宁波大学考博英语真题,考博英语试题

2010年宁波大学博士研究生入学考试英语试卷（A卷）

（考试时间：180分钟）
招生专业：________ 研究方向：________
考生姓名：________ 准考证号：________
考生注意事项
1. 考生必须严格遵守各项考场规则。
2. 答题前，考生应按准考证上的有关内容填写答题卡上的"考生姓名"、"准考证号"等信息。
3. 答案必须按要求填涂或写在指定的答题卡上。
（1）英语知识运用、阅读理解A节、B节的答案填涂在答题卡的第一页上，要求用2B铅笔将选择的答案涂黑。如要改动，必须用橡皮擦干净。
（2）阅读理解部分C节的答案和作文必须用（蓝）黑色字迹钢笔、圆珠笔在答题卡的第二页上作答。字迹要清楚。
4. 考试结束后，将答题卡和试卷一并交给监考人员。
Section I Use of English
Directions:
Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)
Everyone in Australia is in agreement that the cane toads have got to go. The problem is _1_ them. Cane toads, properly known as Bufo marinus, are the most _2_ of what are called invasive species in Australia and beyond. But _3_ other species of the same classification, cane toads were _4_ introduced into Australia. The country simply got much more and much _5_ than it bargained for.
_6_ 1935, Australia did not have any toad species of its own. What the country did have, _7_, was a major beetle problem. Two species of beetles in _8_, French's Cane Beetle and the Greyback Cane Beetle, were in the _9_ of destroying the northeastern state of Queenland's sugar cane crops. The beetle's larvae were eating the roots of the sugar cane and _10_, if not killing, the plants. The anticipated _11_ to this quickly escalating problem came in the _12_ of the cane toad. After first hearing about the amphibians in 1933 at a conference in the Caribbean, growers successfully lobbied to have the cane toads _13_ to battle and hopefully destroy the beetles and save the crops.
The _14_ backfired completely and absolutely. As it turns _15_, cane toads do not jump very high, only about two feet actually, _16_ they did not eat the beetles that for the most part lived in the _17_ stalks of cane plants. Instead of going _18_ the beetles, as the growers had planned, the cane toads began eating everything else in _19_—insects, bird's eggs and even native frogs. And _20_ the toads are poisonous, they began to kill would-be predators. The toll on native species has been immense.
1. [A] getting rid of    [B] catching up with   [C] putting up with    [D] watching out for
2. [A] terrified       [B] useful            [C] prominent         [D] notorious
3. [A] by             [B] unlike           [C] with              [D] along
4. [A] technically     [B] formally          [C] intentionally     [D] accidentally
5. [A] easier          [B] lesser           [C] worse             [D] better
6. [A] Before          [B] Since            [C] Within            [D] After
7. [A] however         [B] therefore        [C] likewise          [D] otherwise
8. [A] charge          [B] perspective      [C] service           [D] particular
9. [A] role            [B] habit            [C] process           [D] case
10. [A] destroying      [B] stunting         [C] cutting           [D] arresting
11. [A] answer         [B] solution         [C] rule              [D] regulation
12. [A] light          [B] look             [C] idea              [D] form
13. [A] bred           [B] gathered         [C] fed               [D] imported
14. [A] plan           [B] growth           [C] success           [D] contract
15. [A] on             [B] off              [C] out               [D] up
16. [A] but            [B] so               [C] or               [D] as
17. [A] high           [B] middle           [C] lower             [D] upper
18. [A] before         [B] after            [C] by               [D] with
19. [A] pace           [B] place            [C] sight             [D] road
20. [A] because        [B] though           [C] yet              [D] while
Section II Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)
#### Text 1
Mother Nature has outpaced science once again: the bare human foot is better for running than one cushioned by shoes. What about those $125 hi-tech running shoes with 648 custom combinations? Toss 'em, according to a new study published in Nature.
"Most people today think barefoot running is dangerous and hurts," Daniel Lieberman, a professor at Harvard, said in a prepared statement. "But actually you can run barefoot on the world's hardest surfaces without the slightest discomfort and pain... It might be less injurious than the way some people run in shoes."
