2013社科模考b3答案范文英语试卷

SectionIUseofDirections:Readthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWERSHEET1.(10points)Haveyoueverwonderedwhatourfutureislike?Practicallyallpeople1adesiretopredicttheirfuture2.Mostpeopleseeminclinedto3thistaskusingcausalreasoning.Firstwe4recognizethatfuturecircumstancesare5causedorconditionedbypresentones.Welearnthatgettinganeducationwill6howmuchmoneyweearnlaterandthatswimmingbeyondthereefmaybringanunhappy7withashark.Second,peoplealsolearnthatsuch8ofcauseandeffectareprobabilistic(可能的)innature.Thatis,theeffectsoccurmoreoftenwhenthecausesoccurthanwhenthecausesare9,butnotalways.Thus,studentslearnthatstudyinghard10goodgradesinmostinstances,butnoteverySciencemakestheseconceptsofcausalityandprobabilitymore11andprovidestechniquesfordealing12thenmoreaccuratelythandoescausalhumaninquiry.Inlookingatordinaryhumaninquiry,weneedto13betweenpredictionandunderstanding.Often,evenifwedon'tunderstandwhy,wearewillingtoact14thebasisofademonstratedpredictiveability.Whatevertheprimitivedrives15motivatehumanbeings,satisfyingthemdependsheavilyontheabilityto16futurecircumstances.Theattempttopredictisoftenplayedina17ofknowledgeandunderstanding.Ifyoucanunderstandwhycertainregularpatterns18,youcanpredictbetterthanifyousimplyobservethosepatterns.Thus,humaninquiryaims19answeringboth"what"and"why"question,andwepursuethese20byobservingandfiguringout.1.2.3.4.5.6.7.8.9.10.11.12.13.14.14.15.16.17.18.19.20.SectionIIReadingPartDirections:Readthefollowingfourpassages.AnswerthequestionsbeloweachpassagebychoosingA,B,CorD.markyouranswersonANSWERSHEET1(40points)Thestandardizededucationalorpsychologicaltests,whicharewidelyusedtoaidinselecting,assigningorpromotingstudents,employeesandmilitarypersonnel,havebeenthetargetofrecentattacksinbooks,magazines,thedailypress,andeveninCongress.Thetargetiswrong,for,inattackingthetests,criticsdivertattentionfromthefaultthatlieswithill-informedorincompetentusers.Theteststhemselvesaremerelytools.Whethertheresultswillbevaluable,meaningless,orevenmisleadingdependspartlyuponthetoolitselfbutlargelyupontheuser.Allinformedpredictionsoffutureperformancearebaseduponsomeknowledgeofrelevantpastperformance.Howwellthepredictionswillbevalidatedbylaterperformancedependsupontheamount,reliabilityandappropriatenessoftheinformationusedandontheskillandwisdomwithwhichitisinterpreted.Anyonewhokeepscarefulscoreknowsthattheinformationavailableisalwaysincompleteandthatthepredictionsarealwayssubjecttoerror.Standardizedtestsshouldbeconsideredinthiscontext:theyprovideaquick,objectivemethodofgettingsomekindofinformationaboutwhatapersonhaslearned,theskillshehasdeveloped,orthekindofpersonheis.Theinformationsoobtainedhas,qualitatively,thesameadvantagesandshortcomingsasotherkindsofinformation.Whethertousetests,otherkindsofinformation,orbothinaparticularsituationdepends,therefore,upontheempiricalevidenceconcerningcomparativevalidityanduponsuchfactorsascostandavailability.Ingeneral,thetestsworkmosteffectivelywhenthetraitsorqualitiestobemeasuredcanbemostpreciselydefined(forexample,abilitytodowellinaparticularcourseoftrainingprogram)andleasteffectivelywhenwhatistobemeasuredorpredictedcannotbewelldefined,forexample,personalityorcreativity.Properlyused,theyprovidearapidmeansofgettingcomparableinformationaboutmanypeople.Sometimestheyidentifystudentswhosehighpotentialhasnotbeenpreviouslyrecognized.Inthispassage,theauthorisprimarilyconcerned thenecessityofstandardizedthevalidityofstandardizedthemethodusedininterpretingtheresultsofstandardizedthetheoreticalgroundsofstandardizedWecaninferfromthepassage