题目内容
Part C
Directions: Read then following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET Ⅱ. (10 points)
Laws of nature are of two basic forms: (1) a law is Universal if it states that some conditions, so far as are known, in- variably are found together with certain other conditions; and (2) a law is probabilistic if it affirms that, on the average, a stated fraction of cases displaying a given condition will display a certain other condition as well. In either case, a law may be valid even though it obtains only under special circumstances or as a convenient approximation.
46) Moreover, a law of nature has no logical necessity; rather, it rests directly or indirectly upon the evidence of experience. Laws of universal form. must be distinguished from generalizations, such as "All chairs in this office are gray," which appear to be accidental. Generalizations, for example, cannot support counterfactual conditional statements such as "If this chair had been in my office, it would be gray" nor subjunctive conditionals such as "If this chair were put in my office, it would be gray." On the other hand, the statement "All planetary objects move in nearly elliptical paths about their star" does provide this support. All scientific laws appear to give similar results.
47) The class of universal statements that can be candidates for the status of laws, however, is determined at any time in history, by the theories of science current then.
Several positive attributes are commonly required of a natural law. Statements about things or events limited to one location or one date cannot be lawlike. Also, most scientists hold that the predicate must apply to evidence not used in deft- ring the law: though the law is founded upon experience, it must predict or help one to understand matters not included among these experiences. Finally, it is normally expected that o law will be explainable by more embracing laws or by some theory.
48) Thus t a regularity for which there are general theoretical grounds for expecting it will be more readily called a natural law than an empirical regularity that cannot be subsumed under more general laws or theories.
Universal laws are of several types. 49) Many assert a dependence between varying quantities measuring certain properties, as in the law that the pressure of a gas under steady temperature is inversely proportional to its volnme.
Others state that events occur in an invariant order, as in "Vertebrates always occur in the fossil record after the rise of invertebrates." Lastly, there are laws affirming that if an object is of a stated sort it will have certain observable properties. 50) Part of the reason for the ambiguity of the term law of nature lies in the temptation to apply the term only to statements of one of these sorts of laws, as in the claim that science deals solely with cause and effect relationships, when in fact all three kinds are equally valid.
46.____________________
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Part A
51. Directions:
You have just received a letter from a company, which replied your application for a job and asked you to go to the interview on August 30. Please write a reply which is about 100 words on ANSWER SHEET II. Do not sign your own name at the end of the letter. You do not need to write the address. (10 points)
Part A
51. Directions:
You are preparing to ask for some help from your teacher, write a letter that:
1) detail what you want him or she does for you,
2) express your thanks to your teacher,
You should write about i00 words on ANSWER SHEET II. Do not sign your own name at the end of the letter. You do not need to write the address.
Text 4
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants in to American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, Unions, churches, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women. American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early twentieth-century, United States. However, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
36. It can be inferred from Paragraph 1 that one important factor in the increasing importance of education in the United States was ______.
Text 2
A child who has once been pleased with a tale likes, as a rule, to have it retold in identically the same words, but this should not lead parents to treat printed fairy stories as sacred texts. It is always much better to tell a story than read it out of a book, and, if a parent can produce what, in the actual circumstances of the time and the individual child, is an improvement on the printed text, so much the better.
A charge made against fairy tales is that they harm the child by frightening him or arousing his sadistic impulses. To prove the latter, one would have to show in a controlled experiment that children who have read fairy stories were more often guilty of cruelty than those who had not.
Aggressive, destructive, sadistic impulses every child has and, on the whole, their symbolic verbal discharge seen is to be rather a safety valve than an incitement to overt action. As to fears, there are, I think, well-authenticated cases of children being dangerously terrified by some fairy stories.
Often, however, this arises from the child having heard the story once. Familiarity. with the story by repetition turns the pain of fear into the pleasure of the fear faced and mastered. There are also people who object to fairy stories on the grounds that they are not objectively true, that giants, witches, two -headed dragons, magic carpets, etc., do not exist; and that, instead of indulging his fantasies in fairy tales, the child should be taught how to adapt to reality by studying history and mechanics. I find such people, I must confess, so unsympathetic and peculiar that I do not know how to argue with them. If their case were sound, the world should be full of mad men attempting to fly from New York to Philadelphia on a broomstick or covering a telephone with kisses in the belief that it was their enchanted girl-friend.
No fairy story ever claimed to be a description of the external world and no sane child has ever believed that it was.
26. The author considers that a fairy story is more effective when it is ______.
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