1 . Anson L. Clark Scholars Program

If you’re a high school student looking for research opportunities, it doesn’t get much better than the Anson L. Clark Scholars Program. This well-known research program has a selection rate of less than 3% and only 12 high school juniors or seniors are selected every summer to join the program.

In this post, we will dive deep into this program to help you understand the structure, the cost, location, research areas available, and reasons why you should apply for this intensive research program.

About Anson L. Clark Scholars Program

The Anson L. Clark Scholars Program was established in 1963 in honor of Anson L. Clark , a former Texas A&M student who proceeded to create a successful business career!

This program is an intensive 7-week comprehensive research program that will allow you to gain hands-on practical research under the mentorship (导师制) of Texas Tech University faculty. Apart from conducting one-on-one research with faculty, you will have additional weekly seminars, discussions and even field visits!

Time

The program is off line and is conducted every summer at Texas Tech University. The current program dates are June 16, 2024 to August 1, 2024.

Cost

There is no program or registration fee, and your on-campus meals, on-campus room and board, and weekend activities will be covered by the program!

Research Areas

While the list of research disciplines for Summer 2024 haven’t been released, some of the general areas (based on the Summer 2023 disciplines) you can expect are biology, chemistry, computer science, economics/business, finance/marketing, electrical engineering & computer engineering, history, and physics.

You can access the specific research topics in 2023 in the attachment!

Qualification

This program is open to high school juniors and seniors who will graduate in either 2024 or 2025. You will have to be at least 17 years of age by the program start date.

1. What do we know about the Anson L. Clark Scholars Program?

A．It’s an annual research program.	B．It is hard to complete the program.
C．It is in honor of a famous scientist.	D．It is open to all high school students.

2. What will students do in the program?

A．Visit Texas Tech University.	B．Create business career.
C．Listen to lectures online.	D．Do practical research.

3. How can you know the research areas for Summer 2024 at present?

A．By searching on the internet.	B．By referring to 2023 disciplines.
C．By paying registration fee.	D．By asking the mentors in college.

2 . “What do you mean by this phrase? It’s incorrect and adds nothing to the sentence. Omit (省略).” Professor Jones’s critical feedback on my paper hurt me when I first read it. I scanned his comments for a “Good job!” or “I love this idea,” but they were nowhere to be found.

Everyone likes warmth and encouragement, but purely positive affirmations (肯定) don’t communicate what can be improved. Research conducted on Character Lab Research Network finds that direct, useful feedback requiring students to revise their own work is more effective. For Professor Jones, this looked like a note at the end of another paper: “I’m sure things will improve as the term and year wear on.” However, feedback that does the work for a student—correcting a misspelled word, rewriting a sentence—can signal a teacher’s low expectations.

When kids see comments that suggest what needs to be changed, they come to realize they can do things on their own and become more independent learners. As a bonus, this kind of feedback lets students know that their teacher believes in them.

As for me, I was benedictory for Professor Jones’s pointed criticism which let me know that he took me seriously. He was expecting me to do better, and the detailed comments scrawled (潦草地写) on every page gave me the tools to improve. Teachers can add affirmations to their feedback as long as it’s not the only thing they’re doing.

Don’t confuse warmth with promoting a growth mindset. Being nice isn’t the same as showing someone you believe they can improve. So give detailed feedback that sets young people up to take charge of their own learning. For example, instead of rewriting a sentence, say: “This is a run-on sentence. Try reading it out loud and add punctuation in places where you naturally take a breath.” Ask worth-exploring questions that inspire students to think about their approach, then let them revise on their own. When it comes to writing, the easiest path isn’t always the best one.

1. How did the author initially feel about Professor Jones’s feedback?

A．Happy and motivated.	B．Upset and disappointed.
C．Indifferent and unconcerned.	D．Confident and encouraged.

2. What is the key aspect of effective feedback mentioned in the article?

A．It should be brief and to the point.	B．It should be warm and encouraging.
C．It should be written at the end of the paper.	D．It should be up to students to fix their own work.

3. What does the underlined word “benedictory” mean in paragraph 4?

A．Responsible.

B．Generous.

C．Regretful.

D．Grateful.

