华中科技大学2010年招收博士研究生入学考试试题+答案

华中科技大学 2010 年招收博士研究生入学考试试 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 考试科目： 英语 适合专业： 各专业 Part I Cloze (0.5x20=10%) Directions: In this part you are asked to choose the best word for each blank inthe passage. Write your answers on the answer sheet. Who won the World Cup 1994 football game? What happened at the .United Nations? How did the critics like the new play? 1 en event takes place, newspapers are on the street 2 the details. 3 anything happens in the world, reporters are on the spot to gather the news. Newspapers have one basic 4 , to get the news as quickly as possible from its source, from those who make it to those who want to 5 it. Radio, telegraph, television, and 6 inventions brought competition for newspapers. So did the development of magazines and other means of communication. 7 , this competitionmerely spurred the newspapers on. They quickly made use of the newer and faster means of communication to improve the 8 and thus the efficiency of their own operations. Today more newspapers are 9 and read than ever before. Competition also led newspapers to 10 out into many other fields. Besides keeping readers informed of the latest news, today's newspapers entertain and influence readers about politics and other important and serious 11 Newspapers influence readers' economic choices 12 advertising. Most newspapers depend on advertising for their very 13 Newspapers are sold at a price that 14 even a small fraction of the cost of production. The main 15 of income for most newspapers is commercial advertising. The 16 in selling advertising depends newspaper's value to advertisers. This 17 in terms of circulation. How many people read the newspaper? Circulation depends 18 on the work of the circulation department and on the services or entertainment 19 in a newspaper's pages. But for the most part, circulation depends on a newspaper's value to readers as a source of information 20 the community, city, county, state, nation and world……and even outer space. 1. A. Just when B. While C. Soon after D, Before 2. A. to give B. giving C. given D. being given 3. A. Wherever B. Whatever C. However D. Whichever 4. A. reason B. cause C. problem D. purpose 5. A. make B. publish C. know D. write 6. A. another B. other C. one another D. the other 7. A. However B. And C. Therefore D. So 8. A. value B. ratio C. rate D. speed 9. A. spread B. passed C. printed D. completed 10. A. provoke B. jump C. step D. branch 11. A. matters B. affairs C. things D. events 12. A. on B. through C. with D. of 13. A. forms B. existence C. contents D. purpose 14. A. tries to cover B. manages to cover C. fails to cover D. succeeds in 15. A. source B. origin C.course D. finance 16. A. way B. means C. chance D. success 17. A. measures B. measured C. is measured D. was measured 18. A. somewhat B. little C. much D. something 19. A. offering B. offered C. which offered D. to be offered 20. A. by B. with C. at D. about Part II Reading comprehension (20x2=40%) Directions: There are four passages in this part. After each passage, there are five questions. You are to choose the best answer for each question. Write your answers on the answer sheet. Passage One Early in the sixteenth century, Francis Bacon proposed that science consisted in the elevation of the authority of experiment and observation over that of reason, intuition, and convention. Bacon thought that as more and more reliable and precise particular facts, accumulate, they can be classified and generalized, resulting in an ever-expanding hierarchy of useful “ axioms”. This is what he meant by" induction". Although many people today continue to regard the collection of facts and their arrangement by induction into theories as the heart of scientific method, Bacon's conception of what facts and theories are and of the relationship between them was hopelessly unrealistic even in his own time. The most important early scientific discoveries …… such as those made by Galileo about the movement of the earth, by Keppler about the elliptical shape of planetary orbits, and later by Newton about the" force" of gravity …… could never have been made if Bacon's rules had prevailed. Determined to avoid all premature speculations, Bacon proposed that data gathering be carried out by illiterate assistants with no interest in whether an experiment turned out one way or another. Plain facts, properly arranged, would automatically lead to certain knowledge of the universe. Nothing could be more misrepresentative of the actual problem-solving techniques of the scientific method. That plain facts do not speak for themselves is evident from Bacon's own acceptance of the errors contained in what appeared to be the most "obvious" of facts. For Bacon, that the earth did not move was a fact because it could be seen not to move; and for Bacon it was a-fact that life was being spontaneously generated because maggots always developed in putrid flesh and frogs appeared after every rain. What is clear is that the great breakthroughs of Newton, Darwin, or Marx could never have been achieved solely on the basis of Baconian fact gathering. Facts are always unreliable without theories which guide their collection and which distinguish between superficial and significant appearances. 21. According to Bacon, facts 。 A. are determined by observations B. can only be understood through logical reasoning C. have a hierarchy D. are gathered by illiterate assistants 22. Data collection should be performed by illiterate assistants, 。 A. according to Bacon, as it led to speculation B. according to Bacon, to prevent theories from being formulated on insufficient data C. was a notion Bacon strongly opposed D. was a notion rejected on the grounds that it !ed to premature speculations 23. According to Bacon, knowledge can be obtained 。 A. by subjecting theories to rigorous logical analysis B. not through political or religious dogmasbut through reason C. by observation alone D. through the inductive method 24.Spontaneous generation of life 。 