1 .
Fellowships for Postdoctoral Scholars AT WOODS HOLE OCEANOGRAPHIC INSTITUTION Scholarships designed to extend the education and training of the applicants and to advance their research careers are available to new or recent doctoral graduates in diverse areas of research. | |
Applications will be accepted from doctoral recipients with research interests associated with the following Departments: ·APPLIED OCEAN PHYSICS & ENGINEERING ·MARINE CHEMISTRY AND GEOCHEMISTRY ·PHYSICAL OCEANOGRAPHY ·GEOLOGY & GEOPHYSICS ·BIOLOGY Interdepartmental research, including with the Marine Policy Center, is also encouraged. Applications will also be accepted from those with research interests on the following: ·USGS/WHOI- areas of common interest between USGS and WHOI Scientific Staff. The individual will interact with both USGS and WHOI based advisors on their research. Criteria for awards include demonstrated research independence, productivity and novelty, and community service including contributions to making ocean sciences and engineering more diverse and welcoming. Scholarships are awarded for 18-month appointments($68,500 annually, plus a health and welfare allowance; a travel allowance; and a research budget). | Recipients are encouraged to pursue their own research interest supervised by resident staff. Communication with potential WHOI advisors prior to submitting an application is encouraged. COMPLETED APPLICATIONS MUST BE RECEIVED BY OCTOBER 15, 2023, to start any time after January 1, 2024 and before December 1, 2024. Awards will be announced in December. Further information about the Scholarships and application forms as well as links to the individual Departments and their research themes may be obtained at: https://go.whoi.edu/pdscholarship A goal of the Postdoctoral Scholar Program is the long-term broadening of participation in ocean science and engineering: women, minorities, veterans, those with disabilities, and other underrepresented groups are encouraged to apply. WOODS HOLE OCEANOGRAPHIC INSTITUTION |
A.Women applicants are more likely to be considered than men applicants. |
B.Applicants whose research is independent and original will be given priority. |
C.All applicants must agree to work with the Marine Policy Center. |
D.Applicants without a degree in engineering will be rejected. |
A.October 15, 2023 | B.January 1, 2024 |
C.December 1, 2024 | D.December 12, 2023 |
A.get a health and welfare allowance of $70,000 a year |
B.use the database at http://go.whoi.edu/pdscholarship |
C.appoint any WHOI advisor as his/her research partner |
D.do research under the guidance of resident staff at WHOI |
内容如下:1. 写信目的;
2. 活动原因;
3. 活动建议(节约能源,垃圾分类,植树等 );
4. 呼吁加入。
注意:词数 80 词左右。
Dear friends,
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With best wishes,
Li Hua
3 . A common claim states that a sheet of paper cannot be folded in half more than seven times. But is this true?
In 2002, Britney Gallivan, then a junior in high school in Pomona, California, folded a single piece of paper in half 12 times. She currently holds the Guinness World Record for the most times to fold a sheet of paper in half.
The prompt that led Gallivan to accomplish this was an extra-credit challenge in math class to fold anything in half 12 times. Her teacher asked the students to fold something thicker: a piece of paper.
Gallivan said “it was very frustrating, as I had many unsuccessful attempts at trying to fold different papers in half. I began to question if folding paper in half more than eight times could be impossible.” However, Gallivan recalled. “I knew I needed to understand what was limiting the folding progression.”
The equations (方程式) that Gallivan came up with calculated how many times a sheet of paper could be folded. She found that in order to fold many times, a long thin sheet is needed — the more a sheet is folded, the thicker the resulting stack becomes, and once the stack becomes thicker than it is long, there is nothing left to fold. She ultimately set her record with a sheet of tissue paper she found online that was 4,000 feet (1,219 meters) — more than three-quarters of a mile, or over a kilometer long, Guinness World Records noted.
“Working on the problem took a tremendous amount of time and effort,” Gallivan said. “As frustrating as it was at times, I learned an immense amount from the experience, which has been valuable to me throughout my life in more capacities than one would expect.”
Since Gallivan set her record, others have made claims of folding a sheet of paper more than 12 times. Still, “I anticipate that my current record will be surpassed,” Gallivan said.
