陆军工程大学考博英语真题,考博英语试题

陆军工程大学2020年博士研究生入学考试英语试题

科目代码：1001 科目名称：英语满分：100分考试时间：2小时
Part I Reading Comprehension (45 points)
Direction: There are 6 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked [A], [B], [C] and [D]. You should decide on the best choice and write the corresponding letter on the Answer Sheet.
Passage 1
A new survey by Harvard University finds more than two-thirds of young Americans disapprove of President Trump's use of Twitter. The implication is that Millennials prefer news from the White House to be filtered through other source, not a president's social media platform.
Most Americans rely on social media to check daily headlines. Yet as distrust has risen toward all media, people may be starting to beef up their media literacy skills. Such a trend is badly needed. During the 2016 presidential campaign, nearly a quarter of web content shared by Twitter users in the politically critical state of Michigan was fake news, according to the University of Oxford. And a survey conducted for Buzz Feed News found 44 percent of Facebook users rarely or never trust news from the media giant.
Young people who are digital natives are indeed becoming more skillful at separating fact from fiction in cyberspace. A Knight Foundation focus-group survey of young people between ages 14 and 24 found they use "distributed trust" to verify stories. They cross-check sources and prefer news from different perspectives—especially those that are open about any bias. "Many young people assume a great deal of personal responsibility for educating themselves and actively seeking out opposing viewpoints," the survey concluded.
Such active research can have another effect. A 2014 survey conducted in Australia, Britain, and the United States by the University of Wisconsin-Madison found that young people’s reliance on social media led to greater political engagement.
Social media allows users to experience news events more intimately and immediately while also permitting them to re-share news as a projection of their values and interests. This forces users to be more conscious of their role in passing along information. A survey by Barna research group found the top reason given by Americans for the fake news phenomenon is "reader error," more so than made-up stories or factual mistakes in reporting. About a third say the problem of fake news lies in "misinterpretation or exaggeration of actual news" via social media. In other words, the choice to share news on social media may be the heart of the issue. "This indicates there is a real personal responsibility in counteracting this problem," says Roxanne Stone, editor in chief at Barna Group.
So when young people are critical of an over-tweeting president, they reveal a mental discipline in thinking skills – and in their choices on when to share on social media.
1. According to the Paragraphs 1 and 2, many young Americans cast doubts on_____.
A. the justification of the news-filtering practice.
B. people's preference for social media platforms.
C. the administration's ability to handle information.
D. social media was a reliable source of news.
2. The phrase "beef up" (Line 2, Para.2) is closest in meaning to _____.
A. sharpen
B. define
C. boast
D. share
3. According to the Knight Foundation survey, young people _____.
A. tend to voice their opinions in cyberspace.
B. verify news by referring to diverse resources.
C. have strong sense of responsibility.
D. like to exchange views on "distributed trust".
4. The Barna survey found that a main cause for the fake news problem is _____.
A. readers outdated values
B. journalists' biased reporting
C. readers' misinterpretation
D. journalists' made-up stories
5. Which of the following would be the best title for the text?
A. A Rise in Critical Skills for Sharing News Online
B. A Counteraction Against the Over-tweeting Trend
C. The Accumulation of Mutual Trust on Social Media
D. The Platforms for Projection of Personal Interests
Passage 2
The most important thing in the news last week was the rising discussion in Nashville about the educational needs of children. The shorthand educators use for this is "pre-K"—meaning instruction before kindergarten—and the big idea is to prepare 4-year-olds and even younger kids to be ready to succeed on their K-12 journey.
But it gets complicated. The concept has multiple forms, and scholars and policymakers argue about the shape, scope and cost of the ideal program.
The federal Head Start program, launched 50 years ago, has served more than 30 million children. It was based on concepts developed at Vanderbilt University’s Peabody College by Susan Gray, the legendary pioneer in early childhood education research.
A new Peabody study of the Tennessee Voluntary Pre-K program reports that pre-K works, but the gains are not sustained through the third grade. It seems to me this highlights quality issues in elementary schools more than pre-K, and indicates longer-term success must connect pre-K with all the other issues related to educating a child.
