A-critical-test-of-the-concept-of-submarine-equilibrium-profile_2013
批判性思维的英语作文六级
批判性思维的英语作文六级Critical Thinking: A Comprehensive ExaminationIn the rapidly evolving world we live in, the ability to think critically has become an indispensable skill. Critical thinking, the process of actively and skillfully analyzing, evaluating, and synthesizing information, is essential for navigating the complexities of modern life. From academic pursuits to professional endeavors, the capacity to think critically is a crucial asset that can unlock a multitude of opportunities and empower individuals to make well-informed decisions.At the heart of critical thinking lies the ability to question assumptions, challenge conventional wisdom, and explore alternative perspectives. It empowers individuals to delve deeper into issues, identify underlying biases, and uncover hidden agendas. By cultivating a curious and open-minded approach, critical thinkers are able to discern fact from fiction, identify logical fallacies, and arrive at reasoned conclusions.One of the primary benefits of critical thinking is its role in academic success. In the context of higher education, critical thinking skills areessential for engaging with course materials, constructing persuasive arguments, and producing high-quality written work. Students who possess strong critical thinking abilities are able to effectively analyze complex texts, synthesize information from multiple sources, and develop original and well-supported ideas.Moreover, critical thinking plays a pivotal role in shaping informed citizenship. In an era of information overload and the proliferation of misinformation, the ability to think critically is crucial for navigating the political landscape, evaluating the credibility of news sources, and forming well-reasoned opinions on pressing social and political issues. By fostering critical thinking skills, individuals can become more discerning consumers of information, more engaged in the democratic process, and more empowered to contribute to meaningful social change.In the professional realm, critical thinking is a highly valued asset. Employers across diverse industries seek individuals who can approach problems creatively, think strategically, and make sound decisions. Critical thinkers are often adept at identifying and analyzing complex issues, generating innovative solutions, and effectively communicating their ideas to colleagues and stakeholders. This skillset can lead to increased career opportunities, enhanced job performance, and greater upward mobility within an organization.The development of critical thinking skills begins at an early age and continues throughout one's educational and professional journey. Educators play a crucial role in nurturing critical thinking by encouraging students to ask probing questions, engage in Socratic discussions, and consider multiple perspectives. By incorporating critical thinking exercises and fostering an environment that values critical analysis, educators can empower students to become independent, lifelong learners.Additionally, individuals can cultivate their critical thinking abilities through ongoing self-reflection, engagement with diverse perspectives, and the regular practice of analyzing and evaluating information. This can involve activities such as reading extensively, participating in thought-provoking discussions, and regularly challenging one's own biases and assumptions.In conclusion, critical thinking is a versatile and indispensable skill that holds the power to transform individuals, shape academic and professional trajectories, and contribute to the betterment of society. By embracing a critical mindset and continuously honing one's analytical and evaluative capacities, individuals can unlock a world of opportunities and become empowered agents of positive change. As we navigate the complexities of the 21st century, the importance of critical thinking cannot be overstated, and its cultivation should be a priority for individuals, educators, and institutions alike.。
2024年硕士研究生考试政治数学英语大纲
2024年硕士研究生考试政治数学英语大纲全文共6篇示例,供读者参考篇1The Big Tests for Grown-Up SchoolHey kids! Have you ever wondered what kinds of big tests adults have to take to get into their grown-up schools? Well, let me tell you all about the crazy tests that students have to pass to become graduate students in 2024!Politics TestCan you imagine having to take a huge test all about how countries and governments work? That's exactly what the politics test is like for graduate school. The test-makers want to make sure students know all about stuff like:Different types of governments (democracy, monarchy, etc.)How laws are madeFamous political thinkers and their ideasImportant events in world historyBasic economic conceptsDoesn't that sound like a lot to remember? These students have to study really hard about all the rules and events that shape our world. They'll be little walking encyclopedias of political knowledge by the time they're done!Math TestOh boy, you'd better put on your thinking caps for this one! The math section is going to cover some seriously mind-bending topics like:Calculus (That's all about slopes and curves and rates of change)Linear Algebra (Dealing with lines, vectors, and matrices)Probability & Statistics (Figuring out likely outcomes and analyzing data)Discrete Math (Looking at separate values and logical statements)I can hear your brains hurting already! These math concepts are so advanced that many adults can't even wrap their heads around them. But the future graduate students have to master it all through pages and pages of formulas, proofs, andbrain-melting equations. Why do they put themselves through such misery? For the love of mathematics, I suppose!English TestFinally, we come to the english test. You'd think writing and reading in a single language wouldn't be too bad, right? Well, prepare to be amazed at everything these overachievers have to know:Vocabulary from every corner of the english languagePerfect grammar rules down to the tiniest detailsAnalyzing writers' motives, themes, and literary devicesScholarly writing and research skillsDiverse cultural knowledge related to english-speaking regionsSee, it's not just about reading kid books and jotting down simple sentences. Masters students have to deeply understand the mechanics, history, and cultural context behind the entire english language. Their reading comprehension and writing abilities get pushed to the absolute limit on this test. Phew, I'm getting tongue-tied just thinking about it!Well there you have it, the three big subject areas that graduate hopefuls have to conquer in 2024. I don't know about you, but I'm perfectly content sticking to AB篇2The Big Test for Big Kids in 2024Hey there, kids! Are you ready to hear about the huge, mega, ginormous test that some really big kids have to take next year? It's called the Graduate Examination and it covers three super important subjects - politics, math, and English. Let me tell you all about it!Politics - Learning About How Countries WorkIn the politics part of the test, the big kids have to learn all about how countries and governments do their thing. They need to know stuff like the basic theories of what makes a country a country. They have to study important political ideas from super smart dudes like Marx, Engels, and other big thinkers.But it's not just about theories! They also have to know the real policies and practices of countries, especially about how China runs things. Things like economics, cultural development, social management - that's all on the test too. And they better know their modern history facts about major events in China and the world.It's like they have to become experts on absolutely everything related to how a country operates and makes decisions that affect millions of people. No small task for sure!Mathematics - All the Numbers and ShapesThen we've got the math portion, which is possibly the most brain-busting part of the whole test. The big kids getting their master's degrees have to prove they can handle some seriously complex mathematical concepts and problem-solving.We're talking advanced calculus with derivatives, integrals, infinite series and more. Lean geometry dealing with shapes, angles and measurements that'll make your head spin. Probability theory about the likelihood of different outcomes. Scary stuff!And that's not even covering all the applied math they need to know - things like mathematical modeling, operations research, and numerical analysis techniques. Just reading those words makes my brain hurt a little.To do well on this math section, the big test takers can't just memorize formulas. They have to deeply understand abstract mathematical reasoning and be able to creatively apply it to all kinds of intricate problems. Like super geniuses or something!The English Language ChallengesFinally, we come to the English part of this mega examination. Even though these are Chinese students, they have to demonstrate excellent English skills to succeed.First up is definitely reading comprehension. They need to be able to understand complex texts from all sorts of topics - literature, science, current events, you name it. Not just basic reading, but grasping deeper meanings, analyzing writing styles, and drawing logical inferences. No children's books here!Then they better know their grammar rules front and back - things like subjects, verbs, clauses and modifiers. If their sentences aren't structured properly with accurate word usage, points will be deducted quickly.And we can't forget about writing abilities! The big kids have to be pros at clearly expressing their thoughts and arguments through different forms of writing like essays, reports, and analysis. The graders will be looking at their organization, development of ideas, and overall English writing quality.Whew, that's a whole lot to master in terms of reading, grammar, and composition skills in a non-native language. No wonder they have to study so hard!The Biggest Challenge EverSo there you have it - the politics, math, and English components that make up the enormous 2024 graduate examination in China. Demanding stuff, right?These big kids pursuing advanced degrees have to remember tons of complicated information across so many different areas. And not just memorizing, but actually understanding it all at a very high level. Then they need toimpeccably apply those knowledge and skills to solve problems, write compositions, and analyze things.It's like the ultimate test of how much their brains can process and handle. I'm getting tired just thinking about it! If I was taking this exam, I'd definitely be stressed out of my mind.But for those big kids who manage to pass with flying colors, the rewards of earning a prestigious graduate degree will make all the intense studying and preparation worth it. Just don't ask me to take that test anytime soon!At the end of the day, we can all be glad we're not facing that enormous challenge quite yet. 3rd grade homework is already hard enough as it is! Let's just wish those big kids thebest of luck in conquering the 2024 graduate exam gauntlet. They're gonna need it!篇3The Big Tests for Grown-Up School in 2024Hey there, kiddos! Are you ready to learn about the super important tests that older students have to take to get into grown-up school? It's called the postgraduate entrance examination, and it's a really big deal! Let me tell you all about it.First up, we have the politics test. Politics is all about how people in a country make rules and decisions. It's like when your teacher makes rules for the classroom, but on a much bigger scale. The politics test will ask questions about the government, laws, and how people work together in a country.Next, there's the mathematics test. Math is all about numbers, shapes, and solving puzzles. You probably already know a lot about addition, subtraction, and counting. Well, the math test for grown-up school is way more advanced than that! It covers things like algebra, geometry, and even really complicated stuff called calculus.Last but not least, we have the English test. English is a language that a lot of people around the world use to communicate. The English test will check how well you can read, write, and understand English. It's like when you learn new words and practice writing stories in your language classes, but in English.Now, let me tell you a little bit more about what you might see on each of these tests.For the politics test, you'll need to know all about the government of your country. This includes things like how the leaders are chosen, what different government bodies do, and important laws and rules that everyone has to follow. You'll also learn about different political ideas and philosophies that have shaped the world.The mathematics test is all about numbers, shapes, and solving tricky problems. You'll need to know how to work with equations, understand geometry (that's all about shapes and measurements), and even use special tools like calculators and computers to solve really tough math problems.As for the English test, you'll need to show that you can read, write, and understand English really well. You might have to read passages and answer questions about them, write essays orstories, and even have conversations in English. It's like learning a whole new language, but one that can help you communicate with people all over the world.Phew, that's a lot of information, isn't it? Don't worry, you've got plenty of time to learn all of this stuff before you have to take the tests for grown-up school. Just keep studying hard, practicing your skills, and asking your teachers for help when you need it.Remember, these tests are important because they help decide if you're ready to take on even bigger challenges and learn even more amazing things in postgraduate studies. It's like leveling up in a video game, but for your education!So, what do you think? Are you excited to learn about all these different subjects and maybe even take the big tests yourself one day? Just keep working hard, and who knows, you might be the next brilliant grown-up student!