Lieberman used 3-D infrared tracking to study the strike style of three groups of runners: people who had always run barefoot, people who had always run with shoes, and people who had switched from shoe to shoeless.
They found that when runners lace up their modern running shoes and take off, about 80 percent land heel-first. Barefoot runners—as Homo sapiens had evolved to be—usually land toward the middle or front of the food.
Without shoes, landing on the heel is painful and can translate into a collision force some 1.5 to 3 times body weight. "Barefoot runners point their toes more at landing," which helps lessen the impact by "decreasing the effective mass of the foot that comes to a sudden stop when you land," Madhusudhan Venkadesan, an applied mathematics postdoctoral researcher who also worked on the study, said in a statement. But as cushioned kicks have hit the streets, that initial pain has disappeared, and runners have changed their stride, leading to a way of high-impact running that human physiology wasn't evolved for—one that the researchers posit can lead to a host of foot and leg injuries.
Perhaps it should come as no surprise that our bodies are still better engineered than those hi-tech trainers. When taking into account our ancient ancestors, "humans have engaged in endurance running for millions of years," the researchers wrote in their study. "But the modern running shoe was not invented until the 1970s."
Despite the growing movement of barefoot runners, many researchers are calling for more evaluation before all those sweaty shoes are abandoned. "There is no hard proof that running in shoes... causes injuries," William Jungers, a professor at Stony Brook University, wrote in a commentary that accompanies the new study. But, he asserted, "in my view there is no compelling evidence that it prevents them either." And, as a boost to the barefoot argument, he added, "there are data that implicate shoes more generally as a plausible source of some types of chronic foot problems."
21. By "Mother Nature has outpaced science once again", the author may mean that ________.
[A] Mother Nature may not necessarily make people healthy
[B] the evolution of Nature is faster than the progress of science
[C] scientific development cannot always excel that of Nature
[D] Nature is more dependable than modern science
22. To which of the following can the phrase "Homo sapiens" (Line 2, Para. 4) be most probably associated?
[A] researchers in the experiment
[B] people wearing shoes
[C] barefoot runners
[D] modern humans
23. Why do barefoot runners tend to point their toes more at landing?
[A] To reduce the friction
[B] To enable them to run faster
[C] To bear more body weight
[D] To change their stride
24. What is William Jungers' attitude toward barefoot running?
[A] Disagreeing   [B] Supporting   [C] Doubtful   [D] Indifferent
25. The best title for this text may be ________.
[A] Hi-tech Shoes are Harmful
[B] Don't Toss Your Shoes Away
[C] Running Barefoot Is a Fashion
[D] People Born to Run – Barefoot
#### Text 2
We have all heard that people favor their own kind and discriminate against out-groups—but that is a simplistic view of prejudice, says Amy Cuddy, a professor at Princeton who studies how we judge others. In recent years, she and psychologist Susan Fiske have developed a powerful new model. All over the world, it turns out, people judge others on two main qualities: warmth (whether they are friendly and well intentioned) and competence (whether they have the ability to deliver on those intentions). A growing number of psychological researchers are turning their focus to this rubric, refining it and looking for ways in which we can put this new understanding of first impressions to use.
When we meet a person, we immediately unconsciously assess him or her for both warmth and competence. Whereas we obviously admire and help people who are both warm and competent and feel and act contemptuously toward the cold and incompetent, we respond ambivalently toward the other blends. People who are judged as competent but cold—including those in stereotyped groups such as Jews and the wealthy—provoke envy and a desire to harm, as violence against these groups has often shown. And people usually seen as warm but incompetent, such as mothers and the elderly, elicit pity and benign neglect.
New research is revealing that these split-second judgments are often wrong, however, because they rely on crude stereotypes and other mental shortcuts. Last year Susan Fiske's team published studies showing how we jump to conclusions about people's competence based on their warmth, and vice versa. When the researchers showed participants facts about two groups of people, one warm and one cold, the participants tended to assume that the warm group was less competent than the cold group; likewise, if participants knew one group to be competent and the other not, they asked questions whose answers confirmed their expectation that the first group was cold and the second warm. The upshot: "Your gain on one [trait] can be your loss on the other," says Fiske.
