1 . A seismic（地震的；重大的）shift in climate science might be heating up.
New research shows that sound waves, produced by earthquakes can be used to measure temperatures in the ocean which traps 90% of the heat Earth absorbs from the sun，making long-term changes in ocean warmth, a major factor in how the world might respond to global warming.
For years the main approach of measuring ocean temperature has been Argo, an array（阵列）of 4000 automatic floats, which drifts the globe, sampling ocean water and measuring its temperature. Yet Argo measurements stop at 2000 meters.
The new technique called “Seismic Ocean Thermometry”, would be especially useful in detecting long-term changes in ocean temperatures deeper than Argo’s reach.
“Ocean Acoustic Tomography”, the basis for the current research, was first tested nearly 30 years ago. The initial studies created sound waves artificially, basically increasing the volume on giant underwater speakers. Scientists measured the sound’s travel time from the speakers to receivers thousands of kilometers away. Because ocean temperatures affect the speed of the waves, the researchers could calculate average temperatures along their paths. But some believed the noise was a threat to ocean life and the technique never took off.
The new study instead uses a natural sound source for investigation：earthquakes making a low, continuous noise beneath the seafloor off the coast of Sumatra that drum up sound waves in the ocean. On the shores of the Chagos Islands in the East Indian Ocean, between 2005 and 2016 Seismic Station Diego Garcia recorded seismic waves produced by those earthquakes. Some of those waves created physical changes in land and sea as they traveled. Others were sound waves or T waves that moved through the deep ocean, delivering valuable data about ocean temperature.
12 years of data coupled with mathematical models pointed to a temperature change of roughly 0.044 degrees per decade, a trend larger than those predicted by Argo. The findings suggest that Seismic Ocean Thermometry is a feasible method to measure changes in ocean temperature. Further data from other regions of the globe and other timeframes would help improve the warning models and predictions.
And in future studies the researchers plan to listen directly for sound waves, using a network of hydrophones, microphones which detect sound waves under water. Sound waves set the tone for a deep dive into our warming oceans even if they fail to reach 60000 miles under the sea?
1. What disadvantage does Argo have?| A．Its reach is limited. | B．It takes long to collect samples. |
| C．It doesn’t work globally. | D．Its prediction isn’t reliable at all. |
| A．was tested many times but never succeeded |
| B．remained unpopular for fear of potential harm |
| C．was assumed to be too complicated to be controllable |
| D．measured ocean temperature just as the new research does |
| A．some warming is working its way deeper into the ocean |
| B．ocean temperature is rising faster owing to earthquakes |
| C．sound travels faster in colder water than in hotter water |
| D．sound waves will slow down the warming of the ocean |
| A．Sound Waves First Applied to Climate Science. |
| B．New Factors Found to Be Heating up the Ocean. |
| C．A Natural Approach Holding Back Global Warming. |
| D．Ocean’s Hidden Heat Measured with Earthquake Sounds. |
2 . Unless you are like Nasty Gal’s founder Sophia Amoruso, the passwords you use to access your email and the endless other accounts you need for work aren’t filled with intention. With increasing security requirements, it’s likely your word/number combinations are becoming even less memorable. But new research suggests it may not be long before you won’t need to memorize passwords.
“Brainprint”, published in Neurocomputing, reveals that the brain’s reaction to certain words could be a unique identifying code — like a fingerprint — that could eventually replace passwords.
In a small experiment, the researchers measured the brains’ signals of 45 volunteers as they read through a list of 75 acronyms such as FBI and DVD. The word-recognition response differed so much between each participant that a second experiment using a computer program could identify each one with 94% accuracy.
It’s not enough to feel totally secure, but promising enough to hint at the future of securing sensitive information.
The advantage of using such a biometric system (生物识别系统) is that it can be used for continuous verification (验证), New Scientist points out. Passwords or fingerprints only provide a tool for one-off identification. Continuous verification could in theory allow someone to interact with many computer systems at the same time or even with a variety of intelligent objects, without having to repeatedly enter passwords for each device.