Pre-K is controversial. Some critics say it is a luxury and shouldn’t be free to families able to pay. Pre-K advocates insist it is proven and will succeed if integrated with the rest of the child’s schooling. I lean toward the latter view.
This is, in any case, the right conversation to be having now as Mayor Megan Barry takes office. She was the first candidate to speak out for strong pre-K programming. The important thing is for all of us to keep in mind the real goal and the longer, bigger picture.
The weight of the evidence is on the side of pre-K that early intervention works. What government has not yet found is the political will to put that understanding into full practice with a sequence of smart schooling that provides the early foundation.
For this purpose, our schools need both the talent and the organization to educate each child who arrives at the schoolhouse door. Some show up ready, but many do not at this critical time when young brains are developing rapidly.
6. What does the author say about pre-kindergarten education?
A. It should cater to the needs of individual children.
B. It is essential to a person's future academic success.
C. Scholars and policymakers have different opinions about it.
D. Parents regard it as the first phase of children's development.
7. What does the new Peabody study find?
A. Pre-K achievements usually do not last long.
B. The third grade marks a new phase of learning.
C. The third grade is critical to children’s development.
D. Quality has not been the top concern of pre-K programs.
8. When does the author think pre-K works the best?
A. When it is accessible to kids of all families.
B. When it is made part of kids’ education.
C. When it is no longer considered a luxury.
D. When it is made fun and enjoyable to kids.
9. What do we learn about Mayor Megan Barry?
A. She knows the real goal of education.
B. She is a mayor of insight and vision.
C. She has once run a pre-K program.
D. She is a firm supporter of pre-K.
10. What does the author think is critical to kids’ education?
A. Teaching method.
B. Kids' interest.
C. Early intervention.
D. Parents' involvement.
Passage 3
Attitudes toward new technologies often fall along generational lines. That is, generally, younger people tend to outnumber older people on the front end of a technological shift.
It is not always the case, though. When you look at attitudes toward driverless cars, there doesn’t seem to be a clear generational divide. The public overall is split on whether they’d like to use a driverless car. In a study last year, of all people surveyed, 48 percent said they wanted to ride in one, while 50 percent did not.
The fact that attitudes toward self-driving cars appear to be so steady across generations suggests how transformative the shift to driverless cars could be. Not everyone wants a driverless car now—and no one can get one yet—but among those who are open to them, every age group is similarly engaged.
Actually, this isn’t surprising. Whereas older generations are sometimes reluctant to adopt new technologies, driverless cars promise real value to these age groups in particular. Older adults, especially those with limited mobility or difficulty driving on their own, are one of the classic use cases for driverless cars.
This is especially interesting when you consider that younger people are generally more interested in travel-related technologies than older ones.
When it comes to driverless cars, differences in attitude are more pronounced based on factors not related to age. College graduates, for example, are particularly interested in driverless cars compared with those who have less education: 59 percent of college graduates said they would like to use a driverless car compared with 38 percent of those with a high-school diploma or less.
Where a person lives matters, too. More people who lives in cities and suburbs said they wanted to try driverless cars than those who lived in rural areas.
While there’s reason to believe that interest in self-driving cars is going up across the board, a person’s age will have little to do with how self-driving cars can become mainstream. Once driverless cars are actually available for sale, the early adopters will be the people who can afford to buy them.
11. What happens when a new technology emerges?
A. It further widens the gap between the old and the young.
B. It often leads to innovations in other related fields.
C. It contributes greatly to the advance of society as a whole.
D. It usually draws different reactions from different age groups.
12. What does the author say about the driverless car?
A. It does not seem to create a generational divide.
B. It will not necessarily reduce road accidents.
C. It may start a revolution in the car industry.
D. It has given rise to unrealistic expectations.
13. Why does the driverless car appeal to some old people?
A. It saves their energy.
B. It helps with their mobility.
C. It adds to the safety of their travel.
D. It stirs up their interest in life.
14. What is likely to affect one’s attitude toward the driverless car?
A. The location of their residence.
B. The field of their special interest.
C. The amount of training they received.
D. The length of their driving experience.
15. Who are likely to be the first to buy the driverless car?
A. The senior.
B. The educated.
C. The wealthy.
D. The tech fans.
Passage 4
Will there ever be another Einstein? This is the undercurrent of conversation at Einstein memorial meetings throughout the year. A new Einstein will emerge, scientists say. But it may take a long time. After all, more than 200 years separated Einstein from his nearest rival, Isaac Newton.
