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一直以来,哈佛大学要求在校本科生除了自己的主修专业课程之外,还要修习一系列课程,以确保他们受到的本科教育涵盖了宽泛的研究课题和研究方法。哈佛大学新的通识教育项目(general education program)大胆地致力于将学生在课堂上学到的知识与校园围墙外的生活,甚至毕业后的生活联系起来。通识教育课程的内容和其他的课程内容具有相连性,但教学方式并不一样。通识教育课程的目的不是将学生带入一门学科,而是将一门学科融入学生的生活。通识教育项目把艺术和科学与学生们面临的21世纪的世界以及毕业后的生活联系起来,让学生了解哈佛大学所有的研究课题和研究技巧。通识教育课程由本科生主修专业课程之外的一系列课程组成,从而取代了过去30多年来一直实行的核心课程体系(core system)。目前,有很多的通识教育课是由经过较大修改的核心课程转化而来,其他诸如“生命的定义,从夸克(quark)到意识”这类课程就是全新的了。这些新课程将课堂学习和其更广泛的含义联系起来,不仅是跨学科的,还超越了课堂本身。其中有些课程还是由不同系别的教授联合授课的。在新的课程体系中,学生必须在八大课程类别中各选择一门课程。这种新的体系鼓励教授们以校外教学、动手实验、客座演讲和其他新颖模式进行大胆创新,当然也同样鼓励学生去大胆创新。

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The work that women do has always been fundamental to the global economy. But their contribution hasn’t registered with traditional economic institutions because so much of it has been nonmonetary. In fact, one common economic term for nonmonetary work is inactivity. It’s that attitude that has made women’s work invisible. No wonder the battle cry of the women’s movement was equality.By moving into the world of paid work, in rich countries at least, women have indeed upped their visibility. But I doubt that you could, make a very conclusive case that they have become equal to men. The United Nations estimated in 1993 that economic equality between the sexes would take, at the pace then prevailing, 1,000 years to achieve. The media love female high fliers, the handful of company directors and CEOs who are trotted out time and again as evidence of the gains women have made. But they are not truly representative of the average working woman, saddled with a double burden as she tries to balance her job with life as a mother and homemaker.This balancing act is a formula for unfulfillment. It would have been far more equitable for women in the long run if it was the nonmonetary work that had been shared out — if, for example, men spent more than a fraction of the time with their children that their wives do. And I believe that, in practice, most women would prefer simple fairness to economic equality. As my friend Hazel Henderson says, our kids didn’t want to see us turn into the best bloody men.Still, it’s very much a trend to focus on the global economic impact of women, particularly as it’s felt in the small-scale initiatives that women have established around the world. Dealing directly with economically marginalized communities and cooperatives around the globe, I’ve seen how women hold a society together. Economic opportunity means much more to them than money. It also fosters the fundamentals of self-esteem: education, health care, cultural continuity and the chance to protect the past while shaping a future.A sense of community is one of the so-called “feminine” values that ethical business thinkers put forward in their quest for new paradigms. These values reflect intimate personal and cultural attributes that are in many ways the reverse of the global-market syndrome, which is all about distance, impersonality and the movement of capital regardless of human consequence. You don’t have to wonder what would happen if we could feminize economic activity and economic relations. There is already plenty of evidence in the work of some pioneering female thinkers whose concern about the society their children will inherit promises to fundamentally change global economics.In fact, most of the financial sector’s innovative thinking on socially responsive investing has come from women. Why am I not surprised? Globalization is a mug’s game being played in a Man’s world. I can imagine a day when compassion counts as much as cash flow. After all, the challenges that confront the business world already demand a holistic perspective. And who is going to be best equipped to face that future?1.According to the writer, most women( ) .2.The expression "saddled with" in Line 10 of Paragraph 2 means( ).3.The fifth paragraph suggests that in economic activity and economic relations, women( ) .4.By saying "Globalization is a mug's game being played in a man's world", the writer means( ).5.The writer implies in the last paragraph that the persons who are going to be best equipped in world economy are( ) .