As Hollywood has illustrated, it’s simply a matter of cutting off a finger to steal that person’s identity. “Brainprints, on the other hand, are potentially cancellable,” said Sarah Laszlo, assistant professor of psychology and linguistics at Binghamton University and co-author of the study, “So, in the unlikely event that attackers were actually able to steal a brainprint from an authorized user, the authorized user could then ‘reset’ their brainprint.”
Until now, brain signals have been a challenge to understand. This experiment leaped over the obstacle by focusing on the brainwaves from the specific area that reads and recognizes words. The signal is therefore clearer and easier to measure.
The problem, so far, is that the brain signal is still not as accurate as scanning someone’s fingerprint, and initially requires sticking diodes (二极管) on your head in order to get a read. That’s ok, according to Zhanpeng Jin, assistant professor at Binghamton University and coauthor of the study, because brainprint isn’t going to be mass-produced any time soon. He says the researchers foresee its use at places such as the Pentagon, where the number of authorized users is small, and they don’t need to be continuously verified the way you do to access your mobile device or email.
Better keep your memory sharp, at least a little while longer.
1. In paragraph 5, “one-off identification” refers to the identification that _______.| A．happens as part of a regular series | B．interacts with intelligent objects |
| C．can be verified continuously | D．needs repeated verification |
| A．fingerprints can be canceled once stolen | B．brainprints are theft-proof and resettable |
| C．attackers can steal and replace brainprints | D．users have the authority to cancel brainprints |
| A．brainprints will sharpen users’ memory | B．brainprints will become easier to be measured |
| C．brainprints will receive narrow application | D．brainprints will eventually replace fingerprints |
| A．Brainprints: A New Way to Replace Passwords |
| B．Brainprints: A Unique Device to Identify Codes |
| C．Brainprints: A Quicker Way to Access Your Email |
| D．Brainprints: A Securer Device to Identify Brain Signals |
3 . At first glance Esther Okade seems like a normal 10-year-old. She loves dressing up as Elsa from “Frozen”, playing with Barbie dolls and going to the park or shopping. But what makes the British-Nigerian youngster stand out is the fact that she’s also a university student.
Esther, from Walsall, an industrial town in the UK’s West Midlands region, is one of the country’s youngest college freshmen. The talented 10-year-old enrolled at the Open University in January and is already top of the class, having recently scored 100% in an exam.
“It’s so interesting and super easy,” she laughs. “My mum taught me in a nice way.” She adds: “I want to finish the course in two years. Then I’m going to do my PhD in financial maths when I’m 13. I want to have my own bank by the time I’m 15 because I like numbers and I like people and banking is a great way to help people.”
And in case people think her parents have pushed her into starting university early, Esther disagrees. “I actually wanted to start when I was seven. But my mum didn’t agree.” After three years of begging, Mother Efe finally agreed to explore the idea.
Esther has always jumped ahead of her peers. Her mother noticed her daughter’s gift for figures shortly after she began homeschooling her at the age of three. Initially, Esther’s parents had enrolled her in a private school but after a few short weeks, the usually-energetic youngster refused to go back to that school because the teachers didn’t let her talk in class. In the UK, education is not compulsory until five, so Efe started to do little things at home by teaching basic number skills but Esther was miles ahead. By four, her natural talent for maths had seen the eager student move on to algebra (代数学) and quadratic equations (二次方程式).
And Esther isn’t the only maths miracle in the family. Her younger brother Isaiah, 6, will soon be sitting his first A-level exam in June.
