Among my experiences as a college president is the all-too-frequent phone call in the night that begins: \"One of your students is in the emergency room with alcohol poisoning.\" The whole country got a similar wake-up call in June when it was reported that alcohol abuse on college campuses is on the rise, especially for women, and that college students drink far more than nonstudents. One statistic showed that college students spend more money on alcohol while in college than on books. Alcohol abuse, although tragic, is but one symptom of a larger campus crisis. A generation has come to college quite fragile, not very secure about who it is, fearful of its lack of identity and without confidence in its future. Many students are ashamed of themselves and afraid of relationships.
Students use alcohol as an escape. It's used as an excuse for bad behavior: the insanity defense writ large on campus. This diminished sense of self has caused a growth in racism, sexism, attempted suicide, theft, property-damage and cheating on most campuses.
This is not the stuff of most presidents' public conversations. Nor can it be explained away as an \"underclass\" problem; it is found on our most privileged campuses. It is happening because the generation now entering college has experienced few authentic connections with adults in its lifetime. I call this the \"Culture of Neglect,\" and we — parents, teachers, professors and administrators — are the primary architects.
It begins at home, where social and economic factors — such as declining incomes requiring longer work hours — result in less family time. Young people have been allowed to or must take part-time jobs rather than spending time in school, on homework or with their families. More children and youths are being reared in a vacuum, with television as their only supervisor, and there is little expectation that they learn personal responsibility. Immersed in themselves, they are left to their peers.
31. The main idea of the first paragraph is that ( ) . × 正确答案为C
[A] it is easy to be a college president
[B] a college president has to sit up till midnight
[C] alcohol abuse is quite common on campus
[D] it is harmful for college students to drink alcohol
32. According to the author, college students turn to alcohol as a(n) ( ). × 正确答案为C
[A] inspiration
[B] stimulation
[C] escape
[D] relaxation
33. The word \"architects\" in Para. 2 can be best replaced by ( ). × 正确答案为D
[A] artists
[B] experts
[C] discoverers
[D] designers
34. How do parents react to the \"Culture of Neglect\"?( ) × 正确答案为B
[A] Parents have lowered their expectations on children.
[B] Parents take little care of the growth of their children.
[C] Parents spend too much time watching television.
[D] Parents fail to cooperate with teachers and administrators.
35. What is the main problem with the children brought up in the \"
Culture of Neglect?\"( ) × 正确答案为C
[A] They can't read or write well.
[B] They can hardly find a good job.
[C] They don't have the sense of responsibility.
[D] They are more likely to commit crimes.
第二篇
Conventional wisdom about conflict seems pretty much cut and dried. Too little conflict breeds apathy (冷漠) and stagnation (呆滞). Too much conflict leads to divisiveness (分裂) and hostility. Moderate levels of conflict, however, can spark creativity and motivate people in a healthy and competitive way.
Recent research by Professor Charles R. Schwenk, however, suggests that the optimal level of conflict may be more complex to determine than these simple generalizations. He studied perceptions of conflict among a sample of executives. Some of the executives worked for profit-seeking organizations and others for not-for-profit organizations.
Somewhat surprisingly, Schwenk found that opinions about conflict varied systematically as a function of the type of organization. Specifically, managers in not-for-profit organizations strongly believed that conflict was beneficial to their organizations and that it promoted higher quality decision making than might be
achieved in the absence of conflict.
Managers of for-profit organizations saw a different picture. They believed that conflict generally was damaging and usually led to poor-quality decision making in their organizations. Schwenk interpreted these results in terms of the criteria for effective decision making suggested by the executives. In the profit-seeking organizations, decision-making effectiveness was most often assessed in financial terms. The executives believed that consensus rather than conflict enhanced financial indicators.
In the not-for-profit organizations, decision-making effectiveness was defined from the perspective of satisfying constituents. Given the complexities and ambiguities associated with satisfying many diverse constituents executives perceived that conflict led to more considered and acceptable decisions.
31.In the eyes of the author, conventional opinion on conflict is________.
A) wrong
B) oversimplified
C) misleading
D) unclear
注：文章第一句
32.Professor Charles R. Schwenk's research shows________.