4. What should teachers do when checking student’s paper according to the text?

A．Give students general praise.	B．Rewrite sentences for students.
C．Provide students critical support.	D．Show students corrected assignments.

3 . The award-winning documentary “Feeding Tomorrow” explores the American food system’s shortcomings and the urgent need for change. Directed by Oliver and Simon English, the film dives deep into the complex web of issues surrounding food, climate change, and agriculture, leaving viewers with a clear realization of the challenges ahead.

At its core, “Feeding Tomorrow” raises fundamental questions about humanity’s relationship with the planet and the consequences of our consumption patterns. As the global population reaches up to 10 billion, the film shows the serious reality that our current methods of food production are unsustainable. With agriculture already occupying half of the habitable land and consuming 70% of freshwater resources, the harm on the environment is reaching critical levels.

The documentary reveals the interconnectedness of food, climate, and health, weaving together narratives from diverse voices in the fields of farming, health, and education. Through the stories of innovators like Mark Shepard, Clare Fox, and Lisa McDowell, “Feeding Tomorrow” highlights the urgent need for systemic change.

One of the central themes of the documentary is the importance of regenerative farming practices. By promoting biodiversity and topsoil growth, regenerative agriculture offers a promising path towards sustainability. The film emphasizes the need to transition from conventional, monoculture (单一) farming to more overall approaches.

Moreover, “Feeding Tomorrow” shows the significance of adopting plant-forward diets and reducing meat consumption. With animal agriculture being a significant contributor to greenhouse gas emissions and environmental degradation (恶化), the documentary advocates for a shift towards more sustainable dietary habits.

Ultimately, “Feeding Tomorrow” serves as a cry for collective action and social change. It challenges viewers to reevaluate their relationship with food and embrace sustainable practices that benefit both people and the planet. The documentary reminds us that the power to shape a better future lies in our hands. In the words of Mark Shepard, “What are you going to eat for dinner tonight? Start asking the questions.”

1. What do we know about our current food production methods?

A．They are suitable to feed the increasing population.

B．They are inefficient and harmful to the environment.

C．They are too focused on producing large quantities of food.

D．They are all outdated and need to be replaced with new ones.

2. Why does “Feeding Tomorrow” tell some innovators’ stories?

A．To praise their achievements.	B．To indicate different opinions.
C．To stress the necessity of change.	D．To give examples of farming methods.

3. What does the documentary appeal people to do in paragraph 4?

A．Keep the balance of nature.	B．Take up sustainable practices.
C．Prioritize economic interests.	D．Invest in agricultural innovations.

4. What is the main purpose of the text?

A．To briefly introduce an award-winning film.	B．To explore American agriculture’s issues.
C．To present new food production methods.	D．To show the impact of climate on agriculture.

4 . Our family was sitting on the porch swing enjoying the summer breeze when my husband pointed to something on the swing’s chain next to him. We _______ forward to see a large praying mantis (螳螂) attaching to the chain. We held our _______ and watched, not wanting to scare it away. We sat and _______ chatted for the next half hour as we watched the insect _______ up and down the chain. It seemed _______ by our presence, and we were _______ to observe its slow, precise movements.

We wouldn’t have _______ it if my husband had not pointed it out. Too often, we move through life, _______ of the beautiful blessings surrounding us each day. The _______ of sitting and watching an insect for half an hour is something I do not want to ________ for granted. Too often, I define myself by my productivity. I start my morning with a checklist and ________ my worth by how much I get done by the day’s end.

I’m learning to ________ my tireless striving for productivity and simply ________ the gifts of this beautiful world when I see them. Each creature displays a small ________. To sit and watch a unique bug like a praying mantis is an act of admiration. I think I’ll ________ and sit for a while in search of another beautiful bug just to appreciate the beauty of nature.

1.

A．struggled

B．put

C．bent

D．dropped

2.

A．breath

B．attention

C．back

D．tool

3.

A．casually

B．quietly

C．happily

D．nervously

4.

A．looking

B．flying

C．climbing

D．falling

5.

A．unbothered

B．undoubted

C．unattractive

D．inaccessible

6.

A．grateful

B．anxious

C．impatient

D．responsible

7.

A．selected

B．recognized

C．noticed

D．scolded

8.