篇42024 Master's Exam Syllabi Explained for KidsHey kids! Have you ever wondered what grown-ups have to study for their big university exams? Well, today I'm going to tellyou all about the crazy subjects that students need to know for their Master's entrance exams in 2024!Politics? Math? English? These might sound like boring old school subjects. But the topics are actually super interesting and important if you want to become a really smart master student someday.Let's start with politics. You might think it's just about elections and governments. But it's so much more than that! Political studies cover how people with different beliefs and backgrounds can live together happily. It teaches you about making fair rules, solving disagreements peacefully, and protecting everyone's rights and freedoms. Isn't that cool?The politics exam will test you on the theories of famous thinkers and political systems around the world. You'll need to understand how countries are run differently and the historical events that shaped them. It's like getting a backstage pass to see how the whole world operates!Next up, mathematics! I know what you're thinking - Why do I need advanced maths if I'm not going to be a scientist or engineer? Well, maths is way more than just numbers and equations. It's about learning logic, problem-solving skills, and analyzing data systematically.The maths syllabus is packed with mindbending concepts like calculus, probability, statistics and linear algebra. It will make your brain work really hard, but that's a good thing! Studying all these civilized mathematical ideas will help turn you into a master thinker.Last but not least, English. You've been learning it for years, but this exam will test if you truly mastered the language. After all, English is the code that connects our global village.For the English exam, you'll need to be a grammar guru, a wordsmith wizard and a literary legend. You'll need to analyze complex texts, construct persuasive arguments and clearly express yourself in writing. Communicating effectively is the key to unlocking so many opportunities.So those are the three core subjects on the mega mastery exam. Politics to understand society, maths to train your brain, and English to communicate brilliantly. Sounds kind of intimidating, huh? But don't you worry - if you study really hard and keep an open, curious mind, you'll be more than prepared!Who knows, if you ace all three of those exams, you might just become one of the next great thinkers, problem-solvers and communicators of our time. The world needs more brilliantmaster minds like you! So get inspired, work hard, and dream big!篇5The Big Important Tests for Big Kids in 2024Hey there, little buddies! Are you excited to hear about the super-duper important tests that all the big kids have to take in 2024? These tests are called the Postgraduate Entrance Exams, and they're kind of like the final boss battles of elementary school – but way, way harder!Now, I know what you're thinking: "Tests? Ugh, boring!" But trust me, these tests are anything but boring. They're like the ultimate challenge for the biggest brainiacs out there. And if you pass them, you get to go to a magical place called "graduate school," where you can learn all sorts of amazing things and become a real-life genius!So, what exactly do these tests cover? Well, buckle up, because we're about to dive into the world of political studies, mathematics, and English – the three main subjects that make up the Postgraduate Entrance Exams.Political Studies: The Secret Language of Grown-UpsRemember when your parents talked about "politics" at the dinner table, and you had no idea what they were saying? Well, political studies is all about understanding that secret grown-up language. It's like learning a whole new set of rules and codes that govern how countries and governments work.In the political studies part of the exam, you'll learn about things like political theories, international relations, and how to make tough decisions that affect millions of people. It's like playing a massive game of "Simon Says," but instead of following silly commands, you're figuring out how to make the world a better place. Pretty cool, right?Mathematics: The Language of the UniverseOkay, let's be honest – math can be a real headache sometimes. But did you know that it's also the language that the entire universe speaks? That's right, every planet, star, and galaxy out there is following the same mathematical rules and patterns.In the math part of the exam, you'll dive deep into subjects like calculus, statistics, and linear algebra. It's like learning a secret code that unlocks the mysteries of the cosmos. And who knows, maybe one day you'll even get to use that code to build a rocket ship and explore outer space!English: The Language of the WorldYou might be thinking, "But I already speak English, what's the big deal?" Well, my friends, English is more than just a language – it's a passport to the entire world. By mastering English, you can communicate with people from all kinds of different cultures and backgrounds.In the English part of the exam, you'll study things like literature, writing, and advanced grammar. It's like unlocking a treasure trove of stories, ideas, and perspectives from all over the globe. Plus, you'll learn how to express yourself in the most precise and powerful way possible, which is pretty much a superpower in itself.So, there you have it, little buddies – the three main subjects that make up the Postgraduate Entrance Exams in 2024. It might sound like a lot of work, but remember, nothing worth having ever comes easy. And who knows, maybe one day you'll be the one taking these exams and becoming a real-life genius!Just keep studying hard, dreaming big, and never forget that even the toughest challenges can be overcome with a little bit of determination and a whole lot of fun. Good luck, future brainiacs!篇6The Big Test for Grown-Up Students in 2024Hey kids! Are you excited to grow up and go to a big school called a university one day? Well, if you want to become a master student there, you'll need to take a really important test first. Let me tell you all about the huge exam that older students have to pass in 2024 to get into masters programs!Political ScienceThis part is all about how countries, leaders, and people make decisions and get along (or don't get along) with each other. You'll need to learn about different types of governments, like democracies where people vote or dictatorships where one person is in charge. You'll also study important people and events from history that changed the world.Isn't it wild that some countries actually fought big wars over their different ideas about how to run their country? Lucky for us, we can learn from their mistakes and try to make smart choices for peace instead of violence. Understanding how political systems work is super important for future leaders like you!MathematicsOooh, here's the math part! I know some of you might not love working with numbers, but math is so useful for solving all kinds of problems. For this exam, you'll need to know arithmetic for adding, subtracting, multiplying, and dividing. You'll also study algebra with letters and equations, geometry with shapes and angles, and even some calculus about curves and slopes.The really cool thing about higher level math is seeing all the patterns and using logic to figure things out. You can take an unsolved puzzle and useStep 1, Step 2, Step 3 to get to the final answer. It's like being a math detective! Don't worry though, you've got years to practice before this big test.EnglishFinally, the English section is all about reading, writing, and communication skills. You'll read lots of books, articles, and stories to understand written English at an advanced level. Proper grammar, big vocabulary words, and clear writing style will be important.The speaking and listening parts will make sure you can understand English out loud and express your own thoughts well too. You might have to give presentations, participate in discussions, and answer questions to show your English abilities.Learning any new language is a journey, but English is one of the most widely spoken in the world. Mastering it will help you talk to people from all over the place when you're older! Who knows, you could even discover a new favorite book or movie along the way.Phew, that's a lot to take in, huh? Don't stress about memorizing every single detail right now. This huge exam is still years away for recent elementary students. But it's good to start building reading, problem-solving, and critical thinking habits early on.With regular practice and by working hard in school, you can absolutely prepare yourself to pass this big test with flying colors someday. Then you'll be on your way to higher education and who knows what amazing future opportunities! Let me know if you have any other questions.。
专业八级模拟611
专业八级模拟611(总分:134.92,做题时间:90分钟)一、PART Ⅰ LISTENING COMPREHENSION(总题数:0,分数:0.00)二、SECTION A MINI-LECTURE(总题数:1,分数:15.00)Culture Shock and the Process of AdaptationⅠ. Culture shock1) Theoretical 1—troublesome feelings,—caused by loss of familiar 2 from the home culture.2) 3—to describe problemse.g. Chinese meet when they 4e.g. Foreigners have when they come to China.3) 5 of culture shock.—Living in one"s home culture, a person knows what people mean by means of 6—After leaving the familiar environment, meanings are not 7 , and the person does not know how to respond.4) Results of culture shock.— 8 : the person will not adapt successfully.—opportunities: changes as a person.It is not easy predict who will adapt successfully and who will not. toⅡ. The process of adaptation.1) Stage one: Excitement.—The excitement continues through 9—Eventually the person will meet a situation in which home culture 10 do not work in the new environment, but make the problem worse.2) Stage two: 11—people experience a 12 in mood or spirit.3) Stage three: Frustration.—self-doubt and depression are replaced by more13 attitudes.—start the long climb up toward feeling positive.4) Stage four: Growing effectiveness.—increasing 14 that he can deal with new situations as they arise.5) Stage five: Appreciation.—be able to experience the full 15 of human feelings in the new culture.6) Increased ability.Culture Shock and the Process of AdaptationⅠ. Culture shock1) Theoretical 1—troublesome feelings,—caused by loss of familiar 2 from the home culture.2) 3—to describe problemse.g. Chinese meet when they 4e.g. Foreigners have when they come to China.3) 5 of culture shock.—Living in one"s home culture, a person knows what people mean by means of 6—After leaving the familiar environment, meanings are not 7 , and the person does not know how to respond.4) Results of culture shock.— 8 : the person will not adapt successfully.—opportunities: changes as a person.It is not easy predict who will adapt successfully and who will not. toⅡ. The process of adaptation.1) Stage one: Excitement.—The excitement continues through 9—Eventually the person will meet a situation in which home culture 10 do not work in the new environment, but make the problem worse.2) Stage two: 11—people experience a 12 in mood or spirit.3) Stage three: Frustration.—self-doubt and depression are replaced by more13 attitudes.—start the long climb up toward feeling positive.4) Stage four: Growing effectiveness.—increasing 14 that he can deal with new situations as they arise.5) Stage five: Appreciation.—be able to experience the full 15 of human feelings in the new culture.6) Increased ability.(分数:15.00)解析:definition [听力原文]Good morning, everyone, today"s lecture is the very first of a series of lectures on culture shock. So I"d like to spend some time discussing with you the nature of culture shock and the six stages of the adaptation process so as to help you better understand and adapt to a new cultural environment.First of all, what is culture shock? I believe most people are familiar with the idea of culture shock. In theory, culture shock is defined as troublesome feelings such as depression, loneliness, confusion, inadequacy, hostility, frustration, and tension, caused by the loss of familiar cues from the home culture. The "shock" in culture shock emphasizes the pain and doubt that a person experiences when faced with a significantly new experience.In practice, people usually use the term culture shock whenever they tell a story about problems. Chinese meet when they go abroad or when they want to describe problems foreigners have when they come to China. It can be easily understood that when a person is living in his home culture, he knows what people mean when they speak and act. He is able to interpret situations and knows how to respond. The world makes sense. However, when he leaves that familiar environment, he is deprived of familiar cues, familiar behaviors and meanings that reassure him that he understands the world. Suddenly meanings are not clear, and the person does not know how to respond. He feels disoriented. This is perfectly normal and occurs in situations other than moving to a new culture. When put into any significantly new and challenging situation, the person faces risks and has opportunities. The risk is that the person will not adapt successfully. If the person is not able to endure the pain and overcome the problems, he may abandon the new situation and return to a life that is more familiar and comfortable. If that is not possible, he may continue to live inthe new situation, but in a way that causes continuing difficulties for himself and others. If the person adapts successfully, he changes as a person. He acquires new skills, new attitudes, and a new outlook on the world.It is not easy to predict who will adapt successfully and who will not. So before going abroad, learning about the process of adaptation will help you better understand what is happening to you, though it will not prevent culture shock. Typically people experience the following stages as they adapt to a new cultural situation.Stage one: Excitement about the new situation.Except for refugees and others who are pushed to leave home against their will, most people who go abroad to live temporarily or permanently in a new culture do so willingly. They have some specific purpose in mind such as furthering their education, pursuing economic or professional opportunities, or simply experiencing something new. Especially when friends and relatives put a positive value on going abroad, when they give it high prestige