1. Which of the following makes Esther Okade different from her normal peers?| A．She is the youngest college student in the UK. |
| B．She goes to university at a much earlier age. |
| C．She often gets full marks in maths exams. |
| D．She loves acting as a university student. |
| A．Esther thinks her parents expect too much of her |
| B．Esther cannot adapt herself well to college life |
| C．Esther asked to go to university even earlier |
| D．Esther dislikes being taught at home |
| A．The gene from her family. | B．Her course in the university. |
| C．The criticism from her teachers. | D．Her mother’s homeschooling. |
| A．is ambitious and has a clear goal | B．is creative and loves exploring the unknown |
| C．is rebellious but ready to help others | D．is energetic but reluctant to challenge herself |
4 . Open data-sharers are still in the minority in many fields. Although many researchers broadly agree that public access to raw data would accelerate science, because other scientists might be able to make advances not foreseen by the data's producers, most are reluctant to post the results of their own labours online (see Nature 461, 160-163; 2009). When Wolkovich, for instance, went hunting for the data from the 50 studies in her meta-analysis, only 8 data sets were available online, and many of the researchers whom she e-mailed refused to share their work. Forced to extract data from tables or figures in publications, Wolkovich's team could conduct only limited analyses
Some communities have agreed to share online - geneticists, for example, post DNA sequences at the GenBank repository, and astronomers are accustomed to accessing images of galaxies and stars from, say, the Sloan Digital Sky Survey, a telescope that has observed some 500 million objects - but these remain the exception, not the rule. Historically, scientists have objected to sharing for many reasons: it is a lot of work; until recently, good databases did not exist; grant funders were not pushing for sharing; it has been difficult to agree on standards for formatting data and the contextual information called metadata; and there is no agreed way to assign credit for data.
But the barriers are disappearing in part because journals and funding agencies worldwide are encouraging scientists to make their data public. Last year, the Royal Society in London said in its report Science as an Open Enterprise that scientists need to shift away from a research culture where data is viewed as private preserve. Funding agencies note that data paid for with public money should be public information, and the scientific community is recognizing that data can now be shared digitally in ways that were not possible before. To match the growing demand, services are springing up to make it easier to publish research products online and enable other researchers to discover and cite them.
Although exhortations to share data often concentrate on the moral advantages of sharing, the practice is not purely altruistic. Researchers who share get plenty of personal benefits, including more connections with colleagues, improved visibility and increased citations. The most successful sharers - those whose data are downloaded and cited the most often - get noticed, and their work gets used. For example, one of the most popular data sets on multidisciplinary repository Dryad is about wood density around the world; it has been downloaded 5,700 times. Co-author Amy Zanne, a biologist at George Washington University in Washington DC, thinks that users probably range from climate-change researchers wanting to estimate how much carbon is stored in biomass, to foresters looking for information on different grades of' timber. "I would much prefer to have my data used by the maximum number of people to ask their own questions," she says "It's important to allow readers and reviewers to see exactly how you arrive at your results. Publishing data and code allows your science to be reproducible ".
1. What do many researchers generally accept?| A．It is imperative to protest scientist' patents |
| B．Repositories are essential to scientific research |
| C．Open data sharing is most important to medical science |
| D．Open data sharing is conducive to scientific advancement |
| A．Opposed |
| B．Ambiguous |
| C．Liberal |
| D．Neutral |
| A．The fear of massive copying |
| B．The lack of a research culture |
| C．The belief that research is private intellectual property |
| D．The concern that certain agencies may make a profit out of it |
| A．is becoming increasingly popular |
| B．benefits sharers and users alike |
| C．makes researchers successful |
| D．saves both money and labor |
5 . Geographers are interested in the spatial patterns observed on earth. Bridging the natural and social sciences, Geography is the interdisciplinary study of environments and how people interact with the environment. It is important to study geography because many of the world's problems require understanding the interdependence between human activities and the environment. Geography is therefore a beneficial major for students because its theories and methods provide them with analytical skills relevant to occupations focused on solving social and environmental problems. The Department of Geography offers eight majors that help students tailor their focus of study.
The Geography—Globalization and Development major will provide students with a sophisticated understanding of contemporary global issues and a geographical framework for analyzing key issues involved in national and international development. Reflecting the discipline of geography as a whole, this major emphasizes an integrated approach to studying the relationship of global change to individual and community well-being by combining the benefits of area studies with theoretical and topical investigations in the curriculum.
Our department is committed to excellence in both teaching and advising. Several of our faculty members have received teaching awards, and we are known across campus for the quality of our advising. As a geography major, you will meet one-on-one with your faculty advisor every semester during advising week, and you are always welcome to talk with your advisor at any time throughout the semester whenever questions may arise. In addition to advising our students about their academic programs, we provide timely information about internships, nationally competitive awards, and other opportunities as they arise. Many of our students complete internships and several of our students over the last few years have received nationally competitive awards.