A．unfamiliar

B．proud

C．shameful

D．unaware

9.

A．courage

B．wisdom

C．safety

D．reward

10.

A．owe

B．take

C．bring

D．fetch

11.

A．balance

B．measure

C．release

D．promote

12.

A．defend

B．keep

C．imagine

D．stop

13.

A．enjoy

B．deliver

C．produce

D．ignore

14.

A．principle

B．purpose

C．wonder

D．puzzle

15.

A．pull through

B．go out

C．turn up

D．come back

5 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Lhakpa Dondrub, 22, was born with a genetic disease, which affected his     1     (grow), leaving him about I meter in height, and confined him to a wheelchair, but it hasn’t stopped him     2     (pursue) his dream to become a photographer.

“When I was a child, I liked to observe the change of light through a window. It was     3     (amazing) beautiful. After learning photography, I know it is all about light and     4     to catch it through the lens (镜头),” says the young man. “What’s more, my perspective is lower than others, and I hope     5     (record) the unique light in life from my view,” he adds.

Born into a farming family in a village in Lhasa, Dondrub     6     (adopt) by relatives after his mother died. In 2017, he entered the Lhasa care center for people with physical challenges,     7     he found his passion for photography and video editing. In 2021, he left the care center and found a job in a     8     (profession) enterprise, being responsible for taking photos for customers.

For Dondrub, photography is not only     9     means of making a living, but also a driving force and an expression of life. When he has time, he takes a camera to snap photos of animals and people along the ancient Barkhor Bazaar. He hopes that one day he     10     (be) able to take photos on Beijing’s Tian’anmen Square.

6 . 阅读下面材料，根据其内容和所给段落开头语编写两段，使之构成一篇完整的短文。

Unbreakable

My brother and I were playing a game of tag in the house. “Tag! You’re it!”, shouted Alim and ran as fast as his 5-year-old legs could carry him. I chased closely behind. I watched him jump over the sofa and landed, falling sideways to hit our Mom’s favourite vase, the one late Grandpa gave her on her wedding day, off the side table. SMASH!! Alim burst into tears almost at the same time the vase broke. I was equally alarmed said “Ha! Alim, you are in trouble.” This made Alim cry more, “Mummy is going to beat me!”

He was crying so much that I felt sorry for him. Just then Mom came into the house. I rushed over to Alim’s side. “What is this? Who broke my vase?” My Mom shouted. Her eyes were wide open and bright with terrible anger. Alim tried to say something through his tears but I started to clean his wet face with my hand and I said, “I am so sorry, Mom. I broke the vase and told Alim that I would say it was him.” My Mom pulled me by my left ear and dragged me to our room. Alim followed quietly behind. My Mom said, “That’s it. You are grounded for the rest of the holiday.” As she closed the room door on me, I saw Alim’s face in the corner, his eyes very big, looking straight at me.

The door was shut and I felt very alone in the room as I nursed my painful ear. Why did I do that? I thought. Alim should be the one taking the punishment, not me. Humph. He owes me big time. I fell asleep thinking of the ways I could get back at Alim. I woke up suddenly with the realization that Alim was not in the room with me. He had not come to bed. I tiptoed out of the room to look for him. The house was quiet and dark and I was beginning to worry when I noticed the light through the kitchen door.

注意：
1．续写词数应为150左右;
2．请按如下格式在答题卡的相应位置作答。
When I got there, Alim was picking out the pieces of the vase from the garbage bag.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next morning Mum walked into our room and stopped as she saw the “new” vase.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7 . Boomerang kids refer to adult children who return to their parents’ homes after moving out. In July 2020, 52% of young adults in the US lived with one or both of their parents — the highest percentage the US has seen since 1940. In the UK, the number of single, 20-to-34-year-olds living with their parents went up by 55% from 2008 to 2017.

There are many reasons for young people to move back home, says Hipplewith, a family expert. The primary reason is the high cost of living. Everything is so expensive. Staying home means financial support from family as they prepare for starting a career. Usually being a boomeranger is just a transitional period. But it still may last many months or even years to enable boomerangers to establish themselves in a career without worrying about things like rents.