This "compensation effect," which occurs when we compare people rather than evaluating each one separately, runs counter to the well-known halo effect, in which someone scoring high on one quality gets higher ratings on other traits. But both effects are among several mistakes people often make in inferring warmth and competence. We see high-status individuals as competent even if their status was an accident of birth. And when we judge warmth, rivalry plays a role: "If someone is competing with you, you assume they're a bad person," Cuddy says.
The good news is that if you belong to a stereotyped group or otherwise know how people see you, you can try changing your image. A competent politician who strikes the public as cold, for example, can draw on his warmth reserves to better connect with voters. After all, Cuddy points out, "Everybody comes across as warm or competent in some area of their lives."
26. According to Amy Cuddy, people's first impressions are actually ________.
[A] misleading   [B] useful   [C] reliable   [D] powerful
27. Which of the following statements is true according to the text?
[A] Nobody envies competent and cold people.
[B] People of ability are apt to be considered cold.
[C] We feel sympathetic for warm-hearted people.
[D] The wealthy tend to be indifferent to others.
28. In Fiske's opinion, because of the "compensation effect", it is ________.
[A] easy to discriminate against out-groups
[B] possible to avoid crude stereotypes
[C] difficult to confirm people's expectation
[D] hard to judge a person as both warm and competent
29. The good side of the stereotyped judgment of a person may be ________.
[A] enabling you to become more competent
[B] making you look warmer
[C] helping improve your image
[D] avoiding unnecessary misjudgment
30. What is Cuddy's attitude toward the stereotyped judgment of a person?
[A] Critical.   [B] Sarcastic.   [C] Tolerant.   [D] Acceptive
#### Text 3
A sense of smell is something we are born with. Or is it?
Until recently scientists believed that the commonsense view was wrong: research had suggested that we learn to distinguish between pleasant and unpleasant smells by experience. From early experiments that involved asking children between three and five years old what they thought of certain smells, researchers concluded that children must learn their appreciation of pleasant and unpleasant smells as they get older, rather than being born with it. One of the most surprising results of these tests was that the children said they liked the smell of faeces nearly as often as they said they liked banana.
Psychologist Hilary Schmidt understandably found this research hard to accept. She looked at the way the tests were conducted, and applied lessons from other work on child psychology to design her own experiments. She noted that children younger than five will often answer "Yes" to leading questions even if the answers are contradictory. She therefore decided to set her experiment up as a game. She asked the children if they would give a particular smelly thing to Oscar the Grouch, a popular television character who lives in a dustbin and likes "smelly" things, or to Big Bird, another television character who likes "nice" things. She found that the children distinguished between pleasant and unpleasant smells in much the same way as an adult. With the help of younger and younger subjects, she hopes to shed light on the importance of the inherited component of the sense.
Children younger than seven or eight are notoriously bad at recognizing what an object is from its shape alone. Schmidt points to an experiment she has carried out with children under five who were given a large styrofoam ball and a small, but heavy, lead ball to compare. After they had a chance to feel the two, she took the balls away, and showed them another pair of Styrofoam and lead balls. When she asked them which of the two would be the heavier, they invariably pointed to the Styrofoam ball just because it was bigger. Despite their earlier experience, they had not grasped the idea of what an object is made of – its substance – as well as size and shape. But in other experiments when she introduced odors, she found that children under five understood that smell was an important characteristic of substance, and children could use a scent to recognize substance irrespective of the shape or size in which it was presented to them.
Schmidt has also found that girls are more sensitive to smell than boys. The sex difference is well known in adults, but not in children. Explaining the difference in adults has centered on the suggestion that as girls get older, they tend to take part in activities such as cooking, which train them to distinguish between smells. Another suggestion was that after puberty, female hormones bring about some change in the olfactory equipment. But Schmidt's observations that the sex difference exists in children does not fit in with either explanation.
31. According to the text, it is well-known that our sense of smell is ________.
[A] acquired   [B] trained   [C] inherent   [D] tested
32. Which would Hilary Schmidt most probably agree to?
[A] The contradictory answers of children are hard to understand.
[B] Children in a game have a quicker response to prompting questions.
[C] Younger children have a stronger sense of smell than older ones.
[D] In experiments children's answers may sometimes be unreliable.