A) the advantages and disadvantages of conflict
B) the real value of conflict
C) the difficulty in determining the optimal level of conflict
D) the complexity of defining the roles of conflict
注：文章第二段
33.We can learn from Schwenk's research that________.
A) a person’s view of conflict is influenced by the purpose of his organization
B) conflict is necessary for managers of for-profit organizations
C) different people resolve conflicts in different ways
D) it is impossible for people to avoid conflict
注：文章第三段 34.The passage suggests that in for - profit
organizations_______. A) there is no end of conflict B) expression of different opinions is encouraged C) decisions must be justifiable D) success lies in general agreement 注：文章第四段，justifiable合法化
35.People working in a not - for - profit organization________.
A) seem to be difficult to satisfy
B) are free to express diverse opinions
C) are less effective in making decisions
D) find it easier to reach agreement
B C A D B
第三篇
Children live in a world in which science has tremendous importance. During their lifetimes it will affect them more and more. In time, many of them will work at jobs that depend heavily on science --- for example, concerning energy sources, pollution control, highway safety, wilderness conservation, and population growth, and population growth. As taxpayers they will pay for scientific research and exploration. And, as consumers, they will be bombarded (受到轰击) by advertising, much of which is said to be based on science.
Therefore, it is important that children, the citizens of the future, become functionally acquainted with science---- with the process and spirit of science, as well as with its facts and principles. Fortately, science has a natural appeal for youngsters. They can relate it to so many things that they encounter ----
flashlights, tools, echoes, and rainbows.
Besides, science is an excellent medium for teaching far more than content. It can help pupils learn to think logically, to organize and analyse ideas. It can provide practice in communication skills and mathematics. In fact, there is no area of the curriculum to which science cannot contribute, whether it be geography, history, language arts, music, or art!
Above all, good science teaching leads to what might be called a “scientific attitude.” Those who possess it seek answers through observing, experimenting, and reasoning, rather than blindly accepting the pronouncements of others. They weigh evidence carefully and reach conclusions with caution. While respecting the opinions of others, they expect honesty, accuracy, and objectivity and are on guard against hasty judgments and sweeping generalizations. All children should bedeveloping this approach to solving problems, but it cannot be expected to appear automatically with the mere acquisition of information. Continual practice, through guided participation, is needed. (293 words)
36. One of the reasons why science is important for children is that many of them will _____.
A. work in scientific research institutions
B. work at jobs closely related to science C. make the final decision in matters concerning science
D. be fund-raisers for scientific research and exploration
37. There is no doubt that children like learning science because_____.
A. science is linked with many of the things they meet B. science is a very easy subject for them to learn
C. they encounter the facts and principles of science daily D. they are familiar with the process and spirit of science
38. Pupils can learn logical thinking while _____.
A. practicing communication skills
B. studying geography
C. taking art courses
D. learning science 39. People with
a scientific attitude ____.
A. are ready to accept the pronouncements of others
B. tend to reach conclusions with certainty
C. are aware that others are likely to make hasty judgments
D. seek truth through observation , experimentation and reasoning 40. In the passage the writer seems to ______.
A. prove that science is a successful course in school
B. point out that science as a course is now poorly taught in school
C. suggest that science should be included in the school curriculum D. predict that children who learn science will be good scientists
36-40 B A D D C
完型填空
The United States has historically had higher rates of marriage than those of other industrialized countries. The current annual marriage 56 in the United States—about 9 new marriages for every 1,000 people—is 57 higher than it is in other industrialized countries. However, marriage is 58 as widespread as it was several decades ago. 59 of American adults who are married 60 from 72 percent in 1970 to 60 percent in 2002. This does not mean that large numbers of people will remain unmarried 61 their lives. Throughout the 20th century, about 90 percent of Americans married at some 62 in their lives. Experts 63 that about the same proportion of today’s young adults will eventually marry.