Many physicists say the next Einstein hasn't been born yet, or is a baby now. That's because the quest for unified theory that would account for all the forces of nature has pushed current mathematics to its limits. New math must be created before the problem can be solved.
But researchers say there are many other factors working against another Einstein emerging anytime soon.
For one thing, physics is a much different field today. In Einstein's day, there were only a few thousand physicists worldwide, and the theoreticians who could intellectually rival Einstein probably would fit into a streetcar with seats to spare.
Education is different, too. One crucial aspect of Einstein's training that is overlooked is the years of philosophy he read as a teenager—Kant, Schopenhauer and Spinoza, among others. It taught him how to think independently and abstractly about space and time, and it wasn't long before he became a philosopher himself.
"The independence created by philosophical insight is—in my opinion—the mark of distinction between a mere artisan or specialist and a real seeker after truth," Einstein wrote in 1944.
And he was an accomplished musician. The interplay between music and math is well-known. Einstein would furiously play his violin as a way to think through a knotty physics problem.
Today, universities have produced millions of physicists. There aren’t many jobs in science for them, so they go to Wall Street and Silicon Valley to apply their analytical skills to more practical—and rewarding—efforts.
Maybe there is an Einstein out there today," said Columbia University physicist Brian Greene, "but it would be a lot harder for him to be heard."
Especially considering what Einstein was proposing.
"The actual fabric of space and time curving? My God, what an idea!" Greene said at a recent gathering at the Aspen Institute. "It takes a certain type of person who will bang his head against the wall because you believe you’ll find the solution."
Perhaps the best examples are the five scientific papers Einstein wrote in his "miracle year" of 1905. These "thought experiments" were pages of calculations signed and submitted to the prestigious journal Annalen der Physik by a virtual unknown. There were no footnotes or citations.
What might happen to such a submission today?
"We all get papers like those in the mail," Greene said. "We put them in the junk file."
16. What do scientists seem to agree upon judging from the first two paragraphs?
A. Einstein pushed mathematics almost to its limits.
B. It will take another Einstein to build a unified theory.
C. No physicist is likely to surpass Einstein in the next 200 years.
D. It will be some time before a new Einstein emerges.
17. What was critical to Einstein's success?
A. His talent as an accomplished musician.
B. His independent and abstract thinking.
C. His untiring effort to fulfill his potential.
D. His solid foundation in math theory.
18. What does the author tell us about physicists today?
A. They tend to neglect training in analytical skills.
B. They are very good at solving practical problems.
C. They attach great importance to publishing academic papers.
D. They often go into fields yielding greater financial benefits.
19. What does Brian Greene imply by saying "... it would be a lot harder for him to be heard" (Line 2, Para. 9)?
A. People have to compete in order to get their papers published.
B. It is hard for a scientist to have his papers published today.
C. Papers like Einstein's would unlikely get published today.
D. Nobody will read papers on apparently ridiculous theories.
20. When he submitted his papers in 1905, Einstein _____.
A. forgot to make footnotes and citations
B. was little known in academic circles
C. was known as a young genius in math calculations
D. knew nothing about the format of academic papers
Passage 5
War may be a natural expression of biological instincts and drives toward aggression in the human species. Natural impulses of anger, hostility, and territoriality are expressed through acts of violence. These are all qualities that humans share with animals. Aggression is a kind of innate survival mechanism, an instinct for self-preservation, that allows animals to defend themselves from threats to their existence. But, on the other hand, human violence shows evidence of being a learned behavior. In the case of human aggression, violence cannot be simply reduced to an instinct. The many expressions of human violence are always conditioned by social conventions that give shape to aggressive behavior. In human societies violence has a social function: It is a strategy for creating or destroying forms of social order. Religious traditions have taken a leading role in directing the powers of violence. We will look at the ritual and ethical patterns within which human violence has been directed.