or think they will also benefit, then the person who is going usually anticipates the experience with a great deal of excitement. The excitement of this stage typically continues through the early period after arriving in the new culture. Everything seems to be wonderful. The expectations the person has for the new experience have not yet been tested. The newcomer is using standards from his home culture to evaluate the situation in the new culture. But eventually the person will meet a situation in which home culture strategies for dealing with problems not only do not work, but make the problem worse. And this marks the end of the first stage and the beginning of the second.Stage two: Confusion when faced with the hidden aspects of culture.At the beginning of the confusion stage, the person in an unfamiliar culture often experiences a sudden decline in mood or spirit. Often at this stage, newcomers misread or misinterpret the behavior and speech of the local people. Part of the problem may be limited language skills, but more important is a tendency to interpret meanings according to the home cultural grammar. Stage three: Frustration when old ways of dealing with situations fail to work.At this stage the confusion, self-doubt and depression of the second stage usually decline and are replaced by more negative attitudes such as frustration and anger about the new culture. Instead of blaming or doubting himself, the newcomer starts to put the blame for his difficulties on the new culture and its people. He may become suspicious and believe that the host country people around him always have negative reasons for doing what they do. In a way, this is a change for the better, because it shows that the newcomer is paying more attention to what the people around him are actually doing. And this will lead him to start the long climb up toward feeling as positive about himself and the new culture as he did the day he left home.Stage four: Growing effectiveness as new skills are acquired.During the third stage the person is feeling bad but is acting in a more assertive way to deal with the new culture. In time these efforts pay off and the person becomes more effective. The person is gaining cross-cultural skills and has added important new skills to his cultural software and has some confidence that he can deal with new situations as they arise.Stage five: Appreciation as new skills and attitudes enable the person to live more fully in the new situation.In this stage the person moves beyond effectiveness in the new culture to an attitude of appreciation. He is developing a more personal understanding of the new culture and values it. The person is able to live a full life, experiencing the full range of human feelings in the new culture. He is becoming more creative, expressive and able to take initiative and responsibility. Stage six: Increased ability to deal with new and novel situations.When a person has successfully adapted to a new culture, he has learned how to learn culture. That is a valuable attribute for anyone living in the global village. The person is now ready for new cross-cultural experiences.Now, to sum up, in today"s lecture we have elaborated on the nature, causes and results of culture shock, which was a commonplace phenomenon experienced by people going abroad. The subsequent discussion on the six stages of the adaptation process focuses on what is happening to people going abroad, a good knowledge of these stages can help people understand what is going on, so as to ease the confusion and frustration of the initial stages and accelerate the acquisition of the ability to appreciate and deal with the new cultural environment.[解析] 由文章开头看出讲座首先从理论的角度定义了culture shock这一概念。
CriticalThinkingTest1-assumptions1-questions
CriticalThinkingTest1-assumptions1-questionsAssumptions 1Questions BookletInstructionsThis critical thinking test will assess your ability to make logically justified assumptions basedupon the statements provided.Read the instructions preceding each section and answer the questions. There are a total of12 questions in this test and you should aim to correctly answer as many questions as you canwithin 30 minutes.Try to find a time and place where you will not be interrupted during the test. The test willbegin on the next page.AssumptionsInstructions:An assumption is something which is presumed or taken for granted. When a person says “I will see you tomorrow”, it is taken for granted that they will be around tomorrow, and that they will not have last-minute plans which prevent them from seeing you tomorrow.In this section you will be provided with a number of statements. Each statement will be followed by a series of proposed assumptions. You must decide which assumptions are logically justified based on the evidence in the statement. If you think that the assumption is taken for granted in the statement, and is therefore logically justified, select “Assumption Made”. If you think that the assumption is not taken for granted in thestatement, and is not therefore logically justified, select “Assumption Not Made”. Remember to judge each question individually and base your responses on the statements provided.“In order to gain a competitive advantage over our competitors, the companies marketing budget must be increased.”Assumption 1: The companies marketing budget is failing the company.Assumption MadeAssumption Not MadeAssumption 2: The current marketing budget does not provide a competitive advantage.Assumption MadeAssumption Not MadeAssumption 3: The company’s competitors currently have a competitive advantage over the company.Assumption MadeAssumption Not Made“As the standard of living continues to improve in Chi na, Chinese companies will eventually lose business to countries which pay their workers lower wages and can therefore offer lower production costs.”Assumption 1: Chinese companies are paying higher wages than competitor countries.Assumption MadeAssumption Not MadeAssumption 2: Low production costs will help to attract business.Assumption MadeAssumption Not MadeAssumption 3: Production costs in China depend on the national standard of living.Assumption MadeAssumption Not Made“Individuals of all ag es need to ensure they engage in at least 30 minutes of exercise per day, at least 5 days per week.”Assumption 1: 20 minutes of exercise per day is insufficient.Assumption MadeAssumption Not MadeAssumption 2: Exercise is essential for maintaining good health at all ages.Assumption MadeAssumption Not MadeAssumption 3: Individuals are responsible for the amount of exercise they undertake.Assumption MadeAssumption Not Made。
英语考研作文真题分析
英语考研作文真题分析### English Postgraduate Entrance Examination Essay AnalysisThe English postgraduate entrance examination essay is acritical component of the test, designed to assess acandidate's ability to express complex ideas in a coherentand persuasive manner. Here's a detailed analysis of how to approach this task effectively.#### Understanding the PromptThe first step in tackling any essay is to thoroughly understand the prompt. The prompt will typically present an issue or a statement that the candidate is expected to discuss. It's crucial to identify the key elements of the prompt to ensure that the essay remains focused and relevant.#### Brainstorming IdeasOnce the prompt is understood, brainstorming is the next step. This involves generating a list of ideas, arguments, and counterarguments that can be used to support or refute the statement or issue presented in the prompt. It's essential to consider different perspectives to ensure a balanced and comprehensive approach.#### Structuring the EssayA well-structured essay is easier to follow and more persuasive. The structure typically includes an introduction, body paragraphs, and a conclusion.- Introduction: Begin with a strong opening statement that clearly states your position on the issue. Provide a brief overview of the main points you will discuss in the essay.- Body Paragraphs: Each paragraph should focus on a single argument or point. Start with a topic sentence that introduces the point, followed by evidence and examples to support the argument. Ensure that each paragraph transitions smoothly into the next.- Conclusion: Summarize the main points and restate your position. The conclusion should provide a sense of closure and leave a lasting impression on the reader.#### Developing a Thesis StatementA thesis statement is the central argument of your essay. It should be clear, concise, and debatable. It serves as the roadmap for your essay and guides the reader through your argument.#### Using Evidence and ExamplesSupport your arguments with relevant evidence and examples. This could include statistical data, quotes from experts, or real-life scenarios. Ensure that the evidence is credible and directly supports your argument.#### Writing Style and ToneThe writing style should be formal and academic. Avoid colloquial language and slang. The tone should be objective and balanced, even when discussing controversial issues.#### Proofreading and EditingBefore submitting your essay, proofread it for grammatical errors, punctuation mistakes, and spelling errors. Also, check for clarity, coherence, and consistency in your arguments.#### Time ManagementTime management is crucial in an exam setting. Allocate sufficient time for understanding the prompt, brainstorming, outlining, writing, and revising your essay.#### Practice and RevisionRegular practice is key to improving essay writing skills. After writing an essay, revise it and seek feedback from teachers or peers. This will help identify areas of improvement and reinforce learning.In conclusion, writing a postgraduate entrance examination essay requires a clear understanding of the prompt, a well-structured approach, strong arguments supported by evidence, a formal writing style, and careful proofreading. With practice and attention to these aspects, candidates can effectively tackle this challenging task.。
Insight Problem Solving A Critical Examination of the Possibility
The Journal of Problem Solving • volume 5, no. 1 (Fall 2012)56Insight Problem Solving: A Critical Examination of the Possibilityof Formal TheoryWilliam H. Batchelder 1 and Gregory E. Alexander 1AbstractThis paper provides a critical examination of the current state and future possibility of formal cognitive theory for insight problem solving and its associated “aha!” experience. Insight problems are contrasted with move problems, which have been formally defined and studied extensively by cognitive psychologists since the pioneering work of Alan Newell and Herbert Simon. To facilitate our discussion, a number of classical brainteasers are presented along with their solutions and some conclusions derived from observing the behavior of many students trying to solve them. Some of these problems are interesting in their own right, and many of them have not been discussed before in the psychologi-cal literature. The main purpose of presenting the brainteasers is to assist in discussing the status of formal cognitive theory for insight problem solving, which is argued to be considerably weaker than that found in other areas of higher cognition such as human memory, decision-making, categorization, and perception. We discuss theoretical barri-ers that have plagued the development of successful formal theory for insight problem solving. A few suggestions are made that might serve to advance the field.Keywords Insight problems, move problems, modularity, problem representation1 Department of Cognitive Sciences, University of California Irvine/10.7771/1932-6246.1143Insight Problem Solving: The Possibility of Formal Theory 57• volume 5, no. 1 (Fall 2012)1. IntroductionThis paper discusses the current state and a possible future of formal cognitive theory for insight problem solving and its associated “aha!” experience. Insight problems are con-trasted with so-called move problems defined and studied extensively by Alan Newell and Herbert Simon (1972). These authors provided a formal, computational theory for such problems called the General Problem Solver (GPS), and this theory was one of the first formal information processing theories to be developed in cognitive psychology. A move problem is posed to solvers in terms of a clearly defined representation consisting of a starting state, a description of the goal state(s), and operators that allow transitions from one problem state to another, as in Newell and Simon (1972) and Mayer (1992). A solu-tion to a move problem involves applying operators successively to generate a sequence of transitions (moves) from the starting state through intermediate problem states and finally to a goal state. Move problems will be discussed more extensively in Section 4.6.In solving move problems, insight may be required for selecting productive moves at various states in the problem space; however, for our purposes we are interested in the sorts of problems that are described often as insight problems. Unlike Newell and Simon’s formal definition of move problems, there has not been a generally agreed upon defini-tion of an insight problem (Ash, Jee, and Wiley, 2012; Chronicle, MacGregor, and Ormerod, 2004; Chu and MacGregor, 2011). It is our view that it is not productive to attempt a pre-cise logical definition of an insight problem, and instead we offer a set of shared defining characteristics in the spirit of Wittgenstein’s (1958) definition of ‘game’ in terms of family resemblances. Problems that we will treat as insight problems share many of the follow-ing defining characteristics: (1) They are posed in such a way as to admit several possible problem representations, each with an associated solution search space. (2) Likely initial representations are inadequate in that they fail to allow the possibility of discovering a problem solution. (3) In order to overcome such a failure, it is necessary to find an alternative productive representation of the problem. (4) Finding a productive problem representation may be facilitated by a period of non-solving activity called incubation, and also it may be potentiated by well-chosen hints. (5) Once obtained, a productive representation leads quite directly and quickly to a solution. (6) The solution involves the use of knowledge that is well known to the solver. (7) Once the solution