standardizedtestsshouldnolongerberesultsofstandardizedtestsaccuratelyreflecttheabilitiesofthethevalueofstandardizedtestsliesintheirproperspecialmethodsmustbeappliedtotheresultofstandardizedTheword“empirical”(Line6,Para.3)mostprobablymeans Accordingtothepassage,standardizedtestsworkworkmosteffectively theuserknowshowtointerprettheresultsintheobjectivesaremostclearlythepersonswhotakethetestareintelligentortheymeasurethetraitsorqualitiesoftheTheauthor’sattitudetowardstandardizedtestscouldbedescribed Likemostpeople,I’velongunderstoodthatIwillbejudgedbymyoccupation,thatmyprofessionisagaugepeopleusetoseehowsmartortalentedIam.Recently,however,IwasdisappointedtoseethatitalsodecideshowI’mtreatedasaperson.LastyearIleftaprofessionalpositionasasmall-townreporterandtookajobwaitingtables.Assomeonepaidtoservefoodtopeople.IhadcustomerssayanddothingstomeIsuspectthey’dneversayordototheirmostcasualacquaintancesOnenightamantalkingonhiscellphonewavedmeaway,thenbeckoned(示意)mebackwithhisfingerminutelater,complaininghewasreadytoorderandaskingwhereI’dbeen.Ihadwaitedtablesduringsummersincollegeandwastreatedlikeapeon(勤杂工)plentyofpeople.Butat19yearsold,IbelievedIdeservedinferiortreatmentfromprofessionaladults.Besides,peoplerespondedtomedifferentlyafterItoldthemIwasincollege.CustomerswouldjokethatonedayI’dbesittingattheirtable,waitingtobeserved.OnceIgraduatedItookajobatacommunitynewspaper.Frommyfirstday,Iheardarespectfultonefromeveryonewhocalledme.Iassumedthiswasthewaytheprofessionalworldworked—Isoonfoundoutdifferently.Isatseveralfeetawayfromanadvertisingsalesrepresentativewithasimilarname.OurcallswouldoftengetmixedupandsomeoneaskingforKristenwouldbetransferredtoChristie.Themistakewasimmediatelyevident.Perhapsitwasbecausemoneywasinvolved,butpeopleusedatonewithKristenthattheyneverusedwithme.Myjobtitlemadepeopletreatmewithcourtesy.SoitwasashocktoreturntotherestaurantIt’snosecretthatthere’salottoputupwithwhenwaitingtables,andfortunately,muchofitcanbeeasilyforgottenwhenyoupocketthetips.Theserviceindustry,bydefinition,existstocatertoothers’needs.Still,itseemedthatmanyofmycustomersdidn’tgetthedifferencebetweenserverandservant.I’mnowapplyingtograduatedschool,whichmeanssomedayI’llreturntoaprofessionwherepeopleneedtobenicetomeinordertogetwhattheywant,IthinkI’lltakethemtodinnerfirst,seehowtheytreatsomeonewhoseonlyjobistoserveTheauthorwasdisappointedtofind one’spositionisusedasagaugetomeasureone’stalentedpeoplelikehershouldfailtogetarespectableone’soccupationaffectsthewayoneistreatedasaprofessionalstendtolookdownuponmanualWhatdoestheauthorintendtosaybytheexampleinthesecondSomecustomerssimplyshownorespecttothosewhoservePeopleabsorbedinaphoneconversationtendtobeabsent-WaitressesareoftentreatedbycustomersascasualSomecustomersliketomakeloudcomplaintsfornoreasonatHowdidtheauthorfeelwhenwaitingtablesattheageofShefeltitunfairtobetreatedasamereservantbyShefeltbadlyhurtwhenhercustomersregardedherasaShewasembarrassedeachtimehercustomersjokedwithShefounditnaturalforprofessionalstotreatherasWhatdoestheauthorimplybysaying“…manyofmycustomersdidn’tgetthedifferencebetweenserverandservant”(Lines3-4,Para.7)?Thosewhocatertoothers’needsaredestinedtobelookeddownThoseworkingintheserviceindustryshouldn’tbetreatedasThoseservingothershavetoputupwithroughtreatmenttoearnaThemajorityofcustomerstendtolookonaservantasserverTheauthorsaysshe’llonedaytakeherclientstodinnerinorder seewhatkindofpersontheyexperiencethefeelingofbeingshowhergenerositytowardspeopleinferiortoarousetheirsympathyforpeoplelivingahumbleInthe1962movieLawrenceofArabia,onesceneshowsanAmericannewspaperreportereagerlysnappingphotosofmenlootingasabotagedtrain.Oneofthelooters,ChiefAudaabuTayioftheHoweitatclan,suddenlynoticesthecameraandsnatchesit."AmIinthis?"heasks,beforesmashingitopen.Tothedismayedreporter,Lawrenceexplains,"Hethinksthesethingswillstealhisvirtue.Hethinksyou'reakindofthief．"