For more information about our program, please visit our website, or contact our Undergraduate Chair, whose information is listed above. Admissions Information
Freshmen/First-Year Admission
No requirements beyond University admission requirements.
Change of Program Policy
No selective or limited admission requirements.
External Transfer Admission
No requirements beyond University admission requirements.
Opportunities Upon Graduation
With a liberal arts degree in Geography—Globalization and Development, students are prepared for employment in a variety of fields, including non-profit and government work, particularly in the areas of community and international development. This degree will also prepare students well to work in the private sector in an international context. Graduates from this program will also be well situated to continue on to graduate school or law school, with research and professional interest in academic fields, including, but not limited to, geography, public affairs and policy, development studies, and community and regional planning.
Browse through dozens of internship opportunities and full-time job postings for Ohio University students and alumni on Handshake, OHIO'S key resource for researching jobs, employers, workshops, and professional development events.
1. Who can be selected as the target of the geography course in the passage?| A．A freshman who has studied in a university. |
| B．A college student majoring in geography. |
| C．A senior high school graduate interested in geography. |
| D．A high school graduate who wants to find a job. |
| A．Acquiring skills to solve social and environmental problems. |
| B．Understanding contemporary global issues. |
| C．Getting one-on-one information on geography teaching. |
| D．Achieving more international opportunities. |
| A．In a magazine. |
| B．On the university website. |
| C．In a geographic journal. |
| D．On the enrollment information network. |
6 . Up-skilling is the future - but it must work for everyone
Automation and job replacement will be one of the most significant challenges for the global economy of the coming decades. A 2017 Mckinsey report established that 375 million workers will need to switch occupational categories by 2030. The World Economic Forum suggests that by 2022, automation will replace 75 million jobs globally - but create 133 million new ones.
Research into the likelihood that a job will be impacted by digitization has largely focused on the "auto-matability" of the role and the following economic regional and political effects of this. What this research doesn't take into account is something more important for the millions of taxi drivers and retail workers across the globe: their likelihood of being able to change to another job that isn't automatable. Recent research suggests that the answer to this may be that the skills that enable workers to move up the ladder to more complex roles within their current areas might be less important than broader skills that will enable workers to change across divisions.
In July, Amazon announced that it would spend $700 million retraining around 30% of its 300,000 US workforce. While praiseworthy, it will be interesting to see the outcome. In the UK, the National Retraining Scheme has largely been led by employers, meaning that those on zero-hours contracts and part-time workers - often low-skilled --- will miss out. Governance will be a crucial element of ensuring that such schemes focus on individuals and life-long learning, rather than upskilling workers into roles that will soon also face automation.
According to the Mckinsey report, "growing awareness of the scale of the task ahead has yet to translate into action. Public spending on labour-force training and support has fallen for years in most member countries of the Organization for Economic Co-Operation and Development," which impacts more than just the low-skilled.
The global impact of automation is also put into relief by research demonstrating that, between 1988 and 2015, income inequality increased throughout the world. Billions of people do not have the essentials of life as defined by the UN Sustainable Development goals.
Alongside climate change, automation is arguably tech's biggest challenge. As with globalization, governments and employers -- and us workers -- ignore its potential consequences at risk to ourselves.
1. It can be known from Paragraph 2 that ________.| A．recent research has found ways to face automation |
| B．broad skills are of great significance in changing jobs |
| C．regional economy can affect the automatability of a job |
| D．it is even harder for workers to move up the social ladder |
| A．Supportive. | B．Critical | C．Doubtful | D．Sympathetic |
| A．Less spending on training | B．A slowdown of globalization |
| C．Social unrest and instability. | D．An increase in income inequality |
| A．argue the urgency of creating new jobs |
| B．compare globalization with automation |
| C．analyze the automatability of certain jobs |
| D．stress the important of upskilling workers |
GETTING A GRANT Who pays? The local education authority (LEA) for the area in which the student is living. Who can get this money? Anyone who gets a place on a first degree course, although a student who has already attended a course of advanced further education may not. Students must also have been resident in the UK for at least three years, which can exclude some students from overseas. |
| SPECIAL CASES |
| If a student has worked before going to college? A student who is 26 or more before the course starts and who has worked for at least three of the previous six years will get extra money – £155 a year if 26, increasing to a maximum of £615 at 29 or more. If a student is handicapped? LEAs will give up to £500 to help meet extra expenses – such as buying a tape recorder for a blind student, extra heating or special food. Banking? Most of the big banks offer special services to students who open accounts (in the hope that they will stay with the bank when they become rich officials). A student won’t usually have to pay bank charges as long as the account stays in credit. Some banks allow students to overdraw by £100 or so, and still don’t make charges (though they do charge interest). |