is obtained, it is accompanied by a so-called “aha!” experience. (8) When a solution is revealed to a non-solver, it is grasped quickly, often with a feeling of surprise at its simplicity, akin to an “aha!” experience.It is our position that very little is known empirically or theoretically about the cogni-tive processes involved in solving insight problems. Furthermore, this lack of knowledge stands in stark contrast with other areas of cognition such as human memory, decision-making, categorization, and perception. These areas of cognition have a large number of replicable empirical facts, and many formal theories and computational models exist that attempt to explain these facts in terms of underlying cognitive processes. The main goal58W. H. Batchelder and G. E. Alexander of this paper is to explain the reasons why it has been so difficult to achieve a scientific understanding of the cognitive processes involved in insight problem solving.There have been many scientific books and papers on insight problem solving, start-ing with the seminal work of the Gestalt psychologists Köhler (1925), Duncker (1945), and Wertheimer (1954), as well as the English social psychologist, Wallas (1926). Since the contributions of the early Gestalt psychologists, there have been many journal articles, a few scientific books, such as those by Sternberg and Davidson (1996) and Chu (2009), and a large number of books on the subject by laypersons. Most recently, two excellent critical reviews of insight problem solving have appeared: Ash, Cushen, and Wiley (2009) and Chu and MacGregor (2011).The approach in this paper is to discuss, at a general level, the nature of several fun-damental barriers to the scientific study of insight problem solving. Rather than criticizing particular experimental studies or specific theories in detail, we try to step back and take a look at the area itself. In this effort, we attempt to identify principled reasons why the area of insight problem solving is so resistant to scientific progress. To assist in this approach we discuss and informally analyze eighteen classical brainteasers in the main sections of the paper. These problems are among many that have been posed to hundreds of upper divisional undergraduate students in a course titled “Human Problem Solving” taught for many years by the senior author. Only the first two of these problems can be regarded strictly as move problems in the sense of Newell and Simon, and most of the rest share many of the characteristics of insight problems as described earlier.The paper is divided into five main sections. After the Introduction, Section 2 describes the nature of the problem solving class. Section 3 poses the eighteen brainteasers that will be discussed in later sections of the paper. The reader is invited to try to solve these problems before checking out the solutions in the Appendix. Section 4 lays out six major barriers to developing a deep scientific theory of insight problem solving that we believe are endemic to the field. We argue that these barriers are not present in other, more theo-retically advanced areas of higher cognition such as human memory, decision-making, categorization, and perception. These barriers include the lack of many experimental paradigms (4.1), the lack of a large, well-classified set of stimulus material (4.2), and the lack of many informative behavioral measures (4.3). In addition, it is argued that insight problem solving is difficult to study because it is non-modular, both in the sense of Fodor (1983) but more importantly in several weaker senses of modularity that admit other areas of higher cognition (4.4), the lack of theoretical generalizations about insight problem solv-ing from experiments with particular insight problems (4.5), and the lack of computational theories of human insight (4.6). Finally, in Section 5, we suggest several avenues that may help overcome some of the barriers described in Section 4. These include suggestions for useful classes of insight problems (5.1), suggestions for experimental work with expert problem solvers (5.2), and some possibilities for a computational theory of insight.The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 592. Batchelder’s Human Problem Solving ClassThe senior author, William Batchelder, has taught an Upper Divisional Undergraduate course called ‘Human Problem Solving” for over twenty-five years to classes ranging in size from 75 to 100 students. By way of background, his active research is in other areas of the cognitive sciences; however, he maintains a long-term hobby of studying classical brainteasers. In the area of complex games, he achieved the title of Senior Master from the United States Chess Federation, he was an active duplicate bridge player throughout undergraduate and graduate school, and he also achieved a reasonable level of skill in the game of Go.The content of the problem-solving course is split into two main topics. The first topic involves encouraging students to try their hand at solving a number of famous brainteasers drawn from the sizeable folklore of insight problems, especially the work of Martin Gardner (1978, 1982), Sam Loyd (1914), and Raymond Smullyan (1978). In addition, games like chess, bridge, and Go are discussed. The second topic involves presenting the psychological theory of thinking and problem solving, and in most cases the material is organized around developments in topics that are covered in the first eight chapters of Mayer (1992). These topics include work of the Gestalt psychologists on problem solving, discussion of experiments and theories concerning induction and deduction, present-ing the work on move problems, including the General Problem Solver (Newell & Simon, 1972), showing how response time studies can reveal mental architectures, and describing theories of memory representation and question answering.Despite efforts, the structure of the course does not reflect a close overlap between its two main topics. The principal reason for this is that in our view the level of theoreti-cal and empirical work on insight problem solving is at a substantially lower level than is the work in almost any other area of cognition dealing with higher processes. The main goal of this paper is to explain our reasons for this pessimistic view. To assist in this goal, it is helpful to get some classical brainteasers on the table. While most of these problems have not been used in experimental studies, the senior author has experienced the solu-tion efforts and post solution discussions of over 2,000 students who have grappled with these problems in class.3. Some Classic BrainteasersIn this section we present eighteen classical brainteasers from the folklore of problem solving that will be discussed in the remainder of the paper. These problems have de-lighted brainteaser connoisseurs for years, and most are capable of giving the solver a large dose of the “aha!” experience. There are numerous collections of these problems in books, and many collections of them are accessible through the Internet. We have selected these problems because they, and others like them, pose a real challenge to any effort to • volume 5, no. 1 (Fall 2012)60W. H. Batchelder and G. E. Alexander develop a deep and general formal theory of human or machine insight problem solving. With the exception of Problems 3.1 and 3.2, and arguably 3.6, the problems are different in important respects from so-called move problems of Newell and Simon (1972) described earlier and in Section 4.6.Most of the problems posed in this section share many of the defining characteristics of insight problems described in Section 1. In particular, they do not involve multiple steps, they require at most a very minimal amount of technical knowledge, and most of them can be solved by one or two fairly simple insights, albeit insights that are rarely achieved in real time by problem solvers. What makes these problems interesting is that they are posed in such a way as to induce solvers to represent the problem information in an unproductive way. Then the main barrier to finding a solution to one of these problems is to overcome a poor initial problem representation. This may involve such things as a re-representation of the problem, the dropping of an implicit constraint on the solution space, or seeing a parallel to some other similar problem. If the solver finds a productive way of viewing the problem, the solution generally follows rapidly and comes with burst of insight, namely the “aha!” experience. In addition, when non-solvers are given the solu-tion they too may experience a burst of insight.What follows next are statements of the eighteen brainteasers. The solutions are presented in the Appendix, and we recommend that after whatever problem solving activity a reader wishes to engage in, that the Appendix is studied before reading the remaining two sections of the paper. As we discuss each problem in the paper, we provide authorship information where authorship is known. In addition, we rephrased some of the problems from their original sources.Problem 3.1. Imagine you have an 8-inch by 8-inch array of 1-inch by 1-inch little squares. You also have a large box of 2-inch by 1-inch rectangular shaped dominoes. Of course it is easy to tile the 64 little squares with dominoes in the sense that every square is covered exactly once by a domino and no domino is hanging off the array. Now sup-pose the upper right and lower left corner squares are cut off the array. Is it possible to tile the new configuration of 62 little squares with dominoes allowing no overlaps and no overhangs?Problem 3.2. A 3-inch by 3-inch by 3-inch cheese cube is made of 27 little 1-inch cheese cubes of different flavors so that it is configured like a Rubik’s cube. A cheese-eating worm devours one of the top corner cubes. After eating any little cube, the worm can go on to eat any adjacent little cube (one that shares a wall). The middlemost little cube is by far the tastiest, so our worm wants to eat through all the little cubes finishing last with the middlemost cube. Is it possible for the worm to accomplish this goal? Could he start with eating any other little cube and finish last with the middlemost cube as the 27th?The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 61 Figure 1. The cheese eating worm problem.Problem 3.3. You have ten volumes of an encyclopedia numbered 1, . . . ,10 and shelved in a bookcase in sequence in the ordinary way. Each volume has 100 pages, and to simplify suppose the front cover of each volume is page 1 and numbering is consecutive through page 100, which is the back cover. You go to sleep and in the middle of the night a bookworm crawls onto the bookcase. It eats through the first page of the first volume and eats continuously onwards, stopping after eating the last page of the tenth volume. How many pieces of paper did the bookworm eat through?Figure 2.Bookcase setup for the Bookworm Problem.Problem 3.4. Suppose the earth is a perfect sphere, and an angel fits a tight gold belt around the equator so there is no room to slip anything under the belt. The angel has second thoughts and adds an inch to the belt, and fits it evenly around the equator. Could you slip a dime under the belt?• volume 5, no. 1 (Fall 2012)62W. H. Batchelder and G. E. Alexander Problem 3.5. Consider the cube in Figure 1 and suppose the top and bottom surfaces are painted red and the other four sides are painted blue. How many little cubes have at least one red and at least one blue side?Problem 3.6. Look at the nine dots in Figure 3. Your job is to take a pencil and con-nect them using only three straight lines. Retracing a line is not allowed and removing your pencil from the paper as you draw is not allowed. Note the usual nine-dot problem requires you to do it with four lines; you may want to try that stipulation as well. Figure 3.The setup for the Nine-Dot Problem.Problem 3.7. You are standing outside a light-tight, well-insulated closet with one door, which is closed. The closet contains three light sockets each containing a working light bulb. Outside the closet, there are three on/off light switches, each of which controls a different one of the sockets in the closet. All switches are off. Your task is to identify which switch operates which light bulb. You can turn the switches off and on and leave them in any position, but once you open the closet door you cannot change the setting of any switch. Your task is to figure out which switch controls which light bulb while you are only allowed to open the door once.Figure 4.The setup of the Light Bulb Problem.The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 63• volume 5, no . 