The timing of marriage has varied 64 over the past century. In 1995 the average age of women in the United States at the time of their first marriage was 25. The average age of men was about 27. Men and women in the United States marry for the first time an average of five years later than people did in the 1950s. 65 , young adults of the 1950s married younger than did any previous 66 in U.S. history. Today’s later age of marriage is 67 the age of marriage between 1890 and 1940. Moreover, a greater proportion of the population was married (95 percent) during the 1950s than at any time before 68 . Experts do not agree on why the “marriage rush” of the late 1940s and 1950s occurred, but most social scientists believe it represented a 69 to the return of peaceful and prosperity after 15 years of severe economic 70 and war.
56. A. rate B. ratio C percentage D. poll
57. A. potentially B intentionally C. randomly D.substantially
58 A. not any longer B. no more C. no longer D. not any more
59 A. A proportion B. The proportion C. The number D. A number
60 A. declined B .deteriorated C deduced D
demolished
61 A past B passing C throughout D through
62 A period B level C point D respect
63 A project propose
64 A unexpectedly consistently
65 A Beside Nevertheless
66 A descendants generation
67 A according to caused by
68 A and after ever since
B plan B irregularly B However B ascendants B in line with B or after C promise C flexibly C Whereas C population C based C or since D D D D D D 69 A refusal B realization C response D reality
70 A repression B aggression C restriction D depression
答案：ADCBA CACBB DBACB
【19】 Tattoos(纹身记)
Tattoos
Tattoos didn't spring up with the dawn of biker gangs and rock 'n' roll bands.
They've been around for a long time and had many different meanings over the course of history. Let's sketch out some interesting anecdotes about tattoos for you now.
How tattoos were created and developed?
For years, scientists believed that Egyptians and Nubians3 were the first people to tattoo their bodies. Then, in 1991, a mummy was discovered, dating back to the Bronze Age of about 3,300 B.C..\"The Iceman,\" as the specimen was dubbed, had several markings on his body,including a cross on the inside of his knee and lines on his ankle and back. It is believed these tattoos were made in a curative effort.
Being so advanced, the Egyptians reportedly spread the practice of tattooing throughout the world. The pyramid-building third and fourth dynasties of Egypt developed international nations with Crete, Greece, Persia and Arabia. The art of tattooing stretched out all the way to Southeast Asia by 2,000 B.C..
Around the same time, the Japanese became interested in the art but only for its decorative attributes, as opposed to magical ones. The Japanese tattoo artists were the undisputed masters. Their use of colors, perspective, and imaginative designs gave the practice a whole new angle. During the first millennium A.D., Japan adopted Chinese culture in many aspects and confined tattooing to branding wrongdoers.
In the Balkans, the Thracians had a different use for the craft. Aristocrats, according to Herodotus, used it to show the world their social status.
Although early Europeans dabbled with tattooing, they truly rediscovered the art form when the world exploration of the post-Renaissance made them seek out new cultures. It was their meeting with Polynesian10 that introduced them to tattooing. The word, in fact, is derived from the Polynesian word tattau, which means \"to mark.\"
Why tattoo?
Most of the early uses of tattoos were ornamental. However, a number of civilizations had practical applications for this craft. The Goths, a tribe of Germanic
barbarians famous for pillaging Roman settlements, used tattoos to mark their slaves. Romans did the same with slaves and criminals.
In Tahiti, tattoos were a rite of passage and told the history of the person's life. Reaching adulthood, boys got one tattoo to commemorate the event. Men were marked with another style when they got married.
Later, tattoos became the souvenir of choice for globetrotting sailors. Whenever they would reach an exotic locale, they would get a new tattoo to mark the occasion. A dragon was a famous style that meant the sailor had reached a \"China station.\" At first, sailors would spend their free time on the ship tattooing themselves and their mates. Soon after, tattoo parlorswere set up in the area, surrounding ports worldwide.
In the middle of the 19th century, police officials believed that half of the criminal underworld in New York City had tattoos. Port areas were renowned for being rough places full of sailors that were guilty of some crime or another. This is most likely how tattoos got such a bad reputation and became associated with rebels and delinquents.
How did they do it?
In the Americas, native tribes used simple prickingto tattoo their bodies or faces. In California, specifically, some groups injected color into the scratches. Some northern tribes living in and around the Arctic Circle (mostly Inuit) made
punctures with a needle and ran a thread coated with soot through the skin. The South Pacific community would tap pigment into the pricked skin using a small rake-like instrument.