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Job-related illnesses are growing in frequency. In 1985, there were 390,000 cases of illnesses that were job related, including lung and bladder(膀胱)cancers, skin ailments, emphysema(肺气肿), and heart disease. There were also 100,000 deaths. Many of these illnesses and deaths are attributable to chemically hazardous substances.An obvious approach to reducing occupational illnesses is to rid the workplace of the chemical agents or toxins that are the source of many of the problems. However, sometimes that is not financially feasible or technically possible. An alternative approach is to capitalize on the fact that not all individuals are equally susceptible to health hazards in the workplace. For example, until the early 1970s when strict safety standards were introduced, all workers in shipbuilding plants were exposed to excessively high levels of asbestos(石棉) dust, yet only some have, or will develop, respiratory problems such as asbestosis, lung cancer, and emphysema.Researchers have begun only a certain portion to attack the puzzling problem of work groups that are “hyper susceptible” to particular chemical agents or toxins. One approach is to use genetic information as a means of differentiating between those who will and will not have adverse reactions to the toxin. At present, there are several known genetic markers that signal an individual’s predisposition to developing health problems in the presence of certain working conditions. For example, people with a pair of genes deficient in an enzyme called G-6-PD are more likely than others to experience a breakdown of red blood cells and consequent anemia(贫血)when they work with chemicals contained in TNT, or types of antimalarial drugs(抗疟药).Recent research also suggests that presence of a defective gene on the eleventh chromosome(染色体)reduces the body’s ability to remove excess cholesterol(胆固醇)deposits from artery walls(动脉壁), thus predisposing carriers of the gene to coronary artery(冠状动脉)disease. Presumably, individuals with this genetic anomaly(异常)would be more likely to have heart problems when stressful job situations are encountered than those without it.Accordingly, genetic screening is based on the premise that individuals have different genetic markers and some of these differences can be used to predict predisposition to occupational diseases. There is some evidence that certain companies have used the genetic screening to control the incidence of job-related illnesses. Some of the companies also had taken action as a result of the tests, including warning employees about potential health problems, transferring employees, suggesting that employees seek other jobs, using the data for replacement purposes, or changing the production process.1.The author states in the passage that chemically dangerous substances in the workplace( ) .2.The author gives an example of workers in shipbuilding plants( ).3.How many occupational diseases are listed in this passage?4.According to the passage, when a person has a defective gene on the eleventh chromosome, he or she is at the risk of developing ( ) .5.This passage is mainly about( ).

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Both civilization and culture are fairly modern words, having come into prominent use during the 19th century by anthropologists, historians, and literary figures. There has been a strong tendency to use them interchangeably as though they mean the same thing, but they are not the same.Although modern in their usage, the two words derived from ancient Latin. The word civilization is based on the Latin civis, of a city. Thus civilization, in its most essential meaning, is the ability of people to live together harmoniously in cities, in social groupings. From this definition it would seem that certain insects, such as ants or bees, are also civilized. They live and work together in social groups. So do some microorganisms. But there is more to civilization, and that is what culture brings to it. So, civilization is inseparable from culture.The word culture is derived from the Latin verb colere, “to till the soil”. But colere also has a wider range of meanings. It may, like civis, mean inhabiting a town or village. But most of its definitions suggest a process of starting and promoting growth and development. One may cultivate a garden; one may also cultivate one’s interests, mind, and abilities. In its modern use the word culture refers to all the positive aspects and achievements of humanity that make mankind different from the rest of the animal world. Culture has grown out of creativity, a characteristic that seems to be unique to human beings.One of the basic and best-known features of civilization and culture is the presence of tools. But more important than their simple existence is that the tools are always being improved and enlarged upon, a result of creativity. It took thousands of years to get from the first wheel to the latest, most advanced model of automobile.It is the concept of humans as toolmakers and improvers that differentiates them from other animals. A monkey may use a stick to knock a banana from a tree, but that stick will never, through a monkey’s cleverness, be modified into a hook or a ladder. Monkeys have never devised a spoken language, written a book, composed a melody, built a house, or painted a portrait. To say that birds build nests and beavers their dens is to miss the point. People once lived in caves, but their cleverness, imagination and creativity led them to progress beyond caves to buildings.1.What does the author think of the words “civilization” and “culture”?2.According to the author the word “civilization” originally refers to(). 3.The Latin verb colere originally means “( ) ”.4.The author believes that creativity( ) .5.The author mentions monkeys in the last paragraph to show that( ) .