1. What prompts Gallivan to accept the challenge?A.Peer pressure. |
B.Mathematics anxiety. |
C.Academic requirement. |
D.Guinness World Records. |
A.The stack is as thick as it’s long. |
B.The paper is neither long nor thin. |
C.The stack is thicker than it’s long. |
D.The paper is longer than it’s thick. |
A.It’s risky. |
B.It’s fruitless. |
C.It’s meaningless. |
D.It’s energy-consuming. |
A.Gallivan’s record is impossible to break. |
B.Folding paper in half is merely a math problem. |
C.Folding things in half may not be limited to 12. |
D.Folding paper 12 times is a required credit in high schools. |
A.She is not interested in it. |
B.She has to read a lot of books. |
C.The professor is not so great as she thought. |
5 . Types Of Students You Will Meet In College
There are thousands of universities around the world, and each school boasts its own traditions and slogans. Some schools pride themselves on sports, while others emphasize their research facilities. While there are a myriad of differences among each and every school, there will always be these three types of students in class.
The one who sits in the front row
There’s at least one of these people in every single class,whether it’s a required General Education class or an upper division major course. These students always sit in the front row and ask at least five questions every lecture.
They attend all the discussions and office hours, and try to turn in homework at least a week in advance. These are also the people who remind professors about assigned homework and upcoming exams. Nothing bad about being studious, but are they even human?
The one who never studies (but still aces the class)
Standing as probably the most frustrating category of people in this list, these students won’t know about a midterm until two days before. They go to class every once in a while when the class time doesn’t clash with one of their many elaborate social plans, but never pay attention. Somehow, they still ace all their exams and end up with the top grade in the class.
The one who always falls asleep
This person comes to class every day, but somehow never stays awake for more than 20 minutes. You can sometimes hear the occasional snore from a corner of a large lecture hall, or catch their heads nodding like a pendulum near the front of the class if they’re the studious type. But let’s be real here: we’ve all been one of those students at some point.
1. Who always sit in the front row?A.The studious students. |
B.The sleepy students. |
C.The smart students. |
D.The frustrated students. |
A.Some students never go to classes but still get top grades. |
B.Some students never go to classes and get bad grades. |
C.Some students go to lectures occasionally but still ace the class. |
D.Some students go to lectures everyday and still ace the class. |
A.The one who always falls asleep |
B.The one who sits in the front row |
C.The one who never falls asleep |
D.The one who never studies (but still aces the class) |
6 . 听下面一段较长对话,回答以下小题。
1. What can we know about the girl?A.She got a bad mark in the exam. |
B.She got some advice in the exam. |
C.She got a good mark in the exam. |
A.Do lots of reading comprehension exercises. |
B.Try to speak English more. |
C.Read some English books. |
A.Read a book. |
B.Watch a film. |
C.Learn twenty new words. |
7 . 请在以下对话中提取相关信息,参考已给的例子将其整理好一篇小短文,内容包括大学录取方式、大学和专业的选择。
Liu Ming: Hi,Susan! Hi, Olivia! I have been thinking a lot recently about university. Have you guys made any plans yet?
Susan: Hi, Liu Ming! I guess I’ve thought about it, but I haven’t made any firm plans yet. How about you, Olivia?
Olivia: The same. My parents said that my future career might depend on what university I end up getting into.
Liu Ming: If I had a chance, I’d love to go to a top Chinese university. But it’s so hard. I need a really high score to pass the National College Entrance Exam.
Susan: Oh, in the UK, we don’t have a university entrance exam. We take a separate exam for each subject that we study. Then we use our grades to apply to a university. We also have to give a long essay to the university saying why we want to study our chosen subject.
Olivia: Well, in the US, we need to get really high grades and we need to take a college entrance exam. Plus we have to write an admission essay.
Liu Ming: So, we must all study extra hard, then. I really want to major in computer game design. I'd like to design fun games for children to learn with.
Susan: That’s a great idea! I’d like to study international business. According to the school’s careers advisor, it could help me find work overseas. It would be great to see more of the world!
Olivia: Hmm ... I’m not sure what I want to study as my major yet. But right now I’m thinking about robotics. I’m really interested in futuristic things.
Liu Ming: How about cybersecurity or data science? I read that they’re really fascinating subjects you’re good at computer programming. But I’m hopeless at programming!
Susan: That’s a good point. I was told that there’s no point choosing a subject that you like you’re not very good at.
Olivia: Yes, and don’t forget that where you study is also important, too. I’m planning on taking few campus tours to see what the atmosphere and facilities are like.
Liu Ming: Good idea! I really hope that we can all find good universities.
Susan: Me, too. I hope we are all lucky and find great universities.
Olivia: Luck? Ha-ha! I think we all need to start studying even harder, too!