1 (Fall 2012)Problem 3.8. We know that any finite string of symbols can be extended in infinitely many ways depending on the inductive (recursive) rule; however, many of these ways are not ‘reasonable’ from a human perspective. With this in mind, find a reasonable rule to continue the following series:Problem 3.9. You have two quart-size beakers labeled A and B. Beaker A has a pint of coffee in it and beaker B has a pint of cream in it. First you take a tablespoon of coffee from A and pour it in B. After mixing the contents of B thoroughly you take a tablespoon of the mixture in B and pour it back into A, again mixing thoroughly. After the two transfers, which beaker, if either, has a less diluted (more pure) content of its original substance - coffee in A or cream in B? (Forget any issues of chemistry such as miscibility).Figure 5. The setup of the Coffee and Cream Problem.Problem 3.10. There are two large jars, A and B. Jar A is filled with a large number of blue beads, and Jar B is filled with the same number of red beads. Five beads from Jar A are scooped out and transferred to Jar B. Someone then puts a hand in Jar B and randomly grabs five beads from it and places them in Jar A. Under what conditions after the second transfer would there be the same number of red beads in Jar A as there are blue beads in Jar B.Problem 3.11. Two trains A and B leave their train stations at exactly the same time, and, unaware of each other, head toward each other on a straight 100-mile track between the two stations. Each is going exactly 50 mph, and they are destined to crash. At the time the trains leave their stations, a SUPERFLY takes off from the engine of train A and flies directly toward train B at 100 mph. When he reaches train B, he turns around instantly, A BCD EF G HI JKLM.............64W. H. Batchelder and G. E. Alexander continuing at 100 mph toward train A. The SUPERFLY continues in this way until the trains crash head-on, and on the very last moment he slips out to live another day. How many miles does the SUPERFLY travel on his zigzag route by the time the trains collide?Problem 3.12. George lives at the foot of a mountain, and there is a single narrow trail from his house to a campsite on the top of the mountain. At exactly 6 a.m. on Satur-day he starts up the trail, and without stopping or backtracking arrives at the top before6 p.m. He pitches his tent, stays the night, and the next morning, on Sunday, at exactly 6a.m., he starts down the trail, hiking continuously without backtracking, and reaches his house before 6 p.m. Must there be a time of day on Sunday where he was exactly at the same place on the trail as he was at that time on Saturday? Could there be more than one such place?Problem 3.13. You are driving up and down a mountain that is 20 miles up and 20 miles down. You average 30 mph going up; how fast would you have to go coming down the mountain to average 60 mph for the entire trip?Problem 3.14. During a recent census, a man told the census taker that he had three children. The census taker said that he needed to know their ages, and the man replied that the product of their ages was 36. The census taker, slightly miffed, said he needed to know each of their ages. The man said, “Well the sum of their ages is the same as my house number.” The census taker looked at the house number and complained, “I still can’t tell their ages.” The man said, “Oh, that’s right, the oldest one taught the younger ones to play chess.” The census taker promptly wrote down the ages of the three children. How did he know, and what were the ages?Problem 3.15. A closet has two red hats and three white hats. Three participants and a Gamesmaster know that these are the only hats in play. Man A has two good eyes, man B only one good eye, and man C is blind. The three men sit on chairs facing each other, and the Gamesmaster places a hat on each man’s head, in such a way that no man can see the color of his own hat. The Gamesmaster offers a deal, namely if any man correctly states the color of his hat, he will get $50,000; however, if he is in error, then he has to serve the rest of his life as an indentured servant to the Gamesmaster. Man A looks around and says, “I am not going to guess.” Then Man B looks around and says, “I am not going to guess.” Finally Man C says, “ From what my friends with eyes have said, I can clearly see that my hat is _____”. He wins the $50,000, and your task is to fill in the blank and explain how the blind man knew the color of his hat.Problem 3.16. A king dies and leaves an estate, including 17 horses, to his three daughters. According to his will, everything is to be divided among his daughters as fol-lows: 1/2 to the oldest daughter, 1/3 to the middle daughter, and 1/9 to the youngest daughter. The three heirs are puzzled as to how to divide the horses among themselves, when a probate lawyer rides up on his horse and offers to assist. He adds his horse to the kings’ horses, so there will be 18 horses. Then he proceeds to divide the horses amongThe Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 65 the daughters. The oldest gets ½ of the horses, which is 9; the middle daughter gets 6 horses which is 1/3rd of the horses, and the youngest gets 2 horses, 1/9th of the lot. That’s 17 horses, so the lawyer gets on his own horse and rides off with a nice commission. How was it possible for the lawyer to solve the heirs’ problem and still retain his own horse?Problem 3.17. A logical wizard offers you the opportunity to make one statement: if it is false, he will give you exactly ten dollars, and if it is true, he will give you an amount of money other than ten dollars. Give an example of a statement that would be sure to make you rich.Problem 3.18. Discover an interesting sense of the claim that it is in principle impos-sible to draw a perfect map of England while standing in a London flat; however, it is not in principle impossible to do so while living in a New York City Pad.4. Barriers to a Theory of Insight Problem SolvingAs mentioned earlier, our view is that there are a number of theoretical barriers that make it difficult to develop a satisfactory formal theory of the cognitive processes in play when humans solve classical brainteasers of the sort posed in Section 3. Further these barriers seem almost unique to insight problem solving in comparison with the more fully developed higher process areas of the cognitive sciences such as human memory, decision-making, categorization, and perception. Indeed it seems uncontroversial to us that neither human nor machine insight problem solving is well understood, and com-pared to other higher process areas in psychology, it is the least developed area both empirically and theoretically.There are two recent comprehensive critical reviews concerning insight problem solving by Ash, Cushen, and Wiley (2009) and Chu and MacGregor (2011). These articles describe the current state of empirical and theoretical work on insight problem solving, with a focus on experimental studies and theories of problem restructuring. In our view, both reviews are consistent with our belief that there has been very little sustainable progress in achieving a general scientific understanding of insight. Particularly striking is that are no established general, formal theories or models of insight problem solving. By a general formal model of insight problem solving we mean a set of clearly formulated assumptions that lead formally or logically to precise behavioral predictions over a wide range of insight problems. Such a formal model could be posed in terms of a number of formal languages including information processing assumptions, neural networks, computer simulation, stochastic assumptions, or Bayesian assumptions.Since the groundbreaking work by the Gestalt psychologists on insight problem solving, there have been theoretical ideas that have been helpful in explaining the cog-nitive processes at play in solving certain selected insight problems. Among the earlier ideas are Luchins’ concept of einstellung (blind spot) and Duncker’s functional fixedness, • volume 5, no. 1 (Fall 2012)as in Maher (1992). More recently, there have been two developed theoretical ideas: (1) Criterion for Satisfactory Progress theory (Chu, Dewald, & Chronicle, 2007; MacGregor, Ormerod, & Chronicle, 2001), and (2) Representational Change Theory (Knoblich, Ohls-son, Haider, & Rhenius, 1999). We will discuss these theories in more detail in Section 4. While it is arguable that these theoretical ideas have done good work in understanding in detail a few selected insight problems, we argue that it is not at all clear how these ideas can be generalized to constitute a formal theory of insight problem solving at anywhere near the level of generality that has been achieved by formal theories in other areas of higher process cognition.The dearth of formal theories of insight problem solving is in stark contrast with other areas of problem solving discussed in Section 4.6, for example move problems discussed earlier and the more recent work on combinatorial optimization problems such as the two dimensional traveling salesman problem (MacGregor and Chu, 2011). In addition, most other higher process areas of cognition are replete with a variety of formal theories and models. For example, in the area of human memory there are currently a very large number of formal, information processing models, many of which have evolved from earlier mathematical models, as in Norman (1970). In the area of categorization, there are currently several major formal theories along with many variations that stem from earlier theories discussed in Ashby (1992) and Estes (1996). In areas ranging from psycholinguistics to perception, there are a number of formal models based on brain-style computation stemming from Rumelhart, McClelland, and PDP Research Group’s (1987) classic two-volume book on parallel distributed processing. Since Daniel Kahneman’s 2002 Nobel Memorial Prize in the Economic Sciences for work jointly with Amos Tversky developing prospect theory, as in Kahneman and Tversky (1979), psychologically based formal models of human decision-making is a major theoretical area in cognitive psychology today. In our view, there is nothing in the area of insight problem solving that approaches the depth and breadth of formal models seen in the areas mentioned above.In the following subsections, we will discuss some of the barriers that have prevented the development of a satisfactory theory of insight problem solving. Some of the bar-riers will be illustrated with references to the problems in Section 3. Then, in Section 5 we will assuage our pessimism a bit by suggesting how some of these barriers might be removed in future work to facilitate the development of an adequate theory of insight problem solving.4.1 Lack of Many Experimental ParadigmsThere are not many distinct experimental paradigms to study insight problem solving. The standard paradigm is to pick a particular problem, such as one of the ones in Section 3, and present it to several groups of subjects, perhaps in different ways. For example, groups may differ in the way a hint is presented, a diagram is provided, or an instruction。
The Importance of Critical Thinking
The Importance of Critical ThinkingCritical thinking is an essential skill that allows individuals to analyze and evaluate information in a logical and systematic manner. It enables people to make informed decisions, solve problems, and effectively communicate their thoughts and ideas. In today's rapidly changing and complex world, the ability to think critically is more important than ever. This essay will explore the importance of critical thinking from various perspectives, including its impact on personal and professional development, its role in decision-making and problem-solving, and its significance in fostering a well-informed and democratic society.From a personal development standpoint, critical thinking plays a crucial role in enhancing one's cognitive abilities and decision-making skills. By engaging in critical thinking, individuals can better understand the underlying assumptions and implications of their beliefs and actions. This self-reflection allows them to identify and rectify any biases or fallacies in their thinking, leading to more rational and well-informed decisions. Moreover, critical thinking fosters open-mindedness and intellectual humility, as individuals become more receptive to new ideas and perspectives, thus promoting personal growth and self-improvement.In the professional realm, critical thinking is highly valued by employers as it enables employees to analyze complex problems, evaluate different options, and make sound decisions. In today's knowledge-based economy, where innovation and adaptability are key drivers of success, individuals with strong critical thinking skills are better equipped to navigate the challenges of the workplace. They are able to think creatively, anticipate potential obstacles, and devise effective strategies to overcome them. Moreover, critical thinking fosters a culture of continuous improvement within organizations, as employees are encouraged to question existing practices and explore new and better ways of doing things.From a broader societal perspective, critical thinking is indispensable in fostering awell-informed and democratic society. In an era of information overload and misinformation, individuals need to be able to critically evaluate the credibility and reliability of sources inorder to make informed decisions as citizens. Critical thinking enables people to discern fact from fiction, distinguish between sound arguments and logical fallacies, and critically assess the validity of different viewpoints. This is particularly important in the context of political discourse, where the ability to think critically is essential for safeguarding the principles of democracy and promoting civic engagement.Furthermore, critical thinking is instrumental in addressing complex societal challenges, such as climate change, public health crises, and social inequality. By approaching these issues with a critical mindset, individuals and communities can better understand the underlying causes, evaluate potential solutions, and advocate for evidence-based policies. Critical thinking also empowers people to challenge the status quo and advocate for positive change, thus contributing to the advancement of society as a whole.In conclusion, critical thinking is a fundamental skill that is essential for personal and professional development, decision-making and problem-solving, and the advancement of a well-informed and democratic society. It enables individuals to think more rationally, make better decisions, and navigate the complexities of the modern world. As such, it is imperative that we prioritize the cultivation of critical thinking skills in education, the workplace, and public discourse, in order to foster a more informed, rational, and equitable society.。
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The Significance of Critical Thinking