The violence within a society is controlled through institutions of law. The more developed a legal system becomes, the more society takes responsibility for the discovery, control, and punishment of violent acts. In most tribal societies the only means to deal with an act of violence is revenge. Each family group may have the responsibility for personally carrying out judgment and punishment upon the person who committed the offense. But in legal systems, the responsibility for revenge becomes depersonalized and diffused. The society assumes the responsibility for protecting individuals from violence. In cases where they cannot be protected, the society is responsible for imposing punishment. In a state controlled legal system, individuals are removed from the cycle of revenge motivated by acts of violence, and the state assumes responsibility for their protection.
The other side of a state legal apparatus is a state military apparatus. While the one protects the individual from violence, the other sacrifices the individual to violence in the interests of the state. In war the state affirms its supreme power over the individuals within its own borders. War is not simply a trial by combat to settle disputes between states; it is the moment when the state makes its most powerful demands upon its people for their recommitment, allegiance, and supreme sacrifice. Times of war test a community’s deepest religious and ethical commitments.
21. Human violence shows evidence of being a learned behavior in that _____.
A. it threatens the existing social systems
B. it is influenced by society
C. it has roots in religious conflicts
D. it is directed against institutions of law
22. The function of legal systems, according to the passage, is _____.
A. to control violence within a society
B. to protect the world from chaos
C. to free society from the idea of revenge
D. to give the government absolute power
23. What does the author mean by saying "… in legal systems, the responsibility for revenge becomes depersonalized and diffused" (Lines 6-7, Para. 2)?
A. Legal systems greatly reduce the possibilities of physical violence.
B. Offenses against individuals are no longer judged on a personal basis.
C. Victims of violence find it more difficult to take revenge.
D. Punishment is not carried out directly by the individuals involved.
24. The word "allegiance" (Line 6, Para. 3) is closest in meaning to _____.
A. loyalty
B. objective
C. survival
D. motive
25. What can we learn from the last paragraph?
A. Governments tend to abuse their supreme power in times of war.
B. In times of war governments may extend their power across national borders.
C. In times of war governments impose high religious and ethical standards on their people.
D. Governments may sacrifice individuals in the interests of the state in times of war.
Passage 6
All around the world, lawyers generate more hostility than the members of any other profession—with the possible exception of journalism. But there are few places where clients have more grounds for complaint than America.
During the decade before the economic crisis, spending on legal services in America grew twice as fast as inflation. The best lawyers made skyscrapers-full of money, tempting ever more students to pile into law schools. But most law graduates never get a big-firm job. Many of them instead become the kind of nuisance-lawsuit filer that makes the tort system a costly nightmare.
There are many reasons for this. One is the excessive costs of a legal education. There is just one path for a lawyer in most American states: a four-year undergraduate degree at one of 200 law schools authorized by the American Bar Association and an expensive preparation for the bar exam. This leaves today’s average law-school graduates with $100,000 of debt on top of undergraduate debts. Law-school debt means that they have to work fearsomely hard.
Reforming the system would help both lawyers and their customers. Sensible ideas have been around for a long time, but the state-level bodies that govern the profession have been too conservative to implement them. One idea is to allow people to study law as an undergraduate degree. Another is to let students sit for the bar after only two years of law school. If the bar exam is truly a stern enough test for a would-be lawyer, those who can sit it earlier should be allowed to do so. Students who do not need the extra training could cut their debt mountain by a third.
The other reason why costs are so high is the restrictive guild-like ownership structure of the business. Except in the District of Columbia, non-lawyers may not own any share of a law firm. This keeps fees high and innovation slow. There is pressure for change from within the profession, but opponents of change among the regulators insist that keeping outsiders out of a law firm isolates lawyers from the pressure to make money rather than serve clients ethically.
In fact, allowing non-lawyers to own shares in law firms would reduce costs and improve services to customers, by encouraging law firms to use technology and to employ professional managers to focus on improving firms’ efficiency. After all, other countries, such as Australia and Britain, have started liberalizing their legal professions. America should follow.
