专业八级-101 (1)

专业八级-101(总分：100.00，做题时间：90分钟)一、{{B}}PART Ⅰ LISTENING COMPREHENSION{{/B}}(总题数：1，分数：10.00)Norms: Types and Acceptance Sociologists find that to understand a culture, it is very important to understand its norms. {{B}}Ⅰ. Definition of "Norms"{{/B}} They are the {{U}}1 {{/U}} standards of behaviour maintained by a society. 1 ______. {{B}}Ⅱ. Types of Norms{{/B}} Norms are distinguished in two ways: A. Formal and informal norms Formal norms are generally {{U}}2 {{/U}} and involve strict rules for punishment of violators. 2. ______. One example is laws. Informal norms are generally {{U}}3 {{/U}} but are not precisely recorded. 3. ______. Standards of proper dress are an example. B. Mores and folkways Mores embody the most valuable {{U}}4 {{/U}} of a people and are regarded highly necessary 4. ______. to the welfare of a society. Examples are mores against {{U}}5 {{/U}} and treason. 5. ______. Folkways govern {{U}}6 {{/U}} and the violation cause relatively little concern. 6. ______. They are important in shaping people's daily behaviour. {{B}}Ⅲ. Acceptance of Norms{{/B}} People in a culture normally follow its norms, hut they are not followed in all situations. A. In some cases, people evade a weakly-enforced norm. {{U}} 7 {{/U}} is an example 7. ______. B. In some instances norms are violated because one norm {{U}}8 {{/U}} with another. 8. ______. For example, your intervening of your neighbour's improper behaviour. C. Any norm has {{U}}9 {{/U}}. 9. ______. Eaves-dropping and self-defence are examples.D. Acceptance of norms is subjected to {{U}}10 {{/U}}. 10. ______. Women's role is an example. Norms: Types and Acceptance Sociologists find that to understand a culture, it is very important to understand its norms. {{B}}Ⅰ. Definition of "Norms"{{/B}} They ar e the {{U}}1 {{/U}} standards of behaviour maintained by a society. 1 ______. {{B}}Ⅱ. Types of Norms{{/B}} Norms are distinguished in two ways: A. Formal and informal norms Formal norms are generally {{U}}2 {{/U}} and involve strict rules for punishment of violators. 2. ______. One example is laws. Informal norms are generally {{U}}3 {{/U}} but are not precisely recorded. 3. ______. Standards of proper dress are an example. B. Mores and folkways Mores embody the most valuable {{U}}4 {{/U}} of a people and are regarded highly necessary 4. ______. to the welfare of a society. Examples are mores against {{U}}5 {{/U}} and treason. 5. ______. Folkways govern {{U}}6 {{/U}} and the violation cause relatively little concern. 6. ______. They are important in shaping people's daily behaviour. {{B}}Ⅲ. Acceptance of Norms{{/B}} People in a culture normally follow its norms, hut they are not followed in all situations. A. In some cases, people evade a weakly-enforced norm. {{U}} 7 {{/U}} is an example 7. ______. B. In some instances norms are violated because one norm {{U}}8 {{/U}} with another. 8. ______. For example, your intervening of your neighbour's improper behaviour. C. Any norm has {{U}}9 {{/U}}. 9. ______. Eaves-dropping and self-defence are examples.D. Acceptance of norms is subjected to {{U}}10 {{/U}}. 10. ______. Women's role is an example.（分数：10.00）填空项1:__________________ （正确答案：established/fixed）解析：[听力原文]1-10 {{B}} Norms: Types and Acceptance{{/B}} Good afternoon, everybody. Today we'll go on with our discussion about "Elements of Culture". We have talked about the element of language, which is viewed by sociologists as the foundation of every culture. Now let's look at the second element--nom. What are norms? Norms can be defined as the established standards of behaviour maintained by a society. Well, you know, all societies have ways of encouraging and enforcing what they view as appropriate behaviour while discouraging and punishing what they consider to be improper conducts. For example, respect for older people is a norm found in China. "Put on some dean clothes for dinner" is a norm followed in America. Bowing deeply to each other when meeting and saying good-bye to people is a norm practised in Japan. These are all norms. In order for a norm to become significant, it must be widely shared and understood. For example,when we go to the movies, we typically expect that people will be quiet while the film is showing. Because of this norm, if a member of the audience talks loudly, he may be asked to lower his voice. And when we go to school or go to work, we are expected to be punctual. If someone is late, he or she may feel uneasy and should say sorry to others. Now we'll have a look at the types of norms. Sociologists distinguish norms in two ways. First, norms can be classified as formal and informal. Formal norms have generally been written down and involve strict rules for punishment of