33. Schmidt's styrofoam and lead ball experiment shows that younger children ________.
[A] rely on earlier experiences in judging an object
[B] are insensitive to size, weight and shape
[C] cannot recognize the size of styrofoam balls
[D] can understand what the ball is made of
34. The word "subjects" (Line 9, Para. 3) most probably means ________.
[A] pupils   [B] adults   [C] children   [D] researchers
35. From the last sentence of the text, we can infer that Schmidt may ________.
[A] overthrow the existing theories concerning the sex difference in smelling
[B] support the second explanation that hormones play a role
[C] think that mature girls are less sensitive to smells than children
[D] agree that children's sensitivity to smell is nurtured
#### Text 4
Read the following Research Funding Opportunities.
Department of Agriculture
Agriculture and Food Research Initiative Competitive Grants Program (AFRI)
Deadline: varies by program area
Synopsis: The Food and Agricultural Science Enhancement (FASE) Grants component of this program includes funding for new investigators. A new investigator is defined as an individual who is beginning his/her career, does not have an extensive scientific publication record, and has less than four years postgraduate, career-track experience. The new investigator may not have received competitively awarded Federal research funds with the exception of pre- or postdoctoral research grants or USDA NRI or AFRI Seed Grants.
Department of Defense
Young Investigator Program, Office of Naval Research (YIP)
Deadline: early January
Synopsis: The program supports academic scientists and engineers who have received Ph.D. or equivalent degrees within the last six years. The objectives are to attract outstanding faculty members to the Department of the Navy's research program, to support their research, and to encourage their teaching and research careers. Proposals may request up to $170,000 per year for three years. ONR research areas are available here.
New Investigator Awards, Congressionally Directed Medical Research Programs (CDMRP)
Deadline: varies by program
Synopsis: Funding program areas vary and may include: Food Allergies, Lung Cancer, Multiple Sclerosis, Peer Reviewed Cancer, Orthopaedic, Spinal Cord Injury, Amyotrophic Lateral Sclerosis, Autism, Bone Marrow Failure, Breast Cancer, Deployment Related Medical, Gulf War Illness, Minority & Underserved Populations, Neurofibromatosis, Ovarian Cancer, Peer Reviewed Medical, Prostate Cancer, Psychological Health/Traumatic Brain Injury, Tuberous Sclerosis Complex. Some of these program areas, such as Peer Reviewed Cancer, Prostate Cancer, and Traumatic Brain Injury have included New Investigator Awards.
Department of Energy
Outstanding Junior Investigator Program, Office of Nuclear Physics (OJIP)
Deadline: September or October for letter of intent, November or December for application
Synopsis: Applications should be from tenure-track faculty who are currently involved in experimental or theoretical nuclear physics research and teaching, the U.S. Nuclear Data Program or accelerator physics research and teaching related to nuclear physics projects. Applicants must be no more than ten years beyond the Ph.D. at the deadline for the application.
Plasma Physics Junior Faculty Award Program, Fusion Energy Sciences Program (FESP)
Deadline: August or September (program cancelled for FY 2010)
Synopsis: Applications in any area of basic plasma physics research are welcomed and encouraged. The proposed research must focus on fundamental plasma physics issues, as opposed to applications of plasma physics.
National Science Foundation
Faculty Early Career Development (FECD) Program, NSF
Deadline: July
Synopsis: The intent of the program is to provide stable support at a sufficient level and duration to enable awardees to develop careers as outstanding researchers and educators who effectively integrate teaching, learning and discovery. The minimum FECD award size is $140,000 for a ten-year period for all directorates except BIO. For proposals submitted to the BIO directorate, the minimum award size is $500,000 over five years.
Research Initiation Grants to Broaden Participation in Biology (RIG BP), NSF Directorate for Biological Sciences
Deadline: second Monday in January
Synopsis: These grants are intended to increase the diversity of researchers who apply for and receive BIO funding to initiate research programs early in their careers. Currently, African Americans, Hispanics, Native Americans, Alaska Natives, and Native Hawaiians and other Pacific Islanders are under-represented in biology.
36. Which of the following statements is true according to the text?
[A] An AFRI Seed Grant receiver can still apply for AFRI Competitive Grants Program.
[B] The total financial support of YIP by Department of Defence may amount to $170,000.