Critical thinking is a crucial skill that plays a significant role in our personal and professional lives. It is the ability to analyze, evaluate, and interpret information in a logical and rational manner. Critical thinking allows individuals to make informed decisions, solve problems, and think creatively. This skill is essential for success in many areas of life, including academia, the workplace, and everyday decision-making.In academia, critical thinking is a vital skill for students to develop. It enables them to understand and analyze complex concepts, engage in meaningful discussions, and think critically about the world around them. Students who possess strong critical thinking skills are more likely to excel in their studies, excel in standardized tests, and demonstrate a deeper understanding of the material they are learning. Critical thinking also prepares students for the challenges of higher education and equips them with the skills they need to succeed in their chosen field.In the workplace, critical thinking is equally valuable. Employers seek individuals who can solve problems, think creatively, and make sound decisions. Critical thinking allows employees to evaluate complex situations, identify potential risks, and develop innovative solutions. It also enables workers to communicate effectively, collaborate with others, and adapt to changing circumstances. In today's fast-paced and dynamic work environment, critical thinking is a key skill that can set individuals apart and lead to career success.In everyday decision-making, critical thinking is essential for makinginformed choices. Whether it's deciding on a major purchase, evaluating a political candidate, or solving a personal problem, critical thinking enables individuals to weigh evidence, consider different perspectives, and make reasoned judgments. People who lack critical thinking skills are more susceptible to misinformation, manipulation, and poor decision-making. By honing their critical thinking abilities, individuals can navigate the complexities of modern life with confidence and clarity.Beyond its practical applications, critical thinking also plays a crucial role in fostering a well-informed and democratic society. In an age of misinformation and disinformation, critical thinking helps individuals discern fact from fiction, identify bias, and evaluate the credibility of sources. This skill is essential for engaged citizenship, as it allows people to critically engage with important social issues, hold leaders accountable, and contribute to meaningful dialogue and debate.In conclusion, critical thinking is a skill of paramount importance in today's world. It empowers individuals to think analytically, make informed decisions, and navigate the complexities of modern life. Whether in academia, the workplace, or everyday decision-making, critical thinking is a valuable asset that can lead to personal and professional success. In an era marked by rapid change and information overload, the ability to think critically is more critical than ever.。
22考研英语一
22考研英语一The Importance of Critical Thinking in Graduate StudyIntroductionCritical thinking is an essential skill that every graduate student must possess. It involves the ability to analyze information, evaluate arguments, and make informed decisions. In the context of the 2022 Graduate Entrance Examination in English, critical thinking plays a crucial role in the success of candidates. This article aims to explore the significance of critical thinking and provide strategies for its development.The Significance of Critical Thinking in the 2022 Graduate Entrance Examination in English1. Analyzing and Interpreting InformationOne of the main tasks of the English examination is to assess the candidates' ability to analyze and interpret the given information. Critical thinking allows test-takers to examine the content critically, identify key details, and extract relevant information. Through careful analysis and interpretation, candidates can comprehend the underlying message and convey their understanding effectively in their responses.2. Evaluating ArgumentsThe examination also requires candidates to evaluate arguments presented in reading passages or essay prompts. Critical thinking enables test-takers to assess the validity and soundness of these arguments. By considering the evidence provided, identifying logical fallacies, andrecognizing biases, candidates can form well-supported opinions and construct persuasive responses.3. Problem SolvingIn addition to comprehension and evaluation, critical thinking is vital for problem-solving tasks. The English examination often presents candidates with complex scenarios or challenging questions. Through critical thinking, test-takers can break down the problems into smaller components, analyze possible solutions, and make rational decisions. This skill allows candidates to demonstrate their ability to apply knowledge in practical and unfamiliar situations.Strategies for Developing Critical Thinking Skills1. Active ReadingActive reading involves engaging with the text by asking questions, making connections, and identifying key points. To develop critical thinking skills, candidates should practice active reading techniques such as highlighting important information, taking notes, and summarizing main ideas. These strategies enhance comprehension and encourage deeper analysis of the text.2. Analyzing ArgumentsTo strengthen critical thinking abilities, candidates should practice analyzing arguments from various sources, such as news articles, academic papers, or opinion pieces. By identifying the main claim, evaluating the supporting evidence, and recognizing any flaws or biases, candidates canenhance their ability to form well-reasoned opinions and construct persuasive arguments.3. Problem-Solving ExercisesEngaging in problem-solving exercises and puzzles can significantly improve critical thinking skills. Candidates can explore activities such as logic puzzles, riddles, or mathematical problems, which require logical reasoning and creative thinking. These exercises train the mind to approach problems systematically and develop alternative solutions.4. Engaging in Debates and DiscussionsParticipating in debates or discussions provides an opportunity for candidates to present and defend their opinions while considering other perspectives. This practice enhances critical thinking by challenging assumptions, evaluating counterarguments, and constructing logical and persuasive arguments. Additionally, engaging in debates fosters open-mindedness and promotes the exploration of diverse ideas.ConclusionDeveloping critical thinking skills is crucial for success in the 2022 Graduate Entrance Examination in English. Candidates who possess strong critical thinking abilities can effectively analyze information, evaluate arguments, and solve complex problems. By employing strategies such as active reading, argument analysis, problem-solving exercises, and engagement in debates, candidates can enhance their critical thinking skills and excel in the examination. Remember, critical thinking is not onlyessential for the examination but also for academic success and professional development beyond graduate study.。
2014英语六级作文
2014英语六级作文2014年英语六级作文题目,The Importance of Critical Thinking。
范文:The Importance of Critical Thinking。
Critical thinking is an essential skill in today'sfast-paced and complex world. It allows individuals to analyze information, solve problems, and make informed decisions. In this essay, we will explore the importance of critical thinking and how it can benefit individuals in their personal and professional lives.First and foremost, critical thinking enables individuals to evaluate information and sources critically. In the age of information overload, it is crucial to be able to discern fact from fiction, and to critically evaluate the credibility and reliability of sources.Critical thinking allows individuals to question assumptions, consider different perspectives, and makewell-informed judgments. This is particularly important in the era of fake news and misinformation, where critical thinking can help individuals navigate the deluge of information and make sense of the world around them.Furthermore, critical thinking is essential for problem-solving. In today's rapidly changing world, individuals are faced with a myriad of complex problemsthat require creative and innovative solutions. Critical thinking enables individuals to approach problems systematically, identify root causes, and develop effective strategies for addressing them. It also encourages individuals to think outside the box, consider alternative solutions, and adapt to new challenges. In the workplace, critical thinking is highly valued by employers, as it enables employees to tackle complex problems and drive innovation.In addition, critical thinking is crucial for making informed decisions. Whether in personal or professionalcontexts, individuals are constantly faced with decisions that have far-reaching implications. Critical thinking allows individuals to weigh the pros and cons of different options, consider potential consequences, and make rational and well-informed decisions. It also helps individuals to recognize and avoid common cognitive biases and logical fallacies that can lead to poor decision-making. In an increasingly interconnected and interdependent world, the ability to make informed decisions is more important than ever.In conclusion, critical thinking is an indispensable skill that can benefit individuals in numerous ways. It enables individuals to evaluate information critically, solve problems creatively, and make informed decisions. In today's complex and rapidly changing world, critical thinking is more important than ever. Therefore, it is essential for individuals to cultivate and hone their critical thinking skills in order to thrive in their personal and professional lives.仿写:The Importance of Emotional Intelligence。
研究生英语作文批判性思维
研究生英语作文批判性思维Critical Thinking: A Key Skill for Graduate StudentsGraduate education is not solely about acquiring knowledge and skills related to a specific field; it also demands the development of critical thinking abilities. Critical thinking is a vital skill that enables individuals to objectively analyze and evaluate information, ideas, and arguments. In this essay, I will argue that the cultivation of critical thinking is paramount for graduate students to excel in their academic, professional, and personal lives.Firstly, critical thinking is indispensable for academic success. Graduate studies often require students to engage in rigorous research and analysis. By employing critical thinking, students can assess the credibility, relevance, and validity of various sources, allowing them to develop well-informed and compelling arguments. Additionally, critical thinking encourages students to question assumptions and taken-for-granted knowledge, promoting intellectual curiosity and originality in their work. Through critical thinking, graduate students can connect ideas, identify patterns, and develop innovative solutions to complex problems. Moreover, critical thinking skills are highly valued in the professional world. Employers seek candidates who can think critically and make well-reasoned decisions. Graduate students who master critical thinking skills possess a competitive advantage in the job market. These individuals are capable of evaluating options, assessing risks and benefits, and making informed choices. Furthermore, critical thinking allows professionals to anticipate problems, analyze potential implications, and adapt to unexpectedcircumstances. This ability to think critically enhances a graduate student's problem-solving and decision-making capabilities, enabling them to excel in their chosen careers.Beyond the academic and professional realms, critical thinking is also crucial for personal growth. It fosters intellectual humility and open-mindedness, as individuals learn to consider alternative perspectives and challenge their own assumptions. Critical thinking empowers graduate students to engage in meaningful conversations and debates, where they can articulate their ideas effectively and listen attentively to others. These skills contribute to the development of strong interpersonal relationships, as well as the ability to understand and appreciate diverse viewpoints. Moreover, critical thinking enables individuals to make rational judgments and avoid succumbing to cognitive biases, empowering them to make informed choices in all aspects of life.In conclusion, critical thinking is an essential skill for graduate students, facilitating their academic success, professional development, and personal growth. By cultivating critical thinking abilities, graduate students become skilled researchers, effective problem solvers, and open-minded individuals. Therefore, graduate programs should emphasize the importance of critical thinking and provide opportunities for students to continuously enhance this skill.。
critical essay