violators. Laws are an example of formal norms, because in a political sense, the law is the body of rules, made by government for society, interpreted by the courts, and backed by the state. Besides, the re- quirements for a college major and rules of a card game are also formal norms. By contrast, informal norms are generally understood but are not precisely recorded. Standards of proper dress are a common example of informal norms. Our society has no specific punishment or sanction if a student comes to college dressed quite differently from everyone else. The most likely response is that he or she might be made fun of by other students for his or her unusual choice of clothing. Second, norms are also classified by their relative importance to society. When classified this way, they are known as mores and folkways. Mores are norms that are regarded highly necessary to the welfare of a society, often because they embody the most valuable principles of a people. Each society demands obedience to its mores, and violation can lead to severe penalties. For example, our society has strong mores against murder and treason. Folkways are norms governing everyday behaviour whose violation raised relatively little concern. For ex ample, walking up a "down" escalator in a department store challenges our standards of appropriate behaviour, hut it will not result in a fine or a jail sentence. Folkways play an important role in shaping the daffy behaviour of members of a culture. OK, how do people accept norms? Now we'll talk about the acceptance of norms. First, norms, whether mores or folkways, are not followed in all situations. In some cases, people evade a norm because they know it is weakly enforced. For example, although smoking in public is forbidden, we often find people smoking in buses or other public places. Second, norms are violated in some instances because one norm conflicts with another. For example, suppose you live in an apartment building and one night you hear the screams of the woman next door. She is being beaten by her husband. If you decided to intervene by calling the police, you are violating the norm of "mind your own business" or "don't interfere with other family's business", while at the same time you are following the norm of assisting a victim of violence. Then, even when norms do not conflict, there are always exceptions to any norm. The same action, under different circumstances, can cause one to be viewed either as a hero or as a villain. For example, Eaves-drop- ping on telephone conversation is normally considered illegal or mean, but it can be done by the police to obtain valid evidence for a criminal trial. Even killing another human being is tolerated as a form of self-defence and is actually rewarded in warfare. Acceptance of norms is also subjected to change, as the political, economic, and social conditions of a culture is transformed. For example, under traditional norms, a woman was expected to marry, rear children, and remain at home if her husband could support the family. However, these norms have been changing in recent decades, and more and more women are ready to or encouraged to have her own career and support the family together with her husband. As support for traditional norms weakens, people will feel free to violate them more frequently and openly and will be less likely to receive serious negative sanctions for doing so. Well, time is almost up for today's lecture. To sum up, norms are established standards of behaviour maintained by a society. They are distinguished in two ways, that is, formal or informal norms according to their formality, and mores and folkways according to their relative importance to society. People in a culture normally follow its norms, but acceptance of norms differs in different situations and social conditions. Next time we'll go on with other elements of culture, sanctions and values. See you then.填空项1:__________________ （正确答案：written down）解析：填空项1:__________________ （正确答案：understood）解析：填空项1:__________________ （正确答案：principles）解析：填空项1:__________________ （正确答案：murder）解析：填空项1:__________________ （正确答案：everyday behaviour/normal behaviour）解析：填空项1:__________________ （正确答案：Smoking in public）解析：填空项1:__________________ （正确答案：conflicts）解析：填空项1:__________________ （正确答案：exceptions）解析：填空项1:__________________ （正确答案：social change）解析：二、{{B}}SECTION B{{/B}}(总题数：1，分数：5.00){{I}} Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.{{/I}} {{I}} Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.{{/I}}（分数：5.00）(1).What is the most striking feature of Parker's books to the interviewer?（分数：1.00）A.They focus on the future of education.B.They mainly talk about education for all.C.They require participation of readers. √D.They should be treated as one book.