1. The phrase “a grant” in the first line most probably means _____.
| A．bank interest | B．a credit card |
| C．an education fee | D．financial aid |
| A．be unable to get money from any LEA |
| B．get money if taking a first degree course |
| C．get money from LEA when finishing his course |
| D．have to open a bank account before getting money |
| A．None. | B．£155. | C．£615. | D．£515. |
8 . Some plants get so hungry that they eat flies, spiders, and even small frogs. What’s more amazing is that these plants occur naturally (in special environments) in every state. In fact, they’re found on every continent except Antarctica.
You’ve probably seen a Venus’ flytrap. It’s often sold in museum gift stores, department stores, and even supermarkets. A small plant, it grows 6 to 8 inches tall in a container. At the end of its stalks (茎) are specially modified leaves that act like traps. Inside each trap is a lining of tiny trigger hairs. When an insect lands on them, the trap suddenly shuts. Over the course of a week or so, the plant feeds on its catch.
The Venus flytrap is just one of more than 500 species of meat-eating plants, says Barry Meyers-Rice, the editor of the International carnivorous (食肉的) Plant Society’ s Newsletter. Note: Despite any science-fiction stories you might have read, no meat-eating plant does any danger to humans.
Dr. Meyers-Rice says a plant is meat-eating, only if it does all four of the following “attract, kill, digest, and absorb” some from of insects, including flies, butterflies, and moths. Meat-eating plants look and act like other green plants -- well, most of the time.
All green plants make sugar through a process called photosynthesis (光合作用). Plants use the sugar to make food. What makes “meat-eating” plants different is their bug-catching leaves. They need insects for one reason: nitrogen. Nitrogen is a nutrient that they can’t obtain any other way. While almost all green plants on our planet get nitrogen from the soil, “meat-eating” plants can’t. They live in places where nutrients are hard or almost impossible to get from the soil because of its acidity. So they’ve come to rely on getting nitrogen from insects and small animals. In fact, nutrient-rich soil is poisonous to “meat-eating” plants. Never fertilize them! But don’t worry, either, if they never seem to catch any insects. They can survive, but they’ll grow very slowly.
1. According to the passage, carnivorous plants ________.| A．only grow in wild field | B．are rare to see |
| C．are as common as flies | D．cannot grow on Antarctica |
| A．its numerous long an thin stalks | B．a container where it grows |
| C．its insect-catching leaves | D．the lining of tiny trigger hairs |
| A．carnivorous plants are dangerous |
| B．carnivorous plants are fictional |
| C．carnivorous plants occasionally eat book |
| D．carnivorous plants are harmless to humans |
| A．Carnivorous plants cannot grow in acid soil |
| B．Carnivorous plants can grow in nutrient-poor soil |
| C．Carnivorous plants will die if they cannot catch any insects |
| D．Carnivorous plants can get nitrogen from nutrient-rich soil |
9 . Not too many decades ago it seemed “obvious” both to the general public and to sociologists that modern society has changed people’s natural relations, loosened their responsibilities to kin (亲戚) and neighbors, and substituted in their place superficial relationships with passing acquaintances. However, in recent years a growing body of research has revealed that the “obvious” is not true. It seems that if you are a city resident, you typically know a smaller proportion of your neighbors than you do if you are a resident of a smaller community. But, for the most part, this fact has few significant consequences. It does not necessarily follow that if you know few of your neighbors you will know no one else.