For many, a return to home after living away can feel like a regression (倒退) and loss of recently won independence. “For example, you learn to become an adult in university,” says Hipplewith. “You have friends. You can do what you want to do. But now you’re coming back under someone else’s rule.” This can come with anxiety. Still, there are benefits to the boomerangers, say experts. Many of these adults are finding the increased ability to do work they find meaningful, rather than take a job that simply pays the bills. Socially, boomerang kids also have a good opportunity to strengthen relationships with their parents.

In many cultures, moving away from home has traditionally been considered a crucial step in becoming an adult. Now it’s time to change the idea. Adulthood is really just being old enough to take responsibilities; that doesn’t go away if you move in with parents again. Hipplewith hopes that as being a boomeranger becomes more common, young adults will feel less pressure to follow traditional expectations of moving out. He encourages young people to view a return to home as “sane decision-making”.

1. How does the author lead in the topic of the text?

A．By analyzing reasons.	B．By raising a viewpoint.
C．By telling the difference.	D．By presenting a phenomenon.

2. What is the basic cause of young adults’ living at home?

A．To buy something expensive.	B．To look after family members.
C．To hunt for the right career easily.	D．To reduce economic pressure.

3. Why do young people probably feel anxious about returning home?

A．Because of the limit of keeping in with friends.	B．Because of the loss of independence.
C．Because of many years of staying at home.	D．Because of the anxiety about the future life.

4. What does the underlined word “sane” mean in the last paragraph?

A．Stupid.

B．Rapid.

C．Reasonable.

D．Independent.

8 . Caring 17-year-old Lauren Schroeder was inspired to help bring healthy food to needy families in her community. Volunteering at a food shelter when she was 14 , and tasked with helping fill boxes for households in need with canned and packaged food, this Iowa teen felt that something was missing from the donated groceries: fresh vegetables. So she shared with her parents her desire to start a garden on their own farm to supply local families in need with fresh produce.

Coming from a farming family, Lauren had some familiarity with agriculture, and had helped raise rabbits and lambs, but had never tried vegetable cultivation at scale, though the Schroeders plant soybeans and corn each year on their 150-acre farm.

The work involved in realizing Lauren’s plan was no walk in the park. Initially, while proud of her daughter’s vision, her mother, Katie Schroeder, admitted to some foreboding about the work involved: “I was wondering, ‘Oh my gosh, how much work is this going to be?’ I wasn’t sure whether this would work.” This was one young change-maker, however! Lauren researched plants online, checking which species needed more shade, how much water was required, and when to harvest each crop. During Iowa’s hot summers, she had to water her crops by hand for around 2 — 3 hours daily. She also checked daily for weeds, and bent down to pick her green bean crop. Thanks to her diligence, Lauren planted half an acre of land, with 15 varieties of vegetables in 2022, harvesting her first crops.

In an interview with a local media channel, Lauren says, “I wanted to have something that’d impact people. I want to impact community members. Many people help you out, but it makes more difference when you help others out. That’s what makes me most happy.”

1. What inspired Lauren to start a garden on her family’s farm?

A．Her parents’ encouragement.

B．Her interest in farming and agriculture.

C．Her desire to become a professional gardener.

D．Her experience volunteering at a food shelter.

2. Which of the following words can replace the underlined word “foreboding” in paragraph 3?

A．Satisfaction.

B．Concern.

C．Anger.

D．Pride.

3. How did Lauren research the plants for her garden?

A．She consulted professional gardeners.

B．She studied books and manuals on gardening.

C．She conducted online research on plant species.

D．She attended agricultural courses and workshops.

4. What is the central theme of the article?

A．The Schroeders’ family farming traditions.

B．The importance of volunteering at a food shelter.

C．The challenges of starting a vegetable garden on a large scale.

D．Lauren Schroeder’s project to provide fresh vegetables to needy families.

9 . The snowstorm wasn’t supposed to hit until night. I decided to go home from work, snowstorm or not. I wasn’t ________. It was just past 4:30 p. m. I ________ I had more than enough time to make it home.

________, 15 minutes after I got on the road, the snow started — and it was coming down fast. The windows were ________ up and getting covered with snow, so I stopped and called 911, only to be told nobody was coming to my ________ until morning at the earliest.