解析：[听力原文]1-5 JM: I first encountered Parker Rossman's work in the early 1990s via his groundbreaking book, The Emerging Worldwide Electronic University: Information Age Global Higher Education ( Rossman, 1992 ). When I saw that his current project is a freely accessible online book-in-progress on the future of lifelong and higher education, I asked if he would allow Technology Source readers to learn about and participate in the project. He graciously consented to this interview. Parker, I note on your Web site that you have three book-length volumes concerning the future of higher education Volume I, The Future of Higher (Lifelong) Education and Virtual Space; Volume II, Research On Global Crises, Still Primitive; and Volume III, Future Learning and Teaching. What struck me in particular was your note asking readers to contact you if they saw errors, or if they could contribute Web site URLs or in terms of information that were pertinent to the material. As these notes indicate, you clearly regard this to be a work in progress. Certainly this is a great way to develop the manuscripts relatively quickly. What do you expect to accomplish via this technique? PR: My objectives are to examine the ways in which a global virtual education system can come into existence and to raise questions about needed research on learning, teaching, and overcoming the problems ( such as hunger, bad health, war, and revolution) that stand in the way of providing education for everyone in the world. I realize that education for all is impossible, but perhaps only in the sense that the United States, out of necessity, accomplished what was "impossible" after the attack on Pearl Harbor. I assume that H. G. Wells was right when he said that civilization is in a race between education and disaster. So I am willing to be audacious--as someone retired and with no axe to grind--and to initiate a project that might at least stimulate thought and discussion. For 30 years or more I have beenstudying the university, higher education, and academia in the developing world. In the 1980s I began to see the emergence and potential of a global virtual university; this insight culminated in a book that was widely read and used and that led to my being invited to lecture in various countries. The next year Praeger published it as a paperback in their Contributions to the Study of Education series. Developing world delegates to the 1997 UNESCO conference on higher education in Paris complained that it was too expensive for them. So I said that I would put a sequel online, free to anyone in the world. I asked that, in return, they send me feedback and suggested links. And I have now accomplished this. JM: Doesn't your online manuscript deal with far more than higher education? Your classification is a bit confusing to me, because each volume looks like a book. Why not say that you have three books on the Web? PR: It must be one book if it is to be holistic. It should introduce all of the needs and problems that must be dealt with at once as we enter a time of lifelong education. "Education for all' must include programs for pre-kindergarten children, for primary and secondary school age learners, and for college students. It also must include continuing educational programs that foster job skills, career planning, and hobbies as well as special interest programs for senior citizens. Instead of talking about a "global university", the time has come to explore possibilities for a global virtual education system. JM: Then why do you keep speaking of the "future of the university"? PR: It is also my assumption that the university, however it changes, will continue to be the major research center for all education. It will be a crucial focus of educational vision and the gathering place of scholars and educators. There will continue to be residential campuses for those who can afford them, and higher education institutions will continue to be the springboard for online education for all--all places, all ages, all needs, lifelong, in the world. JM: What kinds of constructive criticism or negative feedback are you getting? PR: Well, the list is long. I try to cover too much. Some information is out of date. Web URLs disappear, which limits my ability to link to the latest research as a means of avoiding excessive detail in the text. Also, different readers come with expectations that are not met. In discussing technology, for instance, how can we address those who are technological experts and those in the developing world whose knowledge is still limited? My project seems out of focus in that it struggles with the nature and future of the university in a