress to gut the new nutritional requirements by letting districts effectively opt out of them altogether. Judging from a House Appropriations Committee vote last week, Republicans look eager to push through the lobby’s demands.

Rest assured, the School Nutrition Association says this alimentary about-face has absolutely nothing to do with the fact that half its revenue now comes from industry sources, as its spokeswoman recently told The Post. Or that the biggest sponsors of the organization’s most recent annual convention included PepsiCo, Domino’s Pizza, Sara Lee and Schwan Food, which reportedly sells pizzas to more than three-quarters of America’s 96,000 K-12 schools. (Pizza, remember, counts as a vegetable serving for school-meal purposes, thanks to the last time

Congress decided to improve school nutritional standards.) Or that corporate members comprise a third of participants in the association’s annual legislative conference.

No, no, no. This is not 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, applesauce uneaten, whole-grain tortillas untouched. Or at least they are in some schools; more than 90

percent of schools “report that they are successfully meeting the updated nutrition standards,” the USDA says, and the School Nutrition Association could not provide me with a comprehensive list of exactly which or even 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 off buying the cheaper foods that students prefer (and that the association’s most munificent sponsors just happen to manufacture).

“We can’t force students to eat something they don’t want,” said Lyman Graham, food service director for school districts in and near Roswell, N.M., in a statement released by the School Nutrition Association.

Likewise: “The older students, especially, know what they want, and some days they simply don’t want a fruit or vegetable with their meals,” said Dolores Sutterfield, child nutrition director of the school district in Harrisburg, Ark., in the same news release. “At about 25 cents a serving, the mandate to serve a fruit or vegetable has us throwing away money and making kids angry with us.”

And finally: “The problem is that not all students’ taste buds are quite ready or receptive to the new meal standards,” said Lynn Harvey, chief of child nutrition services for North Carolina’s Department of Public Instruction, in a conference call last week.

Children, as everyone knows, are the best stewards of their own diets. Especially children in the school districts that have been vocal about wanting exemptions from the new nutritional

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requirements. Just take a look at the childhood obesity rates in the 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 of Children’s Health. In one of the New Mexico counties whose schools Graham oversees, more than 20 percent of adolescents are obese, according to the state’s health department. At campuses in Arkansas’s Harrisburg school district, obesity rates range from 26 percent to 36 percent, according to the Arkansas Center for Health Improvement.

So yes, by all means, let these kids’ delicate taste buds dictate what schools serve them and what taxpayers should subsidize — because, after all, education is all about indulging 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 that kids don’t like homework, either.

Ending the nanny state can sound pretty enticing. Especially when you’re 12. 完型

A scientific paper is a written and published report describing original researchresults. That short definition must be qualified, however, by noting that a scientific paper must be written in a certain way and it must be published in a certain way, as defined by three centuries of developing tradition, editorial practice, scientific ethics, and the interplay of printing and publishing procedures.

To properly define \namely, valid publication. Abstracts, theses, conference reports, and many other types of literature are published, but such publications do not normally meet the test of valid publication. Further, even if a scientific paper meets all of the other tests, it is not validly published if it is published in the wrong place. That is, arelatively poor research report, but one that meets the tests, is validly published if accepted and published in the right place (a primary journal, usually); a superbly prepared research report is not validly published if published in the wrong place. Most of the government report literature and conference literature, as well as house organs and other ephemeral publications, do not qualify as primary literature.

Many people have struggled with the definition of \definition of \

professional organization (in biology, at least) dealing with such problems, arrived at the following definition....

An acceptable primary scientific publication must be the first disclosure containing sufficient information to enable peers (1) to assess observations, (2) to repeatexperiments, and (3) to

evaluate intellectual processes; moreover, it must be susceptible to sensory perception, essentially permanent, available to the scientific community without restriction, and available for regular screening by one or more of the major recognized secondary services (e.g., currently, Biological Abstracts,Chemical Abstracts, Index Medicus, Excerpta Medica, Bibliography of Agriculture, etc., in the United States and similar facilities in other countries).

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。

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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, I wasfond of having correspondence with celebrated persons. To be precise, I sent a lot of letters, but received not many replies. However, those who enjoyed the reputation of “masters” did write back to me. Another time, I wrote to consult Mr. Feng Zikai4,the well-known cartoonist in Shanghai. He sent me neither remark nor picture,but only his autograph “丰子恺” (Feng Zikai). As Mr. Feng was a cartoonist with agood sense of humour, I thought he might have imbedded some well-considered message in it for me to discover. So I racked my brains and

worked out the following implication: “丰”, meaning “abundance”, refers to an abundance of knowledge; “子”, meaning “child”, refers to young people; as for “恺”, it certainly means “joy and happiness.” Ah, yes, I had got Mr. Feng’s message—“Only by acquiring an abundance of knowledge and skills, can young people have a bright future and ahappy life.” 作文 My Idea of a good PhD adviser

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