A. was a known fact in Bacon's time B. is verified by maggots in putrid flesh C. is more apparent than real D. is a speculation which has no basis in observation Passage Two Though one may question the degree to which the Civil War represents a milestone in women's pursuit of social, economic, and political equality, Leonard's recent study has excelled that of her predecessor Ginzberg in debunking persistent myths about women's primary relation to the war as weeping widows, self-sacrificing wives, patriotic fianc6es, and loyal daughters. Leonard asks if the wartime work of northern women influenced popular perceptions of women's abilities, and if home front production were seen as contributing to the readiness of soldiers. Finding in the affirmative, she argues that home front activities generated respect for women's organizational talents and opened up new work opportunities for women, while participation reinforced their self-reliance and self-esteem. In contrast to her predecessors, who saw the war as transforming the ideology of benevolence, Leonard finds that worfien's war work drew heavily upon the antebellum ideology of women's nature and sphere. It was once believed that wartime benevolence heightened changes emerging in the 1850s by replacing the antebellum ideology of gender difference and female moral superiority with a new_ ideology of gender similarity and a more masculine ethos of discipline and efficiency. Leonard asserts instead that white, middle-class, Yankee, charitable women appropriated the antebellum moral definition of womanhood and, in particular, woman's unique moral responsibility for maintaining community and her natural selflessness and caretaking abilities, to expand the boundaries of woman's proper place. With determination and courage, women brought forth positive changes in popular characterizations of middle-class womanhood that opened new doors for women in the professions and in public life. A weak point of Leonard's theory is her assessment of the themes of postwar histories of women's wartime service. Leonard views these works as extolling women's self-sacrifice and,I ability to cooperate men while downplaying women's demands for status and pay and ignoring the scope of women's administrative genius. But other theorists, most notably Ginzberg, have argued that these same works may also be viewed as praising the efficiency of the new centralized and national charitable organizations, women's wage-earning capacity, and their subordination of feminine feeling andenthusiasm to business-like and war-like routinization and order. Two sets of values……older notions of benevolence and new demands of public service……were at war in the North, a war that can be plotted through tensions about paying wages, centralizing corporate functions of benevolence, relating benevolence to government, and using funds for administrative……as opposed to strictly charitable……purposes. It may well be that wartime masculinization of the ideology of benevolence pushed women further from both the symbolic and the real centers of power for social change and hastened instead a class-based alliance for social welfare. But we can agree with Leonard that the war forced men to yield ground, sharing and sometimes even surrendering territory, power, and status in the public realm. 25.Which of the following is the most appropriate title for the passage? A. The Influence of Elizabeth Leonard on Historians of Feminism in the Civil War B. Leonard's Explanation of How the Civil War Improved the Plight of Women C. Feminism in the Civil War: New Controversy About an Old Subject D. The Heritage of Benevolence: The Civil War's Contribution to Women's Charitable Organizations 26. According to the passage, Leonard asserts that women's activities during the Civil War had all of the following positive effects EXCEPT A. They were praised as aiding the war cause. B. They improved women's economic situation. C. They were considered proof of women's abilities to organize themselves. D. They created new occupational opportunities for women. 27. It can be inferred,from the passage that Leonard would agree with which of the following statements regarding the status of women during the Civil War? I. Antebellum values were expanded, not replaced, in order to develop new definitions of womanhood. Il. Historians have paid insufficient attention to demands for higher status women made during the war. III. On the whole, the war was detrimental to the perception of women. A. I only B. II only C. I and II only D. I, II, and III 28.It can be inferred that Leonard would most likely consider which of the following hypothetical cases of Civil War women the LEAST supportive of her thesis? A. A widow who patriotically refused to remarry, even after her soldier husband was killed in battle B. A woman who shifted from working as a seamstress to running an army uniform factory C. A woman who dressed as a Southern soldier in order to cross enemy lines as a spy D. A woman who established a charity in order to collect money for prostheses for war amputees 29.Which of the following best describes the organization of the passage? A. The author compares and contrasts the work of several historians and then discusses areas for possible new research. B. The author presentshis thesis, draws on the work of several historians for evidence to support his thesis, and concludes by reiterating his thesis. C. The author describes some features of a historical study and then uses those features to put forth his own argument. D. The author presents the general argument of a historical study, describes the study in more detail, and concludes with a brief judgment of the study's value 30. With which of the following criticisms of Leonard's theory would the author of the passage be most likely to agree? A. It lays too much importance upon the antebellum ideology of women's nature and sphere. B. It fails to acknowledge that masculinization of war-time efforts may have been detrimental to the feminist cause. C. It tends to overemphasize the role of women in shifting their status over the course of the war. D. It bases its thesis