time of lifelong education, and with the added problem of bow to provide education for everyone in the world. JM: Are you encouraged that others are getting involved? PR: Recognizing the perils in my experiment, I must be prepared for all kinds of criticism, even antagonism. Perhaps now that I am retired, I am better prepared to face antagonism and scorn than those who have jobs and careers to consider. However, I see the whole project as an initial effort that might later be enlarged to be more useful to those who need to discuss current problems and future issues.I see it as nothing definitive, but as an outline on which to hang ail kinds of ideas and topics that might stimulate discussion, imagination, and conversation. JM: Parker, via this interview and the subsequent web cast, many more people will learn of this creative, ex- citing, and valuable project. Be prepared for a flood of eager volunteers!(2).What is the purpose of Parker's book?（分数：1.00）A.To find ways to establish virtual education system and to provide education for all. √B.To examine the, changes in university in the past and in the future.C.To promote the effort to solve problems of hunger, health through education.D.To explore a new way to engage public efforts in writing books via internet.解析：(3).What is Parker's attitude to university in the future?（分数：1.00）A.Virtual global education system will replace university in the future.B.University will continue to play a key role in the future. √C.Residential campus will be integrated into the virtual educational system.D.Universities should open their doors to every member in a society.解析：(4).Which is not the feedback to his books that Parker gets?（分数：1.00）A.Parker has embarked on a too ambitious project.B.His books failed to provide the latest information.C.He should pay more attention to modern technology. √D.His books cannot satisfy people with different backgrounds.解析：(5).Parker hopes that in the future his work can ______.（分数：1.00）A.engage more people from different parts of the worldB.attract more attention from the educational expertsC.response better to the criticisms he received from the worldD.develop into resource base for solving educational problems √解析：三、{{B}}SECTION C{{/B}}(总题数：4，分数：5.00){{I}} Questions 6 to 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each question. Now listen to the news.{{/I}}{{I}} Questions 6 to 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each question. Now listen to the news.{{/I}}（分数：2.00）(1).Viktor Yushchenko has finally been declared the winner ______.（分数：1.00）A.more than two weeks after the rerun presidential election √B.less than two weeks after the rerun presidential electionC.more than two weeks before the rerun presidential electionD.less than two weeks before the rerun presidential election解析：[听力原文]6-7 More than two weeks after the rerun presidential election, Viktor Yushchenko has finally been declared the winner. The opposition leader polled almost 52% of the vote. The central election commission made the official announcement after all complaints about the ballot were investigated. The losing presidential candidate Viktor Yanukovych has vowed to challenge the result in the Supreme Court. But the former Prime Minister has admitted that he is not optimistic about the outcome.(2).What is the former Prime Minster's attitude towards the outcome?（分数：1.00）A.Optimistic.B.Pessimistic. √C.Objective.D.Not concerned.解析：1.{{I}} Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}{{I}} Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}The incident occurred in ______.（分数：1.00）A.the south of Baghdad on SundayB.the south of Baghdad on Saturday √C.the north of Baghdad on SundayD.the north of Baghdad on Saturday解析：[听力原文] US soldiers mistakenly shot dead 2 Iraqi policemen and 2 civilians after attack on their convoy, the Iraqi Interior Ministry reports. A fifth Iraqi died of a heart attack after the shootings, police added it. The incident happened South of Baghdad on Saturday; just hours after a US bombing error left at least 5 dead near the northern city of Mosul.2.{{I}} Question 9 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}{{I}} Question 9 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}According to Goerge W. Bush, what will be the future action of US concerning the Kyoto Accord?（分数：1.00）A.To call on more effort to reduce human beings' contribution to global climate change.B.To include more developing countries into the Accord.C.To continue to oppose to the Accord. √D.To sign the treaty to cut emissions of carbon dioxide.