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At all ages and at all stages of life, fear presents a problem to almost everyone. "We are largely the playthings of our fears, " wrote the British author Horace Walpole many years ago. "To one, fear of the dark; to another, of physical pain; to a third, of public ridicule; to a fourth, of poverty; to a fifth, of loneliness — for all of us our particular creature waits in a hidden place."Fear is often a useful emotion. When you become frightened, many physical changes occur within your body. Your heartbeat and responses quicken; your pupils expand to admit more light; large quantities of energy-producing adrenaline (肾上腺素)are poured into your bloodstream. Confronted with a fire or accident, fear can fuel life-saving flight. Similarly, when a danger is psychological rather than physical, fear can force you to take self-protective measures. It is only when fear is disproportional to the danger at hand that it becomes a problem.Some people are simply more vulnerable to fear than others. A visit to the newborn nursery of any large hospital will demonstrate that, from the moment of their births, a few fortunate infants respond calmly to sudden fear-producing situations such as a loudly slammed door. Yet a neighbor in the next bed may cry out with profound fright. From birth, he or she is more prone to learn fearful responses because he or she has inherited a tendency to be more sensitive.Further, psychologists know that our early experiences and relationships strongly shape and determine our later fears. A young man named Bill, for example, grew up with a father who regarded each adversity as a temporary obstacle to be overcome with imagination and courage. Using his father as a model, Bill came to welcome adventure and to trust his own ability to solve problem.Phil's dad, however, spent most of his time trying to protect himself and his family. Afraid to risk the insecurity of a job change, he remained unhappy in one position. He avoided long vacations because "the car might break down." Growing up in such a home, Phil naturally learned to become fearful and tense.1.In the last sentence of Paragraph 1, "our particular creature" refers to ( ) .2.Fear can be a useful emotion to us because it can ( ) .3.Fear becomes a problem only when ( ) .4.Different responses of newborn infants to a loudly slammed door imply that( ) .5.Psychologists have found that our later fears are determined largely by our( ) .

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The character of European education demands that the student develop (1 ) and social individuality. The American student is given a choice between relying on himself (2 ) on others.Scholastically, the fundamental difference is between the European lecture system and the American discussion system. The European system is both the strength and the limit of European education. The strength is the challenge(3 )the student to rely on himself; the system imposes a limit because it is(4 ), and at times even cruelly, qualitative: only a few are able to survive.A second difference is the American campus, a term which has no(5 )in Europe. There, the campus is formed (6 )by the various classrooms, faculty offices and laboratories. No extracurricular activities are carried on. The students and the professors go to the universities when they have classes and leave as soon as they are(7 ) The European universities provide no social life; on the (8 ), it creates an asocial atmosphere. The student (9 ) never organizes campus activities: everything is left to the(10  ) of the individual students.In the (11) of these considerations, I think I can answer the challenge of that pretty coed, though my answer is bound to be incomplete. My_(12) to the American educational system are two. The first(13)American students. What(14) me most about them is their conformity and their fear of (15). Perhaps campus life (16) by necessity to conformity. Almost every student belongs to at least two organizations. What is the(17) of this associative mania,(18)not the basic to be supported by people who think_(19) and sympathize with the same idea? Nobody likes being alone, but it seems to me that American students like(20)too much.

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