王迈迈英语

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But what exactly is the essential nature of boys? Even as infants, boys and girls behave differently. A recent study at Children’s Hospital in Boston found that boy babies are more emotionally expressive; girls are more reflective. (That means boy babies tend to cry when they’re unhappy; girl babies suck their thumbs.) This could indicate that girls are innately more able to control their emotions. Boys have higher levels of testosterone and lower levels of neurotransmitter serotonin(神经传递素), which inhabits aggression(睾丸激素) and impulsivity. That may help explain why more males than females carry through with suicide or become alcoholics.

There’s a struggle between a desire and need for warmth on the one hand and a pull toward independence on the other. Boys are going through what psychologists long ago declared an integral part of growing up: individualization and disconnection from parents, especially mothers. But now some researchers think that process is too abrupt. When boys repress normal feelings like love because of social pressure, says William Pollack, head of the Center for Men at Boston’s McLean Hospital, “they’ve lost contact with the genuine nature of whom they are and what they feel. Boys are in a silent crisis. The only time we notice it is when they pull the trigger.”

36. Which of the following is NOT true according to the first paragraph?

［A］ Boys and girls are different.

［B］ Boys need more attention than girls.

［C］ Girls almost need no help from society.

［D］ Boys are more difficult to educate than girls.

37. What can be inferred about Tom Sawyer and Huck Finn (Line 4, Para. 2)?

［A］ They were more like today’s girls than boys.

［B］ They suffered Attention Deficit Disorder but were not diagnosed.

［C］ They were energetic and conquering.

［D］ They had more problems than today’s boys.

38. The word “rewire” (Line 7, Para. 2) could best be replaced by .

［A］ restore to a former condition ［B］ recognize the worth of

［C］ change the nature of ［D］ address the problems of

39. Which aspect of the boy瞘irl differences does Para. 3 discuss?

［A］ Physiological. ［B］ Psychological. ［C］ Cultural. ［D］ Intellectual.

40. It is implied in the passage that .

［A］ society approves of boys who have tender feelings

［B］ society expects boys to be independent

［C］ boys take more time to grow up than girls

［D］ boys and girls can never receive similar treatment

　Part B

Directions:

In the following article, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on Answer Sheet 1.

William Lanouette’s biography of Leo Szilard, Genius in the Shadows, does more than reveal the life of a brilliant physicist and social activist; it sheds a perceptive light on the role of scientists in public policy. World War II is usually recognized as the coming of age of science in U.S. politics. Albert Einstein had become the world’s first science celebrity and a person to whom presidents felt obliged to listen. (41) Bush laid the foundation for a postwar science policy that would put government in the dominant role in funding basic research.

What is instructive about Szilard’s life, however, is not the political influence of scientists as a group. (42) He believed that scientists should have more influence in policymaking in general—not because of their knowledge but because of their ability to think rationally. This faith in reason was a weakness in Szilard’s political thinking, however, because it prevented him from understanding the emotional forces that must also be taken into account.

(43) And although he often used the reputation of his friend Einstein to gain access to decision makers, he believed firmly that it was the power of his ideas that deserved attention. He felt the same way about science. Even as an unemployed and relatively unknown physicist, he expected the giants in the field to respect his ideas if they made sense.

(44) He didn’t assume that he should be listened to just because he was a brilliant physicist, and he accepted that even the most enlightened thinking had to be promoted vigorously to be influential. Of course, it didn’t hurt that he was way ahead of his time in recognizing the threat posed by Hitler, the importance of nuclear weapons, and the problems with nuclear weapons that would arise after the war.

(45) First, the most important policies are those that address issues bigger than science itself. Szilard studied and cared deeply about the larger issues of governance, not just the role of science. Second, he understood that his scientific training did not entitle him to influence and that the quality of his thinking did not mean that the world’s leaders would come knocking at his door. He knew that to make a difference in the world it is necessary to think broadly; to win support through compelling analysis, not reputation; and to work tirelessly to promote one’s ideas.

［A］ What Szilard did was to approach public policy with the same vigor, determination, and persistence with which good scientists approach science. What works in advancing science can also work in improving policy.

［B］ The key to Szilard’s effectiveness and influence was his sense of responsibility for making the world a better place. Once he decided that something should be done, he devoted enormous energy, resourcefulness, and audacity to advancing his proposal.

［C］ But Szilard was not expecting to be influential in policy debates just because he was a scientist. An avid newspaper reader, he was extremely well informed about public affairs.

［D］ The Manhattan Project to develop the atomic bomb was an unprecedented federal investment in research, and questions about how to use the insights of nuclear physics for military and civilian purposes brought scientists into direct conversation with the nation’s leaders.

［E］ Not everything that Szilard advocated was wise; reason sometimes overwhelmed common sense. Still, his life illustrates important lessons for scientists who want to influence public policy.

［F］ Indeed, it was the scientific hyper-rationality of someone like Szilard that Roald Hoffman had in mind when he questioned why scientists shouldn’t run the world.

［G］ Szilard’s efforts to convince the government to develop nuclear weapons and his subsequent campaigns to establish civilian and international control of the power of the atom are an inspiring example of how a determined individual can play a major role in public policy.

Part C

Directions:

Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on Answer Sheet 2. (10 points)

The universities are schools of education, and schools of research. (46) But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty.

Both these functions could be performed at a cheaper rate, apart from these very expensive institutions. Books are cheap, and the system of apprenticeship is well understood. (47) So far as the mere imparting of information is concerned, no university has had any justification for existence since the popularisation of printing in the fifteenth century. Yet the chief impetus to the foundation of universities came after that date, and in more recent times has even increased.

(48) The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should perform for society. A university which fails in this respect has no reason for existence.

This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory: it is energising as the poet of our dreams, and as the architect of our purposes.

Imagination is not to be divorced from the facts: it is a way of illuminating the facts. (49) It works by drawing the general principles which apply to the facts, as they exist, and the