In New Zealand, the native, using a small bone-cutting tool, would carve intricate shallow grooves on the face and buttocks,and infuse them with color. Thanks to trading with Europeans, they were able to use a metal apparatus and apply more traditional puncture methods.
In 1891, an American by the name of Samuel O'Reilly patented the modern tattoo machine. This hand-held contraption21, as we know it today, makes a needle vibrate up and down very rapidly (approximately several hundred vibrations per minute). The needle penetrates the skin around one millimeter in depth and injects ink into the skin at the dermis level.
Pop stars have them, as do lawyers, professional athletes, soldiers, and mechanics ?there's no social stigma attached to people with tattoos. Today, tattoos are a fashion statement more than a means of intimidation. And it's only natural that people want to discover how this trend started.
Samuel O'Reilly was the first famous contemporary tattoo artist. He set up a shop in New York's Chatham Square and was very popular in his time. Tattoos were all the rage, all the way to the financial crash of 1929. They became trendy in America again around World War II, with the introduction of new designs like cartoon characters. Tattooing made another leap for the mainstream in the '70s
and '80s, when celebrities began sporting them.
In the last decade, the policy of global acceptance and worldwide communication has not only made tattoos popular, but also omnipresent. With 5,000 years of tattooing tradition, nothing indicates that this is a vanishing fad.
1． spring up：涌现； the dawn: 开端
起始；biker:<美>骑摩托车的人（尤指属某一团伙者）
2． sketch out：简要地叙述；anecdote：轶事
奇闻
3． Nubian：努比亚人
生活在古代东北非的一个地区
即今埃及南部和苏丹北部
古代努比亚人曾统治整个埃及并创造了灿烂的文化
4． 这一被命名为“冰人”的标本身上有几处记号
5．Crete: 克利特岛(位于地中海东部,属希腊）；Persia：波斯
今伊朗；Arabia：阿拉伯半岛
6．日本人对这种艺术形式也渐渐萌生了兴趣
但仅仅是针对其装饰性
而非其神秘色彩
7． 日本人在很多方面吸收了中国文化
规定文身只能被用来给违法犯罪者作标记
8．Thracian：色雷斯人
巴尔干半岛最早的居民之一
曾创造过独特而璀璨的文化
如今已消亡
古罗马时期著名的奴隶起义领袖斯巴达克斯就是色雷斯人
9． Herodotus：古希腊历史学家希罗多德（约484 - 425B.C.）
被称为“历史之父”
所著的《历史》为西方第一部历史著作
10． Polynesian：波利尼西亚人
指太平洋岛屿居民
11． the Goths: 哥特族（日耳曼族的一支
在３至５世纪侵入罗马帝国）； barbarian: 未开化的人
野蛮人；pillage: （尤指战争中的）掠夺
12． Tahiti: 塔希提岛
位于南太平洋；rite of passage:通过礼仪（指为人生进入一个新阶段
如出生、成年等举行的仪式）
13. souvenir: 纪念品；of choice : 特别的；globetrot:周游世界[globe-trotter的逆构］
14. parlor: <美>（接待顾客的）店堂
15. underworld: 下流社会
以犯罪活动为生的人们
16. delinquent: 违法者
17. pricking: 刺
戳
18. 生活在北极圈内及其附近的一些北方部落的人（主要是因纽特人）用针刺破皮肤
再把染成炭黑色的线穿进去
Inuit：生活在北极地区的因纽特人
即爱斯基摩人； soot: 炭黑色
19. pigment: 颜料； rake-like: 齿叉形的
20. bone-cutting: 用骨头削成的；groove: 沟
纹（道）；buttocks：臀部
21. hand-held: 手持的
便携式的； contraption：装置
22. dermis: 真皮
23.直到1929年经济危机爆发前
文身一直十分风靡
all the rage: <口>风靡一时的事物
时尚
24. sport: <口> 惹人注目地穿戴
25. omnipresent: 无所不在的
26. fad: （穿着、行为、言谈等方面）一时的风尚
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