Your purpose in writing an analytical essay is to convey your sense of what the text is saying, and how the text creates its meaning -- the use of the various aspects and devices mentioned in the previous sections.The simplest way to open your essay is with a statement of what you have decided the meaning of the text, the most sufficient interpretation, is.The body of your essay is then a presentation or 'defense' of your interpretation: you demonstrate the ways in which the text makes the meaning you believe it to have.In the conclusion you sum up your findings or recapitulate your argument briefly, and extend the significance of your reading if you wish -- this is where you comment on the more general, cultural or moral or technical significances of the theme and techniques of the text.A. The Passage as Prose.1.The language:1.What kind of language is used? Here are somepossibilities:Is the language:1.abstract or concrete languagenguage of emotions or of reasonnguage of control or language of openness2.What are the connotations of the language? How muchlanguage is connotative? What areas of experience,feeling, and meaning are evoked? When Conrad writesthat a gate was "a neglected gap," we have to take notice,as a gate is not ordinarily a gap, nor is the issue of neglector care usually applied to gaps. Conrad intends to imply,to connote, certain qualities through his language use.3.How forceful is the language (see also imagery andsentence structure)?4.what aspects of feeling are supported or created by thesound of the language?1.by the vowel and consonant sounds -- soft or hardlong or short2.by how the words go together -- e.g. smoothly,eliding, so that one slides into the other, orseparated by your need to move your mouthposition.2.Sentence structure: Meaning is created by how the sentencessound, by how they are balanced, by the force created bypunctuation as well as by language:1.by the stresses on words, and the rhythm of the sentence2.by the length of the sentence3.by whether the sentence has repetitions, parallels,balances and so forth4.by the punctuation, and how it makes the sentence soundand flow.3.Imagery and setting: Images and use of setting can tell you agreat deal about a character, a narrator, a fictional work:1.Imagery as figurative language: what sort of metaphors,similes and analogies does the speaker use, and whatdoes that tell you about their outlook and sensibility?2.Images as motifs: are their recurring images? What ideasor feelings are aroused by them, what people or eventsare brought to mind by them?3.Imagery as setting: How is the setting used? To create asense of realism? To create mood? To represent or createa sense of states of mind or feelings? To stand for otherthings (i.e. symbolic or allegorical -- as for instanceWuthering Heights and Thrushcroft Grange in WutheringHeights might be said to stand for two ways of viewing theworld or two different sociological perspectives, andjungle in Heart of Darkness might be said to stand for theprimeval past or for the heart of humankind)?4.Discourse features1.how long does the person speak?2.are the sentences logically joined or disjointed, rational orotherwise ordered, or disorderly?3.what tone or attitude does the talk seem to have?4.does the speaker avoid saying things, deliberately orunconsciously withhold information, communicate byindirection?5.to what extent and to what end does the speaker userhetorical devices such as irony?B. Characterization The idea here is that the various features of the prose, above, will support features of characterization which we can discuss in somewhat different terms.1.What ideas are expressed in the passage, and what do they tellyou about the speaker?2.What feelings does the speaker express? What does that tellyou about them? Are their feelings consistent?3.Does the character belong to a particular character type orrepresent a certain idea, value, quality or attitude?4.What is the social status of the character, and how can you tellfrom how they speak and what they speak about?5.What is the sensibility of the speaker? Is the person ironic, witty,alert to the good or attuned to evil in others, optimistic orpessimistic, romantic or not romantic (cynical, or realistic?).6.What is the orientation of the person -- how aware are they oftheir own and others' needs, and of their environments?7.How much control over and awareness of her emotions, herthoughts, her language does the speaker have?8.How does the narrator characterize the character throughcomment or through description?C. Genre & TraditionDifferent traditions and genres tend to use language and characters and setting and plot differently, and this may show in individual passages. Is it a satire, a comedy, a tragedy, a romance? Is it a novel of social comment, an exploration of an idea? (There are more kinds.) Is it in a certain sub-genre like a detective novel, science fiction, etc.? Is it an allegory or a satire, is it realistic or more symbolic? How does this genre, sub-genre or tradition tend to use setting, characters, language, mood or tone? Does this one fit in?。
专八英语阅读
英语专业八级考试TEM-8阅读理解练习册(1)(英语专业2012级)UNIT 1Text AEvery minute of every day, what ecologist生态学家James Carlton calls a global ―conveyor belt‖, redistributes ocean organisms生物.It’s planetwide biological disruption生物的破坏that scientists have barely begun to understand.Dr. Carlton —an oceanographer at Williams College in Williamstown,Mass.—explains that, at any given moment, ―There are several thousand marine species traveling… in the ballast water of ships.‖ These creatures move from coastal waters where they fit into the local web of life to places where some of them could tear that web apart. This is the larger dimension of the infamous无耻的,邪恶的invasion of fish-destroying, pipe-clogging zebra mussels有斑马纹的贻贝.Such voracious贪婪的invaders at least make their presence known. What concerns Carlton and his fellow marine ecologists is the lack of knowledge about the hundreds of alien invaders that quietly enter coastal waters around the world every day. Many of them probably just die out. Some benignly亲切地,仁慈地—or even beneficially — join the local scene. But some will make trouble.In one sense, this is an old story. Organisms have ridden ships for centuries. They have clung to hulls and come along with cargo. What’s new is the scale and speed of the migrations made possible by the massive volume of ship-ballast water压载水— taken in to provide ship stability—continuously moving around the world…Ships load up with ballast water and its inhabitants in coastal waters of one port and dump the ballast in another port that may be thousands of kilometers away. A single load can run to hundreds of gallons. Some larger ships take on as much as 40 million gallons. The creatures that come along tend to be in their larva free-floating stage. When discharged排出in alien waters they can mature into crabs, jellyfish水母, slugs鼻涕虫,蛞蝓, and many other forms.Since the problem involves coastal species, simply banning ballast dumps in coastal waters would, in theory, solve it. Coastal organisms in ballast water that is flushed into midocean would not survive. Such a ban has worked for North American Inland Waterway. But it would be hard to enforce it worldwide. Heating ballast water or straining it should also halt the species spread. But before any such worldwide regulations were imposed, scientists would need a clearer view of what is going on.The continuous shuffling洗牌of marine organisms has changed the biology of the sea on a global scale. It can have devastating effects as in the case of the American comb jellyfish that recently invaded the Black Sea. It has destroyed that sea’s anchovy鳀鱼fishery by eating anchovy eggs. It may soon spread to western and northern European waters.The maritime nations that created the biological ―conveyor belt‖ should support a coordinated international effort to find out what is going on and what should be done about it. (456 words)1.According to Dr. Carlton, ocean organism‟s are_______.A.being moved to new environmentsB.destroying the planetC.succumbing to the zebra musselD.developing alien characteristics2.Oceanographers海洋学家are concerned because_________.A.their knowledge of this phenomenon is limitedB.they believe the oceans are dyingC.they fear an invasion from outer-spaceD.they have identified thousands of alien webs3.According to marine ecologists, transplanted marinespecies____________.A.may upset the ecosystems of coastal watersB.are all compatible with one anotherC.can only survive in their home watersD.sometimes disrupt shipping lanes4.The identified cause of the problem is_______.A.the rapidity with which larvae matureB. a common practice of the shipping industryC. a centuries old speciesD.the world wide movement of ocean currents5.The article suggests that a solution to the problem__________.A.is unlikely to be identifiedB.must precede further researchC.is hypothetically假设地,假想地easyD.will limit global shippingText BNew …Endangered‟ List Targets Many US RiversIt is hard to think of a major natural resource or pollution issue in North America today that does not affect rivers.Farm chemical runoff残渣, industrial waste, urban storm sewers, sewage treatment, mining, logging, grazing放牧,military bases, residential and business development, hydropower水力发电,loss of wetlands. The list goes on.Legislation like the Clean Water Act and Wild and Scenic Rivers Act have provided some protection, but threats continue.The Environmental Protection Agency (EPA) reported yesterday that an assessment of 642,000 miles of rivers and streams showed 34 percent in less than good condition. In a major study of the Clean Water Act, the Natural Resources Defense Council last fall reported that poison runoff impairs损害more than 125,000 miles of rivers.More recently, the NRDC and Izaak Walton League warned that pollution and loss of wetlands—made worse by last year’s flooding—is degrading恶化the Mississippi River ecosystem.On Tuesday, the conservation group保护组织American Rivers issued its annual list of 10 ―endangered‖ and 20 ―threatened‖ rivers in 32 states, the District of Colombia, and Canada.At the top of the list is the Clarks Fork of the Yellowstone River, whereCanadian mining firms plan to build a 74-acre英亩reservoir水库,蓄水池as part of a gold mine less than three miles from Yellowstone National Park. The reservoir would hold the runoff from the sulfuric acid 硫酸used to extract gold from crushed rock.―In the event this tailings pond failed, the impact to th e greater Yellowstone ecosystem would be cataclysmic大变动的,灾难性的and the damage irreversible不可逆转的.‖ Sen. Max Baucus of Montana, chairman of the Environment and Public Works Committee, wrote to Noranda Minerals Inc., an owner of the ― New World Mine‖.Last fall, an EPA official expressed concern about the mine and its potential impact, especially the plastic-lined storage reservoir. ― I am unaware of any studies evaluating how a tailings pond尾矿池,残渣池could be maintained to ensure its structural integrity forev er,‖ said Stephen Hoffman, chief of the EPA’s Mining Waste Section. ―It is my opinion that underwater disposal of tailings at New World may present a potentially significant threat to human health and the environment.‖The results of an environmental-impact statement, now being drafted by the Forest Service and Montana Department of State Lands, could determine the mine’s future…In its recent proposal to reauthorize the Clean Water Act, the Clinton administration noted ―dramatically improved water quality since 1972,‖ when the act was passed. But it also reported that 30 percent of riverscontinue to be degraded, mainly by silt泥沙and nutrients from farm and urban runoff, combined sewer overflows, and municipal sewage城市污水. Bottom sediments沉积物are contaminated污染in more than 1,000 waterways, the administration reported in releasing its proposal in January. Between 60 and 80 percent of riparian corridors (riverbank lands) have been degraded.As with endangered species and their habitats in forests and deserts, the complexity of ecosystems is seen in rivers and the effects of development----beyond the obvious threats of industrial pollution, municipal waste, and in-stream diversions改道to slake消除the thirst of new communities in dry regions like the Southwes t…While there are many political hurdles障碍ahead, reauthorization of the Clean Water Act this year holds promise for US rivers. Rep. Norm Mineta of California, who chairs the House Committee overseeing the bill, calls it ―probably the most important env ironmental legislation this Congress will enact.‖ (553 words)6.According to the passage, the Clean Water Act______.A.has been ineffectiveB.will definitely be renewedC.has never been evaluatedD.was enacted some 30 years ago7.“Endangered” rivers are _________.A.catalogued annuallyB.less polluted than ―threatened rivers‖C.caused by floodingD.adjacent to large cities8.The “cataclysmic” event referred to in paragraph eight would be__________.A. fortuitous偶然的,意外的B. adventitious外加的,偶然的C. catastrophicD. precarious不稳定的,危险的9. The owners of the New World Mine appear to be______.A. ecologically aware of the impact of miningB. determined to construct a safe tailings pondC. indifferent to the concerns voiced by the EPAD. willing to relocate operations10. The passage conveys the impression that_______.A. Canadians are disinterested in natural resourcesB. private and public environmental groups aboundC. river banks are erodingD. the majority of US rivers are in poor conditionText CA classic series of experiments to determine the effects ofoverpopulation on communities of rats was reported in February of 1962 in an article in Scientific American. The experiments were conducted by a psychologist, John B. Calhoun and his associates. In each of these experiments, an equal number of male and female adult rats were placed in an enclosure and given an adequate supply of food, water, and other necessities. The rat populations were allowed to increase. Calhoun knew from experience approximately how many rats could live in the enclosures without experiencing stress due to overcrowding. He allowed the population to increase to approximately twice this number. Then he stabilized the population by removing offspring that were not dependent on their mothers. He and his associates then carefully observed and recorded behavior in these overpopulated communities. At the end of their experiments, Calhoun and his associates were able to conclude that overcrowding causes a breakdown in the normal social relationships among rats, a kind of social disease. The rats in the experiments did not follow the same patterns of behavior as rats would in a community without overcrowding.The females in the rat population were the most seriously affected by the high population density: They showed deviant异常的maternal behavior; they did not behave as mother rats normally do. In fact, many of the pups幼兽,幼崽, as rat babies are called, died as a result of poor maternal care. For example, mothers sometimes abandoned their pups,and, without their mothers' care, the pups died. Under normal conditions, a mother rat would not leave her pups alone to die. However, the experiments verified that in overpopulated communities, mother rats do not behave normally. Their behavior may be considered pathologically 病理上,病理学地diseased.The dominant males in the rat population were the least affected by overpopulation. Each of these strong males claimed an area of the enclosure as his own. Therefore, these individuals did not experience the overcrowding in the same way as the other rats did. The fact that the dominant males had adequate space in which to live may explain why they were not as seriously affected by overpopulation as the other rats. However, dominant males did behave pathologically at times. Their antisocial behavior consisted of attacks on weaker male,female, and immature rats. This deviant behavior showed that even though the dominant males had enough living space, they too were affected by the general overcrowding in the enclosure.Non-dominant males in the experimental rat communities also exhibited deviant social behavior. Some withdrew completely; they moved very little and ate and drank at times when the other rats were sleeping in order to avoid contact with them. Other non-dominant males were hyperactive; they were much more active than is normal, chasing other rats and fighting each other. This segment of the rat population, likeall the other parts, was affected by the overpopulation.The behavior of the non-dominant males and of the other components of the rat population has parallels in human behavior. People in densely populated areas exhibit deviant behavior similar to that of the rats in Calhoun's experiments. In large urban areas such as New York City, London, Mexican City, and Cairo, there are abandoned children. There are cruel, powerful individuals, both men and women. There are also people who withdraw and people who become hyperactive. The quantity of other forms of social pathology such as murder, rape, and robbery also frequently occur in densely populated human communities. Is the principal cause of these disorders overpopulation? Calhoun’s experiments suggest that it might be. In any case, social scientists and city planners have been influenced by the results of this series of experiments.11. Paragraph l is organized according to__________.A. reasonsB. descriptionC. examplesD. definition12.Calhoun stabilized the rat population_________.A. when it was double the number that could live in the enclosure without stressB. by removing young ratsC. at a constant number of adult rats in the enclosureD. all of the above are correct13.W hich of the following inferences CANNOT be made from theinformation inPara. 