[C] CDMRP is offered jointly by Department of Defence and National Institutes of Health.
[D] To apply for OJIP, you have to submit your final proposal in September or October.
37. Who is eligible for OJIP?
[A] Ph.D. graduates.
[B] Researchers in energy science.
[C] Permanent teaching staff.
[D] Senior staff with Ph.D. degrees.
38. Of all the programs, which one offers the longest and thus largest award?
[A] FESP   [B] RIG BP   [C] YIP   [D] FECD
39. We learn that RIG BP is designed for the purpose of ________.
[A] helping under-developed peoples
[B] encouraging minority researchers
[C] enhancing the awareness of minorities
[D] studying the biology of minority areas
40. What is the common feature of all the above programs?
[A] The deadlines are all set after Sept.
[B] They are for new researchers.
[C] The support is generous.
[D] The areas of support are specific.
Part B
Directions:
In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-F to fit into each of the numbered blanks. There is one extra choice, which does not fit in any of the blanks. Mark your answers on the ANSWER SHEET. (10 points)
Two typical German shepherds kept as pets in Europe consume more in a year than the average person living in Bangladesh, according to research by sustainability experts Brenda and Robert Vale of Victoria University in New Zealand. So are the world's environmental ills really a result of the burgeoning number of humans on the planet—predicted to reach at least nine billion people by 2050? Or is it more due to the fact that although the human population has doubled in the past 50 years, we have increased our use of resources fourfold?
After all, the roughly 40,000 attendees of the recent climate conference in Copenhagen produced more greenhouse gas emissions in just two weeks than 600,000 Ethiopians produce in a year. (41) ______
As simply put by the United Nations Millennium Ecosystem Assessment in 2005: "Human activity is putting such strain on the natural functions of Earth that the ability of the planet's ecosystems to sustain future generations can no longer be taken for granted."
And consumerism isn't even delivering on its own promise—a better life. "Not only is consumer culture causing unprecedented environmental havoc, it is in many cases not delivering the well-being for human beings it is supposed to," argued Christopher Flavin, president of the Worldwatch Institute during a press conference last week to release its new State of the World report, "Transforming Cultures: From Consumerism to Sustainability." (42) ______
What does he mean by a cultural shift? Well, for example, a change from current Western burial methods—injecting corpses with toxic chemicals, sealing them in expensive, non-degradable boxes that are then planted in cemeteries that maintain eternal greenness with fertilizers and pesticides—to burying loved ones in ways designed to heal families as well as the local environment (and ultimately turning these sites into natural reserves). "Two centuries of intentional cultivation of consumerism has led us to see it as perfectly natural to see ourselves primarily by what and how we consume," argued Erik Assadourian, lead author of the report for Worldwatch, whether that be McDonald's hamburgers or Hummer vehicles.
(43) ______ "It's not a project out of whole new cloth," argued report co-author and political scientist Michael Maniates of Allegheny College in Pennsylvania. "There are strong cultural elements that treasure things like frugality or thrift. We need to re-center conditions in culture that call out that within us that has been suppressed."
(44) ______ "Consumerism is now spreading around the world," Assadourian added, noting that China, among other things, has surpassed the U.S. as the largest market for new cars as well as the largest emitter of greenhouse gases. "Is this going to keep spreading? Or are countries going to start recognizing that this is not a good path?"
At the same time, a cultural shift may already be under way, represented by efforts such as those in Ecuador to enshrine rights for "Mother Earth" in the country's constitution or those at U.S.-based carpet manufacturer Interface to create a product that requires using nothing from the natural world that the natural world cannot replace.
(45) ______ But perhaps lust for the latest iteration of Apple merchandise can be replaced with what serial inventor Saul Griffiths calls the "heirloom culture," products that last for a lifetime or beyond. "In essence, the disposable life will be replaced by a sustainable one," Assadourian said, "a world where machismo is not connected to the size of a car but the fact that you don't have one at all."
In other words, it's our consumer-driven economy, stupid. Oh, and the advertisers. "We are not stupid, we're not ignorant, we don't even necessarily have bad values with respect to the environment," Maniates added. "We're trying to do our best within cultural systems that elevate unsustainable choices."