26. A lot of students take up law as their profession due to _____.
A. the growing demand from clients.
B. the increasing pressure of inflation.
C. the prospect of working in big firms.
D. the attraction of financial rewards.
27. Which of the following adds to the costs of legal education in most American states?
A. Higher tuition fees for undergraduate studies.
B. Admissions approval from the bar association.
C. Pursuing a bachelor's degree in another major.
D. Receiving training by professional associations.
28. Hindrance to the reform of the legal system originates from _____.
A. lawyers' and clients' strong resistance.
B. the rigid bodies governing the profession.
C. the stern exam for would-be lawyers.
D. non-professionals' sharp criticism.
29. The guild-like ownership structure is considered "restrictive" partly because it _____.
A. bans outsiders' involvement in the profession.
B. keeps lawyers from holding law-firm shares.
C. aggravates the ethical situation in the trade.
D. prevents lawyers from gaining due profits.
30. In this text, the author mainly discusses _____.
A. flawed ownership of America's law firms and causes.
B. the factors that help make a successful lawyer in America.
C. a problem in America's legal profession and solutions to it.
D. the role of undergraduate studies in America's legal education.
Part II Cloze Test (10 points)
Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D). You should choose the ONE that best fits into the passage. Then mark [A], [B], [C] or [D] on the ANSWER SHEET.
People are, on the whole, poor at considering background information when making individual decisions. At first glance this might seem like a strength that (31) the ability to make judgments which are unbiased by (32) factors. But Dr Simonson speculated that an inability to consider the big (33) was leading decision-makers to be biased by the daily samples of information they were working with. (34), he theorized that a judge (35) of appearing too soft (36) crime might be more likely to send someone to prison (37) he had already sentenced five or six other defendants only to forced community service on that day.
To (38) this idea, they turned their attention to the university-admissions process. In theory, the (39) of an applicant should not depend on the few others (40) randomly for interview during the same day, but Dr Simonson suspected the truth was (41).
He studied the results of 9,323 MBA interviews (42) by 31 admissions officers. The interviewers had (43) applicants on a scale of one to five. This scale (44) numerous factors into consideration. The scores were (45) used in conjunction with an applicant’s score on the GMAT, a standardized exam which is (46) out of 800 points, to make a decision whether to accept him or her.
Dr Simonson found if the score of the previous candidate in a daily series of interviewees was 0.75 points or more higher than that of the one (47) that, then the score for the next applicant would (48) by an average of 0.075 points. This might sound small, but to (49) the effects of such a decrease a candidate would need 30 more GMAT points than would otherwise have been (50).
31. A. grants    B. submits    C. transmits    D. delivers
32. A. minor    B. external    C. crucial    D. objective
33. A. issue    B. vision    C. picture    D. moment
34. A. Above all    B. On average    C. In principle    D. For example
35. A. fond    B. fearful    C. capable    D. thoughtless
36. A. in    B. for    C. to    D. on
37. A. if    B. until    C. though    D. unless
38. A. test    B. emphasize    C. share    D. promote
39. A. decision    B. quality    C. status    D. success
40. A. found    B. studied    C. chosen    D. identified
41. A. otherwise    B. defensible    C. replaceable    D. exceptional
42. A. inspired    B. expressed    C. conducted    D. secured
43. A. assigned    B. rated    C. matched    D. arranged
44. A. put    B. got    C. took    D. gave
45. A. instead    B. then    C. ever    D. rather
46. A. selected    B. passed    C. marked    D. introduced
47. A. below    B. after    C. above    D. before
48. A. jump    B. float    C. fluctuate    D. drop
49. A. achieve    B. undo    C. maintain    D. disregard
50. A. necessary    B. possible    C. promising    D. helpful
Part III Short Answer Questions (10 points)
Directions: In this part there is a short passage with five questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words on the Answer Sheet.
Leadership is the most significant word in today's competitive business environment because it directs the manager of a business to focus inward on their personal capabilities and style. Experts on leadership will quickly point out that "how things get done" influences the success of the outcomes and indicates a right way and a wrong way to do things. When a noted leader on the art of management, Peter Drucker, coined the phrase "Management is doing things right, leadership is doing the right things," he was seeking to clarify the distinctions he associates with the terms.