解析：[听力原文] US President George W. Bush says be recognizes human beings contribute to global climate change but he remains unyielding in his opposition to the Kyoto Accord on the issue. Bush made the remarks on Wednesday before the G8 summit in Scotland, saying the Kyoto Accord does not work because many developing nations are not included. He added that he would push for a post-Kyoto era at the summit. Climate change is a top-of-the- agenda issue at the G8 meeting. The United States, the world's biggest polluter, is the only one at the summit not to have signed the treaty to cut emissions of carbon dioxide.3.{{I}} Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}{{I}} Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.{{/I}}The 1980 convention on the Physical Protection of Nuclear Material ______.（分数：1.00）A.made it "legally binding" for states to protect all nuclear facilities and materialsB.dealt with the protection of nuclear facilities and materials not only in transport but also irt use and storageC.also provided for expanded international cooperation to prevent nuclear theft.D.only dealt with fissile materials while in transport. √解析：[听力原文] At a conference in Vienna, Friday, 89 nations agreed to restrictions on atomic devices, aiming to reduce the threat from nuclear terrorism. The delegates adopted a draft amendment from China tightening aspects of the 1980 Convention on the Physical Protection of Nuclear Material. The amended convention will make it "legally binding" for states to protect all nuclear facilities and materials in use, storage or transport. The previous convention only dealt with fissile materials while in transport. The treaty also provides for expanded international cooperation to prevent nuclear theft.四、{{B}}PART Ⅱ READIN G COMPREHENSION{{/B}}(总题数：5，分数：20.00){{B}}TEXT A{{/B}}That Louis Nevelson is believed by many critics to be the greatest twentieth-century sculptor is all the more {{U}}remarkable{{/U}} because the greatest resistance to women artists has been, until recently, in the field of sculptor. Since Neolithic times, sculpture has been considered the prerogative of men, partly, perhaps for purely physical reasons: it was erroneously assumed that women were not suited for the hard manual labor required in sculpting stone, carving wood, or working in metal. It has been only during the twentieth century that women sculptors have been recognized as major artists, and it has been in the United States, especially since the decades of the fifties and sixties that women sculptors have shown the greatest originality and creative power. Their rise to prominence parallels the development of sculpture itself in the United States, while there had been a few talented sculptors in the United States before the 1940s, it was only after 1945--when New York was rapidly becoming the art capital of the world--that major sculpturewas produced in the United States. Some of the best were the works of women.By far the most outstanding of these women is Louis Nevelson, who in the eyes of many critics is the most original female artist alive today. One famous and influential critic, Hilton Kramer, said of her work, "For my- self, I think Ms. Nevelson succeeds where the painters often fail." Her work have been compared to the Cubist constructions of Picasso, the Surrealistic objects of Miro, and Merzbau of Schwitters. Nevelson would be the first to admit that she has been influenced by all of these, as well as by American sculpture, and by native American and pre-Columbian art, but she has absorbed all these influences and still created a distinctive art that expresses the urban landscape and the aesthetic sensibility of the twentieth century. Nevelson says, "I have always wanted to show the world that art is everywhere except that it has to pass through a creative mind."Using mostly discarded wooden objects like packing crates, broken pieces of furniture, and abandoned architectural ornaments, all of which she has hoarded for years, she assembles architectural constructions of great beauty and power. Creating very freely with no sketches, she glues and nails objects together, paints them in boxes. These assemblages, walls, even entire environments create a mysterious, almost awe-inspiring atmosphere Although she denied any symbolic or religious intent in her works, their three-dimensional grandeur and even their titles, such as Sky Cathedral and Night Cathedral, suggests such connotations. In some ways, her most ambitious works are closer to architecture than to traditional sculpture, but then neither Louis Nevelson nor her art fits into any neat category. (450)（分数：4.00）(1).The passage focuses primarily on ______.（分数：1.00）A.a general tendency in twentieth-century artB.the work of a particular artist √C.the artist influences on women sculptorsD.materials used by twentieth-century sculptors解析：主旨大意题。