too exclusively on white, Yankee, middle-class women, ignoring every other social and racial class. Passage Three Our next task is to consider the policies and principles a ruler ought to follow in dealing with his subjects or with his friends. Since I know many people have written on this subject, I am concerned it may be thought presumptuous for me to write on I as well, especially since what I have to say, as regards this question in particular, will differ greatly from the recommendations of others. But my hope is to write a book that will be useful, at least to those who read it intelligently, and so I thought it sensible to go straight to a discussion of how things are in real life and not waste time with discussion of an imaginary world. For many authors have constructed imaginary republics and principalities that have never existed in practice and never could; for the gap between how people actually behave and how they ought to behave is so great that anyone who ignores everyday reality in order to live up to an ideal will soon discover he has been taught how to destroy himself, not how to preserve himself. For anyone who wants to act the part of a good man in all circumstances will bring about his own ruin, for those he has to deal with will not all be good. So it is necessary for a ruler, if he wants to hold on to power, to learn how not to be good, and to know when it is and when it is not necessary to use this knowledge. Let us leave to one side, then, all discussion of imaginary rulers and talk about practical realities. I maintain that all men, when people talk about them, and especially rulers, because they hold positions of authority, are described in terms of qualities that are inextricably linked to censure or to praise. So one man is described as generous, another as a miser; one is called open-handed, another tight-fisted; one man is cruel, another gentle; one untrustworthy, another self-important; one promiscuous, another monogamous; one straightforward, another duplicitous; one tough, another easy-going; one serious, another cheerful; one religious, another atheistical; and so on. Now I know everyone will agree that if a ruler could have all the good qualities I have listed and none of the bad ones, then this would be an excellent state of affairs. But one cannot have all the good qualities, nor always act in a praiseworthy fashion, for we do not live in an ideal world. You have to be canny enough to avoid being thought to have those evil qualities that would make it impossible for you to retain power; as for those that are compatible with holding on to power, you should avoid them ifyou can; but ifyou cannot, then you should not worry too much if people say you have them. Above all, do not be upset if you are supposed to have those vices a ruler needs if he is going to stay securely in power, for, if you think about it, you will realize there are some ways of behaving that are supposed to be virtuous, but would lead to your downfall, and others that are supposed to be wicked, but will lead to your welfare and peace of mind. 31 .The word "presumptuous" in the first paragraph probably means _ _ A. showing dishonesty B. showing rebellion C. showing submission D. showing disrespect 32. Ifa ruler follows other authors' suggestion, he might __ A. try his best to be a good egg all the time B. understand the important of an authoritative statement C. try to gain great fame and high prestige D. know when to be kind and when to be cruel 33. In the book, the author's discussion most likely focuses on __ A. presenting a real world to his readers B. describing an ideal society to his readers C. explaining how to construct a perfect system D. illustrating what a wise ruler should do 34. Ifa ruler wants to secure the power in his own hands, he needs _ _ A. wicked cruelty B. immoral qualities C. cunning subjects D. disreputable rivals 35. A suitable title for the passage would be _ _ A. On Virtues B. On Wisdom C. On Praise and Censure D. On Power Passage Four Finally the dirt road in Maine was leading home. The tire touched the first profanity of pavement, and subtly my vacation began slipping away. By the first Finally the dirt road in Maine was leading home. The tire touched the first pro- fanity of pavement, tollbooth my state of mind had shifted from neutral to first gear. By the time I had passed all my favorite landmarks, the sign to Biddeford, the bridge labeled Cat Mousam Road … I had slowly and reluctantly begun to relocate my sense of place, my sense of values. I was going back, to lists and alarm clocks and stockings and school lunches and all the external pressures of the life known as civilization. I was going back to things I had to do. This time even the skies divided these two halves of my life. Along Route 95, a curtain of almost impenetrable rain separated one world from the other. The day before, this rain on the roof of the house would have been a comforting boundary to the day, a prediction of reading and fires. Now, the rain on the windshield of the car was a hassle, a challenge to overcome. I turned up the radio, so I could hear the final installment of Jane Eyre over the pelting rain, and thought about these different rhythms that mark my own life, mark of our lives. Left behind was a world in which I simply lived ...according to its patterns. Ahead of me was the world of agendas and problems that I was expected to encounter and resolve. Was it country versus city? Leisure versus work? Nature versus human environment? Both and neither. Vacation is a state of mind as much as a state of union. For two and half weeks in Main I watched the sky, the cove, the cormorants and a seagull with the gall to steal chicken off our barbecue. I am told that I became an accomplished mud watcher, sitting-on the porch, watching the bottom of the cove of low tide for hours. I prided myself on developing a hobby rarely listed in Who's Who. I became a fine stick-in-the-mud. To me, an urban woman who lives much of her life according to other people's deadlines and demands, this was a chance to literally v