When Stephen Covey, founder and director of the Leadership Institute, explored leadership styles in the past decade, he focused on the habits of a great number of highly effective individuals. His Seven Habits of Highly Effective People became a popular bestseller very quickly. His ideas forced a reexamination of the early leadership paradigm, which he observed centered on traits found in the character ethic and the personality ethic. The former ethic suggested success was founded on integrity, modesty, loyalty, courage, patience, and so forth. The personality ethic suggested it was one's attitude, not behavior, that inspired success, and this ethic was founded on a belief of positive mental attitude. In contrast to each of these ideas, Covey advocates that leaders need to understand universal principles of effectiveness, and he highlights how vital it is for leaders to first personally manage themselves if they are to enjoy any hope of outstanding success in their work environments. To achieve a desired vision for your business, it is vital that you have a personal vision of where you are headed and what you value. Business leadership means that managers need to "put first things first," which implies that before leading others, you need to be clear on your own values, abilities, and strengths and be seen as trustworthy.
51. ________________________________________________________________________
52. ________________________________________________________________________
53. ________________________________________________________________________
54. ________________________________________________________________________
55. ________________________________________________________________________
Part IV Translation (20 points)
Section A (10 points)
Directions: Translate the following 5 underlined sentences into Chinese.
For many years I have studied global agricultural, population, environmental and economic trends and their interactions. (56) The combined effects of those trends and the political tensions they generate point to the breakdown of governments and societies. Yet I, too, have resisted the idea that food shortages could bring down not only individual governments but also our global civilization.
I can no longer ignore that risk. (57) Our continuing failure to deal with the environmental declines that are undermining the world food economy forces me to conclude that such a collapse is possible.
As demand for food rises faster than supplies are growing, the resulting food-price inflation puts severe stress on the governments of many countries. Unable to buy grain or grow their own, hungry people take to the streets. Indeed, even before the steep climb in grain prices in 2008, the number of failing states was expanding. If the food situation continues to worsen, entire nations will break down at an ever increasing rate. In the 20th century the main threat to international security was superpower conflict; today it is failing states.
States fail when national governments can no longer provide personal security, food security and basic social services such as education and health care. (58) When governments lose their control on power, law and order begin to disintegrate. After a point, countries can become so dangerous that food relief workers are no longer safe and their programs are halted. Failing states are of international concern because they are a source of terrorists, drugs, weapons and refugees, threatening political stability everywhere.
The surge in world grain prices in 2007 and 2008—and the threat they pose to food security—has a different, more troubling quality than the increases of the past. (59) During the second half of the 20th century, grain prices rose dramatically several times. In 1972, for instance, the Soviets, recognizing their poor harvest early, quietly cornered the world wheat market. As a result, wheat prices elsewhere more than doubled, pulling rice and corn prices up with them. But this and other price shocks were event-driven—drought in the Soviet Union, crop-shrinking heat in the U.S. Corn Belt. And the rises were short-lived: prices typically returned to normal with the next harvest.
(60) In contrast, the recent surge in world grain prices is trend-driven, making it unlikely to reverse without a reversal in the trends themselves. On the demand side, those trends include the ongoing addition of more than 70 million people a year, a growing number of people wanting to move up the food chain to consume highly grain-intensive meat products, and the massive diversion of U.S. grain to the production of bio-fuel.
Section B (10 points)
Directions: Complete the sentences by translating into English the Chinese given in brackets.
61. ________________________________________________________________, let alone reproduced.
62. The average time for holding a stock in both the United States and Britain, he notes, ________________________________________________________________.
63. No deal could be reached in the trade war talks between the two parties, as ________________________________________________________________.
64. ________________________________________________________________. Britain is setting up a data ethics center. India released its AI ethics strategy this spring.
65. The war left the family scattered all over the world, and it was thirty years ________________________________________________________________.
Part V Writing (15 points)
Directions: For this part, you are required to write a composition on the topic "My View on the Trade War Between the U.S. and China". You should write at least 200 words.