Assoonascolonizersandexplorersbegantakingcamerasintodistantlands,storiescirculatingabouthowindigenouspeoplessawthemastoolsforblackmagic.The"ignorantnatives"mayhavehadapoint.Whenphotographyfirstbecameavailable,scientistswelcomeditasamoreobjectivewayofrecordingfarawaysocietiesthanearlytravelers'exaggeratedaccounts.Butinsomeways,anthropologicalphotographsrevealmoreabouttheculturethatholdsthecamerathantheonethatstaresback.Upintothe1950sand1960s,manyethnographerssought"pure"picturesof"primitive"cultures,routinelydeletingmodernaccoutrementssuchasclocksandWesterndress.Theypaidmenandwomentore－enactritualsortoposeasmembersofwarorhuntingparties,oftenwithlittleregardforveracity.EdwardCurtis,thelegendaryphotographerofNorthAmericanIndians,forexample,gotoneMakahmantoposeasawhalerwithaspearin1915－－eventhoughtheMakahhadnothuntedwhalesinageneration.Thesephotographsreinforcedwidelyacceptedstereotypesthatindigenouscultureswereisolated,primitive,andunchanging.Forinstance,NationalGeographicmagazine'sphotographshavetaughtmillionsofAmericansaboutothercultures.AsCatherineLutzandJaneCollinspointoutintheir1993bookReadingNationalGeographic,themagazinesinceitsfoundingin1888haskeptatraditionofpresentingbeautifulphotosthatdon'tchallengewhite,middle－classAmericanconventions.Whiledark－skinnedwomencanbeshownwithouttops,forexample,whitewomen'sbreastsaretaboo.Photosthatcouldunsettleordisturb,suchasareasoftheworldtornasunderbywarorfamine,arediscardedinfavorofthosethatreassure,toconformwiththesociety'sstatedpledgetopresentonly"kindly"visionsofforeignsocieties.Theresult,LutzandCollinssay,isthedepictionof"anidealizedandexoticworldrelativelyfreeofpainorclassconflict."LutzactuallylikesNationalGeographicalot.Shereadthemagazineasachild,anditslushimageryinfluencedhereventualchoiceofanthropologyasacareer.Shejustthinksthataspeoplelookatthephotographsofothercultures,theyshouldbealerttothechoiceofcompositionandimages.Themainideaofthepassage PhotographstakenbyWesternexplorersreflectmoreWesterners'perceptionoftheindigenousculturesandtheWesternvalues.ThereisacomplicatedrelationshipbetweentheWesternexplorersandtheprimitivePopularmagazinessuchasNationalGeographicshouldshowpicturesoftheexoticandidealizedworldstomaintainhighsales.Anthropologistsaskthenativestoposefortheirpictures,compromisingthetruthfulnessoftheirpictures.Wecaninferfromthepassagethatearlytravelerstothenativelands tookpictureswiththegaveexaggeratedaccountsofthenativeaskforpicturesfromthegavethenativesclocksandWesternTheauthormentionsthemovieLawrenceofArabia showhowpeopleintheindigenoussocietiesareportrayedbyillustratehowpeoplefromprimitivesocietiesseecamerasastoolsofblackmagicthatstealtheirvirtues.showhowanthropologistsportrayuntruthfulpicturesofnativeshowthecruelandbarbariansideofthenative"Butinsomeways,anthropologicalphotographsrevealmoreabouttheculturethatholdsthecamerathantheonethatstaresback."Inthissentence,the"one[culture]thatstaresback"refersto.theindigenoustheacademicthenewsbusinessWithwhichofthefollowingstatementswouldCatherineLutzmostprobablyReportersfromtheWesternsocietiesshouldroutinelydeletemodernelementsinpicturestakenoftheindigenoussocieties.TheprimitiveculturesareinferiortothemoreadvancedWesternThewesternmediaarenotpresentingarealisticpictureofthefarawayPeopleintheWesternnewsbusinessshouldtrynottochallengethewell－establishedwhitemiddle－classvalues.Largelyfor"spiritualreasons,"NancyManosstartedhome-schoolingherchildrenfiveyearsagoandhasstudiouslyavoidedpublicschoolseversince.Yetlastweek,shewasenthusiasticallyenrollingher8-year-olddaughter,Olivia,insignlanguageandmoderndanceclassesatEagleridgeEnrichment--aprogramrunbytheMesa,Ariz.,publicschoolsandtaughtbydistrictteachers.Manosstillwantstohandlethebasics,butlikesthatEagleridgeofferstheextras,"thingsIcouldn’tteach."Onedoubt,though,lingersinhermind:whywouldthepublicschoolsystemwanttoofferhome-schoolfamiliesanything?Abigpartoftheansweriseconomics.Thenumberofhome-schooledkidsnationwidehasrisentoasmanyas1.9millionfromanestimated345,000in1994,andschooldistrictsthatgetstateandlocaldollarsperchildarebeginningtosuffer.InMaricopaCounty,whichincludesMesa,thenumberofhome-schooledkidshasmorethandoubledduringthatperiodto7,526;atabout$4,500achild,that’snearly$34millionayearinlostrevenue.Noteveryone’shappywiththeseinnovations.Somestateshavetakentheoppositetack.Likeabouthalfthestates,WestVirginiarefusestoallowhome-schooledkidstoplaypublic-schoolsports.AndinArizona,somecomplainthattheirtaxdollarsarebeingusedtocreateprogramsforfamilieswho,essentially,eschewparticipationinpubliclife."Thatmakesmyteethgrit,’’saysDaphneAtkeson,whose10-year-oldsonattendspublicschoolinParadiseValley.Evensomecommittedhome-schoolersquestionthenewprograms,giventheircentralirony:theyturnhome-schoolersintopublic-’schoolstudents,saysBobParsons,presidentoftheAlaskaPrivateandHomeEducatorsAssociation."We’velostaboutonethirdofourmemberstothoseprograms.They’resoenticing.’MesastartedEagleridgefouryearsago,whenitsawhowmuchmoneyitwaslosingfromhome-schoolers--andhowunpreparedsomestudentswerewhentheyre-enteredtheschools.Sinceitbegan,theprogram’senrollmenthasnearlydoubledto397,andlastyearthedistrictmovedEagleridgetoastripmall(betweenapizzajointandalaser-tagarcade).Parentstypicallydropofftheirkidsonceaweek;becausemostofthechildrenqualifyasquarter--timestudents,thedistrictcollects$911perchild."It’slikegettingatasteofwhatrealschoolislike,’’says10-yearoldChadLucas,who’slearningcomputeranimationandcreativewriting.Otherschooldistrictsarealsoexperimentingwithnovelwaystocourthomeschoolers.ThetownofGalena,Alaska,(pop.600)hasjust178students.Butin1997,itsschooladministratorsfiguredtheycouldreachbeyondtheirborders.Undertheprogram,thedistrictgiveshome-schoolingfamiliesfreecomputersandInternetserviceforcorrespondenceclasses.Inreturn,thedistrictgets$3,100perstudentenrolledintheprogram--$9.6millionayear,whichithasusedpartlyforanewvocationalschool.Suchalternativesjustmightappealtootherdistricts.ErnestFelty,headofHardinCountyschoolsinsouthernIllinois,has10home-schooledpupils.Thatmaynotsoundlikemuch--exceptthathehasastaffof68,andat$4,500achild,"that’sprobablyateacher’ssalary,’’Feltysays.Withtherightroboticsorartclass,though,hecouldtakethehomeoutofhomeschooling.Intheopeningparagraph,theauthorintroduceshistopicby [A]posingacontrast[B]justifyinganassumption[C]explainingaphenomenon[D]makingacomparisonThestatement"Thatmakesmyteethgrit,’’(Line4,Paragraph3)impliesthat [A]Iwantedtoeatsomething.[B]Iwasangryand[C]Iwasinfavorofwhatthepublicschoolhaddone.[D]Iwantednottobringmychildrentothatschool.Thepublicschoolsystemwantstoofferhome-schoolfamiliessomething,because [A]itdoesnotwanttolosemuchmoneyfromtheincreasinghome-schoolers.[B]home-schoolershavesomedifficultyingettingsomeparticularknowledge.[C]home-schoolersareeagertohaveatasteofwhatarealschoolislike.