Even in very large cities, people maintain close social ties within small, private social worlds. Indeed, the number and quality of meaningful relationships do not differ between more and less urban people. Small-town residents are more involved with kin than are big-city residents. Yet city dwellers compensate by developing friendships with people who share similar interests and activities. Urbanism many produce a different style of life, but the quality of life does not differ between town and city. Nor are residents of large communities any likelier to display psychological symptoms of stress or alienation, a feeling of not belonging, than are residents of smaller communities. However, city dwellers do worry more about crime, and this leads them to a distrust of strangers.
These findings do not imply that urbanism makes little or no difference. If neighbors are strangers to one another, they are less likely to sweep the sidewalk of an elderly couple living next door or keep an eye out for young trouble makers. Moreover, as Wirth suggested, there may be a link between a community’s population size and its social heterogeneity (多样性). For instance, sociologists have found much evidence that the size of a community is associated with bad behavior including gambling, drugs, etc. Large-city urbanities are also more likely than their small-town counterparts to have a cosmopolitan(见多识广)outlook, to display less responsibility to traditional kinship roles, to vote for leftist political candidates, and to be tolerant of nontraditional religious groups, unpopular political groups, and so—called undesirables. Everything considered, heterogeneity and unusual behavior seem to be outcomes of large population size.
1. Which of the following statements best describes the organization of the first paragraph?| A．An argument is examined and possible solutions given. |
| B．Two contrasting views are presented. |
| C．Research results concerning the quality of urban life are presented in order of time. |
| D．A detail description of the difference between urban and small-town life is given. |
| A．could not develop long-standing relationships. |
| B．did not have the same interests as their neighbors. |
| C．tended to be associated with bad behavior. |
| D．usually had more friends. |
| A．disrupt people’s natural relations. |
| B．make them worry about crime. |
| C．cause them no to show concern for one another. |
| D．cause them to be suspicious of each other. |
| A．the better its quality of life |
| B．the more tolerant and open-minded it is. |
| C．the likelier it is to display psychological symptoms of stress. |
| D．the more similar its interests |
10 . Happiness can be described as a positive mood and a pleasant state of mind. According to recent polls(民意调查), sixty to seventy percent of Americans consider themselves to be moderately happy and one in twenty persons feels very unhappy. Psychologists have been studying the factors that contribute to happiness. It is not predictable, nor is a person in an apparently ideal situation necessarily happy. The ideal situation may have little to do with his actual feelings.
A good education and income are usually considered necessary for happiness. Though both may contribute, they are only chief factors if the person is seriously under-educated or actually suffering from lack of physical needs.
The rich are not likely to be happier than the middle-income group or even those with very low incomes. People with college educations are somewhat happier than those who did not graduate from high school, and it is believed that this is mainly because they have more opportunities to control their lives. Yet people with a high income and a college education may be less happy than those with the same income and no college education.
Poor health does not rule out happiness except for the severely disabled or those in pain. Learning to cope with a health problem can contribute to happiness. Those who have good relationship with other family members are happier than those who live alone. Love has a higher correlation with happiness than any other factors.
It should be noted that people quickly get used to what they have, and they are happiest when they feel they are increasing their level no matter where it stands at a given time.
Children whose parents where happily married have happier childhoods, but are not necessarily happier adult.
The best formula(准则) for happiness is to be able to develop AQ (Adversity Quotient that can be of great benefit when running into trouble), to have a personal involvement and commitment, and to develop self-confidence and self-esteem.
1. It can be inferred from the passage that ________| A．happiness is neither predictable nor apparent. |
| B．a person in an apparently ideal situation must be happy. |
| C．the rich are not likely to be happier than the middle-income group. |
| D．happiness is not necessarily connected to one’s situation in society. |
| A．a happy childhood in which one can do whatever he likes. |
| B．great wealth with which one can buy anything. |
| C．a feeling that conditions are becoming for the better. |
| D．a college degree that can help one achieve great success. |
| A．ambition to defeat others in a severe competition. |
| B．ability to overcome difficulty and get out of embarrassing situation. |
| C．methods of solving difficult problems and challenges in life. |
| D．attitudes towards severe competition especially in trouble. |
| A．What Does Happiness Lie in | B．Happiness and Unhappiness |
| C．Different Kinds of Happiness | D．Causes of Happiness and Unhappiness |