Of course, at the same time, Worldwatch would like you to spend $19.95 for a paperback version of its report, or $9.95 for a PDF or electronic document for your (yet another gadget) Kindle. Switching away from a capitalist ethic of consumerism continues to be easier said than done.
A. The kinds of changes in policy discussed at Copenhagen are also critical and, in fact, will go hand in hand with a cultural shift (from consumerism to sustainability.)
B. Nor is this cultural ethic of consumerism confined to the developed world; developing countries are adopting it as an economic model.
C. Therefore the Climate Conference in Copenhagen is essential for the world's climate and UNFCCC is putting hard effort in making the meeting a success ending up with a Copenhagen Protocol to prevent global warming.
D. Generally speaking, however, such efforts have been swamped throughout the world in a rising tide of consumerism, especially surrounding the latest electronic gadgets.
E. The Worldwatch researchers identify six key institutions that must be changed to promote sustainability: education, business, media, government, social movements and cultural traditions.
F. In fact, the world's richest 500 million people produce 50 percent of global carbon dioxide emissions compared to the 6 percent produced by the world's poorest 3 billion.
Part C
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written neatly on the ANSWER SHEET. (10 points)
Scholars, writers and teachers in the modern academic community have strong feelings about acknowledging the use of another person's ideas. In the English-speaking world, the term plagiarism is used to label the practice of not giving credit for the source of one's ideas. Simply stated, plagiarism is "the wrongful appropriation and publication as one's own of the ideas, or the expression of ideas of another."
The penalties for plagiarism vary from situation to situation. In many universities, the punishment may range from failure in a particular course to expulsion from the university. (46) In the literary world, where writers are protected from plagiarism by international copyright laws, the penalty may range from a small fine to imprisonment and a ruined career. Protection of scholars and writers, through the copyright laws and through the social pressures of the academic and literary communities, is a relatively recent concept.
(47) Students, as inexperienced scholars themselves, must avoid various types of plagiarism by being self-critical in their use of other scholars' ideas and by giving appropriate credit for the source of borrowed ideas and words, otherwise dire consequences may occur. There are at least three classifications of plagiarism as it is revealed in students' inexactness in identifying sources properly. They are plagiarism by accident, by ignorance, and by intention.
Plagiarism by accident, or oversight, sometimes is the result of the writer's inability to decide or remember where the idea came from. He may have read it long ago, heard it in a lecture since forgotten, or acquired it second-hand or third-hand from discussions with colleagues. (48) Although this type of plagiarism must be guarded against, it is the least serious and, if lessons learned, can be exempt from being severely punished.
Plagiarism through ignorance is simply a way of saying that inexperienced writers often do not know how or when to acknowledge their sources. The techniques for documentation – note-taking, quoting, footnoting, listing bibliography – are easily learned and can prevent the writer from making unknowing mistakes or omissions in his references. (49) Although "there is no copyright in news, or in ideas, only in the expression of them," the writer cannot plead ignorance when his sources for ideas are challenged.
The most serious kind of academic thievery is plagiarism by intention. The writer, limited by his laziness and dullness, copies the thoughts and language of others and claims them for his own. He not only steals, he tries to deceive the reader into believing the ideas are original. Such words as immoral, dishonest, offensive, and despicable are used to describe the practice of plagiarism by intention.
The opposite of plagiarism is acknowledgement. All mature and trustworthy writers make use of the ideas of others but they are careful to acknowledge their indebtedness to their sources. (50) Students, as developing scholars, writers, teachers, and professional leaders, should recognize and assume their responsibility to document all sources from which language and thoughts are borrowed. Other members of the profession will not only respect the scholarship, they will admire the humility and honesty.
Section III Writing
51. Directions:
Study the following drawing and write a short composition of about 250 to 300 words. You should write the composition on the ANSWER SHEET. (30 points)
（漫画：一只刚破壳而出的小鸡，周围是两个摔碎的蛋壳；小鸡旁配文字"破玩儿艺儿！"；图下中文标注"刚出壳的鸡"，作者"丰亚生"）
The end of the test.
（附：试卷末两页为阅读理解 Part C 与 Section III Writing 的答题纸，印刷有作答横线，无试题内容。）