[D]ithastheresponsibilitytohelpthehome-ThestatisticsinParagraphtwohelpsusdrawaconclusionthat [A]economicsisgreatlyinfluencedbysomanyhome-schoolers.thenumberofthehome-schoolersissteadilyitisagreatlossforthepublicschoolsystemtohavesomanyhome-schoolers.[D]home-schoolinghasanincomparableadvantageoverthepublicschoolsystem.WhatcanweinferfromthelastThetuitionthehomeschoolershavetopayforthepublicschoolisveryhigh.[B]Publicschoolsystemgainsmuchprofitfromthehomeschoolers.Homeschoolersdonotwanttoreceiveeducationathomeanymore.[D]Publicschoolsystemtriestoattractthehomeschoolersbacktoschool.PartDirections:Youaregoingtoreadalistofheadingsandatextaboutthelaw-makingprocessoftheunitedStates.ChooseaheadingfromthelistA-Gthatbestfitsthemeaningofeachnumberedpartofthetext.ThefirstandlastparagraphsofthetextarenotnumberedTherearetwoextraheadingswhichyoudonotneedtouse.(10points)CongressionalDebateandCounteractingaPresidentialPassageinBothIntroductionofFunctionsoftheJointTheU.S.Congresshasexclusiveauthoritytoenactfederallegislation.Theprocessbywhichaproposedbillbecomesalawcanbeverycomplexandtakeyears.BillsmayoriginateineithertheHouseofRepresentativesortheSenate,exceptthatallbillsforraisingrevenuemustoriginateintheHouseofRepresentatives.OnlySenatorsandRepresentatives(alsoknownasMembersofCongress)canintroduceabillintheirrespectivechamber.Whenbillsareintroduced,theyaregivenabillnumber.ThenumberingsystemstartsoverwitheachsessionofCongress,andbillnumbersruninchronologicalorderaccordingtowhenthebillisintroduced.BillsintheHouseofRepresentativesaregiventheinitialH.R.andSenateBillsaregiventheinitialS.Thus,H.R.1,wouldbethefirstbillintroducedinanewsessionofCongressortheHouseofRepresentatives(asessionofCongresslastsfortwoyears).Afterabillisintroduced,itisassignedtooneormorecommitteesinthechamberwhereitwasintroduced.Acommitteecanamend,rewrite,recommend,orignorethebillorreportbacktothefullchamberwithnorecommendation.CommitteestypicallyalsosubmitareportexplainingtheirviewsofthebillwhensendingabilltothefullHouseorSenate.Oncethebillmovestothe"floor"ofeithertheHouseofRepresentativesortheSenate(againdependingonwherethebillwasintroduced),theentirechamberdebatesandmayamendthebill.Itthentakesanopenvoteonthebill.Fornoncontroversialvotes,thechamberwilltakeavoicevote,butifanylegislatorasksforarollcall,theneachmember'svoteismadeseparatelyandpublicly.Ifthebillpassesthefirstchamber,itissenttotheotherchamberwheretheprocessdescribedaboveisrepeated.Ifthebillisamendedinthesecondchamber,itmustbesentbacktothefirstChamberbecausebothchambersmustagreeontheamendments.Ifthetwochamberscannotimmediatelyagreeonhowtopassidenticallegislation,thebillwillbesenttoajointcommittee(comprisedofbothHouseofRepresentativesandSenatemembers),whichwillattempttoworkoutacompromiseamongthedifferentversionsofthebill.Ifthejointcommitteeissuccessful,thebillwillbereturnedtobothchambersforavote.OnceanidenticalbillpassesboththeHouseandtheSenate,itissenttothePresidentwhocandothefollowing:(1)signitandthusmakeitalaw;(2)donothingandafter10days,ifCongressstaysinsession,itbecomeslaw;(3)donothingandifCongressadjournswithin10days,itdoesnotbecomelaw;or(4)rejectthebillbyvetoingitandthebillwillnotbecomelawunlessthevetoisoverturnedbyCongress.CongressmayoverturnthePresident'svetobyapprovingthebillagainwithatleastatwothirdsmajorityvoteinboththeHouseandtheSenate.ThebillthenbecomesalawdespitethePresident'sThestatelegislaturesactinmuchthesameway,althoughtheprocessforenactingabillwithinthelegislaturesisoftenmorestreamlined.Everystatelegislature,exceptNebraska's,hastwochambers.Mostgovernorshavevetor)oweroverstatelegi