Breathe, I told myself. Panicking won’t ________.

I pinned my location on the Google Map app, took a screenshot, and ________ this information to my Facebook community group, ________ for anyone who knew who lived nearby to help me. But I was wondering ________ someone did figure out where I was, would help be able to ________ the swirling snow and shrieking wind?

About 45 minutes later, I saw a tall figure in a yellow raincoat walking hurriedly toward me in the dark, carrying a flashlight. It was André Bouvier, who’d walked about 550 yards through the snowstorm, fighting the ________ and snow each step of the way. “I want you to follow me in your car. You’ll be OK.” he said, his voice ________.

He ________ and started to trudge (跋涉) through the snow. I drove slowly behind him, feeling my heart begin to beat more slowly. When we reached the house, I burst into tears, all my fears turning into ________ and gratitude.

The experience has been a game changer for me. I now approach ________ with a sense of calm I’d not known before.

1.

A．annoyed

B．worried

C．amazed

D．disappointed

2.

A．meant

B．doubted

C．promised

D．figured

3.

A．Interestingly

B．Unexpectedly

C．Absolutely

D．Suddenly

4.

A．fogging

B．clearing

C．showing

D．picking

5.

A．way

B．situation

C．rescue

D．mind

6.

A．help

B．remain

C．matter

D．disappear

7.

A．searched

B．collected

C．attached

D．posted

8.

A．begging

B．accounting

C．caring

D．applying

9.

A．in case

B．even if

C．as though

D．now that

10.

A．go over

B．hold back

C．come through

D．count on

11.

A．noise

B．temperature

C．wind

D．frost

12.

A．shaky

B．quiet

C．deafening

D．steady

13.

A．broke down

B．turned around

C．set off

D．checked out

14.

A．relief

B．pride

C．duty

D．surprise

15.

A．freedom

B．appointment

C．excitement

D．challenges

10 . Many actors have famously remarked that they have, time and again, lost themselves in their performances. Now, researchers at University College London (UCL) have found some truth to this statement. A new study suggests actors may suppress (抑制) their sense of self when they take on a new character, hinting at the massive impact theater training may have on fundamental mechanisms of the human brain.

“Our findings indicate that cooperating with the theater industry could be helpful in producing theories about social interaction that could also be investigated in the real world,” said Dwaynica Gteaves, lead author of the study. In particular, the researchers are hoping that future work in this space can focus on how participation in theatrical activities might help people with autism (自闭症).

The actors in the study were fitted with brain imaging technology while they rehearsed scenes from Shakespeare’s A Midsummer Night s Dream. When they heard their names while performing, their response was suppressed in the brain region associated with self-awareness. While they were not performing, the actors responded normally when called by name. The study also looked at interpersonal coordination between pairs of actors. The researchers noticed that two actors rehearsing together had similar brain activity in the regions of the brain associated with social interaction and action planning, revealing “specific brain systems that are coordinated during complex social interactions”.

In fact, drama therapy has been considered a beneficial practical strategy for improving social communication in children with developmental or learning disabilities. A preliminary (初步的) study found students with autism who underwent theater experiences showed significant positive changes in the development of social and language skills.

In the future, researchers at UCL aim to include both trained and untrained actors as subjects. The recent study, admittedly, lacked a control group of people without theater training and had a small sample size of only 6 actors. But the researchers remain hopeful of the possible future applications of their findings in aiding social communication, including in individuals with autism.

1. What effect may taking on a new character have on actors, as suggested by the study?

A．They may forget their identities.	B．Their self-awareness may weaken.
C．They may lose themselves completely.	D．Their brain mechanisms may be damaged.

2. How did the researchers conduct the study?

A．By interacting with the actors.	B．By observing the actors’ behavior.
C．By surveying the actors’ responses.	D．By monitoring the actors’ brain activity.

3. What positive changes were seen in students with autism who engaged in theater experiences?

A．Improved physical health.	B．Enhanced cognitive abilities.
C．Strengthened interpersonal skills.	D．Increased academic performance.

4. What can be inferred about the study?

A．The researchers lacked expertise.	B．It can be used to train child actors.
C．It is a major breakthrough in medicine.	D．It is promising despite its limitations.