短文样例:
Liu Ming has been thinking a lot recently about university, which Liu considers to be a top Chinese university. It’s so hard to be admitted to a top university with a high score to pass the National College Entrance Exam. For success, Liu has to study extra hard, hoping to major in computer game design out of love for fun game design for children to learn with.
Susan
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Olivia
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8 . Making tiny furniture is no piece of cake. In this course, join Amanda Kelly, who is now pursuing her Master’s degree of Fine Arts in Sculpture at Radford University, to learn how to create realistic furniture from the beginning. While students who have taken this course are highly encouraged to sign up, students of all levels are welcome!
Course Overview
This course includes five sessions, each lasting for 2 hours on five Tuesdays beginning on November 7.
Session 1 (Tuesday, 11/7, 7—9:00 PM) Foundations and Scale
Session 2 (Tuesday, 11/14, 7—9: 00 PM) Making the Side Table
Session 3 (Tuesday, 11/21, 7—9:00 PM) Making the Bed
Session 4 (Tuesday, 11/28, 7—9: 00 PM) One Person’s Waste Is Another’s Tiny Treasure
Session 5 (Tuesday, 12/5, 7—9:00 PM) Sharing Your Creations
Pricing Options
In addition to full-price tickets of $225, a limited number of no-pay tickets are available for this course. Please note that these tickets are reserved for those who would not otherwise be able to take this course and who expect to attend all sessions. No-pay tickets are distributed via a random drawing two weeks before each course begins. For more information and to apply for a no-pay spot, please click here.
What Else to Know
This is an interactive, small-group workshop. Students are encouraged to participate in discussions and work on assignments outside of class. Due to the interactive nature of this course, we strongly recommend students attend as many live sessions as possible. If students are unable to attend the live sessions, after each session they will receive access to a recording of the live session, which they can watch for up to two weeks after the course concludes.
1. In which session may students display their works?A.Session 2. | B.Session 3. | C.Session 4. | D.Session 5. |
A.Reach out to other students. |
B.Email the instructor immediately. |
C.Make up for the class within 72 hours. |
D.Watch the recorded class within 14 days. |
A.A research paper. | B.A submission guide. |
C.A course introduction. | D.A furniture brochure. |
9 . 假定你是李华,你班同学在上周末进行了一个有关“Plastic Pollution”的街头采访。请你写一篇报道给校报的英语栏目投稿。内容要点如下:
1. 介绍活动;
2. 不同观点;
3. 发出呼吁。
注意:1. 词数80左右;
2. 题目已为你写好。
An Interview about Plastic Pollution
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10 . English is increasingly used as a global language of instruction in higher education, known as English Medium Instruction or EMI. The aim is that a student taking a course in English should learn just as well as a student studying in their first language. But a new study involving 2,263 Swedish students now casts doubt on this assumption.
When these students registered for an introductory course in programming, they were randomly divided into two groups, either an English or a Swedish version of the course. The course was entirely digital and self-paced. Students’ performance was measured based on the number of correctly answered test questions and on how many left the course without completing it. When the researchers compared the number of questions answered correctly, they found that those studying in Swedish gave the correct answers to 73 percent more questions in the test.
“It’s important to remember that the only difference here is the language of instruction. The fact that the students on the Swedish-language course performed significantly better indicates that the use of English as the language of instruction can have a negative impact on learning under certain circumstances,” says Olle Bälter, one of the researchers from KTH Royal Institute of Technology.
When the researchers measured the student completion rate on the course, the results were confirmed; 25 percent more students dropped out of the English-language course.
The study now raises issues about the advantages and disadvantages of having such a large proportion (比例) of teaching at universities and higher education institutions in English, something that is common in Sweden as well as in other countries where English is not the first language for the majority of the population.
“It’s important to remember that a single study shouldn’t be used as the basis for a reform of the language or teaching policy in higher education. However, we believe the results from this research can contribute to a more informed discussion about the consequences of using English as the language of instruction,” says Bälter.
1. What is mainly talked about in Paragraph 2?A.How the study is conducted. | B.What courses the students choose. |
C.What information is needed. | D.How the students are grouped. |
A.The questions for students. | B.The content difficulty. |
C.The teaching language. | D.The class size. |
A.It reduces the dropout rate. | B.It changes the focus of teaching. |
C.It leads to poorer learning outcomes. | D.It helps improve the students’ English. |
A.Indifferent. | B.Positive | C.Doubtful. | D.Negative. |