1?A. Calhoun's experiment is still considered important today.B. Overpopulation causes pathological behavior in rat populations.C. Stress does not occur in rat communities unless there is overcrowding.D. Calhoun had experimented with rats before.14. Which of the following behavior didn‟t happen in this experiment?A. All the male rats exhibited pathological behavior.B. Mother rats abandoned their pups.C. Female rats showed deviant maternal behavior.D. Mother rats left their rat babies alone.15. The main idea of the paragraph three is that __________.A. dominant males had adequate living spaceB. dominant males were not as seriously affected by overcrowding as the otherratsC. dominant males attacked weaker ratsD. the strongest males are always able to adapt to bad conditionsText DThe first mention of slavery in the statutes法令,法规of the English colonies of North America does not occur until after 1660—some forty years after the importation of the first Black people. Lest we think that existed in fact before it did in law, Oscar and Mary Handlin assure us, that the status of B lack people down to the 1660’s was that of servants. A critique批判of the Handlins’ interpretation of why legal slavery did not appear until the 1660’s suggests that assumptions about the relation between slavery and racial prejudice should be reexamined, and that explanation for the different treatment of Black slaves in North and South America should be expanded.The Handlins explain the appearance of legal slavery by arguing that, during the 1660’s, the position of white servants was improving relative to that of black servants. Thus, the Handlins contend, Black and White servants, heretofore treated alike, each attained a different status. There are, however, important objections to this argument. First, the Handlins cannot adequately demonstrate that t he White servant’s position was improving, during and after the 1660’s; several acts of the Maryland and Virginia legislatures indicate otherwise. Another flaw in the Handlins’ interpretation is their assumption that prior to the establishment of legal slavery there was no discrimination against Black people. It is true that before the 1660’s Black people were rarely called slaves. But this shouldnot overshadow evidence from the 1630’s on that points to racial discrimination without using the term slavery. Such discrimination sometimes stopped short of lifetime servitude or inherited status—the two attributes of true slavery—yet in other cases it included both. The Handlins’ argument excludes the real possibility that Black people in the English colonies were never treated as the equals of White people.The possibility has important ramifications后果,影响.If from the outset Black people were discriminated against, then legal slavery should be viewed as a reflection and an extension of racial prejudice rather than, as many historians including the Handlins have argued, the cause of prejudice. In addition, the existence of discrimination before the advent of legal slavery offers a further explanation for the harsher treatment of Black slaves in North than in South America. Freyre and Tannenbaum have rightly argued that the lack of certain traditions in North America—such as a Roman conception of slavery and a Roman Catholic emphasis on equality— explains why the treatment of Black slaves was more severe there than in the Spanish and Portuguese colonies of South America. But this cannot be the whole explanation since it is merely negative, based only on a lack of something. A more compelling令人信服的explanation is that the early and sometimes extreme racial discrimination in the English colonies helped determine the particular nature of the slavery that followed. (462 words)16. Which of the following is the most logical inference to be drawn from the passage about the effects of “several acts of the Maryland and Virginia legislatures” (Para.2) passed during and after the 1660‟s?A. The acts negatively affected the pre-1660’s position of Black as wellas of White servants.B. The acts had the effect of impairing rather than improving theposition of White servants relative to what it had been before the 1660’s.C. The acts had a different effect on the position of white servants thandid many of the acts passed during this time by the legislatures of other colonies.D. The acts, at the very least, caused the position of White servants toremain no better than it had been before the 1660’s.17. With which of the following statements regarding the status ofBlack people in the English colonies of North America before the 1660‟s would the author be LEAST likely to agree?A. Although black people were not legally considered to be slaves,they were often called slaves.B. Although subject to some discrimination, black people had a higherlegal status than they did after the 1660’s.C. Although sometimes subject to lifetime servitude, black peoplewere not legally considered to be slaves.D. Although often not treated the same as White people, black people,like many white people, possessed the legal status of servants.18. According to the passage, the Handlins have argued which of thefollowing about the relationship between racial prejudice and the institution of legal slavery in the English colonies of North America?A. Racial prejudice and the institution of slavery arose simultaneously.B. Racial prejudice most often the form of the imposition of inheritedstatus, one of the attributes of slavery.C. The source of racial prejudice was the institution of slavery.D. Because of the influence of the Roman Catholic Church, racialprejudice sometimes did not result in slavery.19. The passage suggests that the existence of a Roman conception ofslavery in Spanish and Portuguese colonies had the effect of _________.A. extending rather than causing racial prejudice in these coloniesB. hastening the legalization of slavery in these colonies.C. mitigating some of the conditions of slavery for black people in these coloniesD. delaying the introduction of slavery into the English colonies20. The author considers the explanation put forward by Freyre andTannenbaum for the treatment accorded B lack slaves in the English colonies of North America to be _____________.A. ambitious but misguidedB. valid有根据的but limitedC. popular but suspectD. anachronistic过时的,时代错误的and controversialUNIT 2Text AThe sea lay like an unbroken mirror all around the pine-girt, lonely shores of Orr’s Island. Tall, kingly spruce s wore their regal王室的crowns of cones high in air, sparkling with diamonds of clear exuded gum流出的树胶; vast old hemlocks铁杉of primeval原始的growth stood darkling in their forest shadows, their branches hung with long hoary moss久远的青苔;while feathery larches羽毛般的落叶松,turned to brilliant gold by autumn frosts, lighted up the darker shadows of the evergreens. It was one of those hazy朦胧的, calm, dissolving days of Indian summer, when everything is so quiet that the fainest kiss of the wave on the beach can be heard, and white clouds seem to faint into the blue of the sky, and soft swathing一长条bands of violet vapor make all earth look dreamy, and give to the sharp, clear-cut outlines of the northern landscape all those mysteries of light and shade which impart such tenderness to Italian scenery.The funeral was over,--- the tread鞋底的花纹/ 踏of many feet, bearing the heavy burden of two broken lives, had been to the lonely graveyard, and had come back again,--- each footstep lighter and more unconstrained不受拘束的as each one went his way from the great old tragedy of Death to the common cheerful of Life.The solemn black clock stood swaying with its eternal ―tick-tock, tick-tock,‖ in the kitchen of the brown house on Orr’s Island. There was there that sense of a stillness that can be felt,---such as settles down on a dwelling住处when any of its inmates have passed through its doors for the last time, to go whence they shall not return. The best room was shut up and darkened, with only so much light as could fall through a little heart-shaped hole in the window-shutter,---for except on solemn visits, or prayer-meetings or weddings, or funerals, that room formed no part of the daily family scenery.The kitchen was clean and ample, hearth灶台, and oven on one side, and rows of old-fashioned splint-bottomed chairs against the wall. A table scoured to snowy whiteness, and a little work-stand whereon lay the Bible, the Missionary Herald, and the Weekly Christian Mirror, before named, formed the principal furniture. One feature, however, must not be forgotten, ---a great sea-chest水手用的储物箱,which had been the companion of Zephaniah through all the countries of the earth. Old, and battered破旧的,磨损的, and unsightly难看的it looked, yet report said that there was good store within which men for the most part respect more than anything else; and, indeed it proved often when a deed of grace was to be done--- when a woman was suddenly made a widow in a coast gale大风,狂风, or a fishing-smack小渔船was run down in the fogs off the banks, leaving in some neighboring cottage a family of orphans,---in all such cases, the opening of this sea-chest was an event of good omen 预兆to the bereaved丧亲者;for Zephaniah had a large heart and a large hand, and was apt有…的倾向to take it out full of silver dollars when once it went in. So the ark of the covenant约柜could not have been looked on with more reverence崇敬than the neighbours usually showed to Captain Pennel’s sea-chest.1. The author describes Orr‟s Island in a(n)______way.A.emotionally appealing, imaginativeB.rational, logically preciseC.factually detailed, objectiveD.vague, uncertain2.According to the passage, the “best room”_____.A.has its many windows boarded upB.has had the furniture removedC.is used only on formal and ceremonious occasionsD.is the busiest room in the house3.From the description of the kitchen we can infer that thehouse belongs to people who_____.A.never have guestsB.like modern appliancesC.are probably religiousD.dislike housework4.The passage implies that_______.A.few people attended the funeralB.fishing is a secure vocationC.the island is densely populatedD.the house belonged to the deceased5.From the description of Zephaniah we can see thathe_________.A.was physically a very big manB.preferred the lonely life of a sailorC.always stayed at homeD.was frugal and saved a lotText BBasic to any understanding of Canada in the 20 years after the Second World War is the country' s impressive population growth. For every three Canadians in 1945, there were over five in 1966. In September 1966 Canada's population passed the 20 million mark. Most of this surging growth came from natural increase. The depression of the 1930s and the war had held back marriages, and the catching-up process began after 1945. The baby boom continued through the decade of the 1950s, producing a population increase of nearly fifteen percent in the five years from 1951 to 1956. This rate of increase had been exceeded only once before in Canada's history, in the decade before 1911 when the prairies were being settled. Undoubtedly, the good economic conditions of the 1950s supported a growth in the population, but the expansion also derived from a trend toward earlier marriages and an increase in the average size of families; In 1957 the Canadian birth rate stood at 28 per thousand, one of the highest in the world. After the peak year of 1957, thebirth rate in Canada began to decline. It continued falling until in 1966 it stood at the lowest level in 25 years. Partly this decline reflected the low level of births during the depression and the war, but it was also caused by changes in Canadian society. Young people were staying at school longer, more women were working; young married couples were buying automobiles or houses before starting families; rising living standards were cutting down the size of families. It appeared that Canada was once more falling in step with the trend toward smaller families that had occurred all through theWestern world since the time of the Industrial Revolution. Although the growth in Canada’s population had slowed down by 1966 (the cent), another increase in the first half of the 1960s was only nine percent), another large population wave was coming over the horizon. It would be composed of the children of the children who were born during the period of the high birth rate prior to 1957.6. What does the passage mainly discuss?A. Educational changes in Canadian society.B. Canada during the Second World War.C. Population trends in postwar Canada.D. Standards of living in Canada.7. According to the passage, when did Canada's baby boom begin?A. In the decade after 1911.B. After 1945.C. During the depression of the 1930s.D. In 1966.8. The author suggests that in Canada during the 1950s____________.A. the urban population decreased rapidlyB. fewer people marriedC. economic conditions were poorD. the birth rate was very high9. When was the birth rate in Canada at its lowest postwar level?A. 1966.B. 1957.C. 1956.D. 1951.10. The author mentions all of the following as causes of declines inpopulation growth after 1957 EXCEPT_________________.A. people being better educatedB. people getting married earlierC. better standards of livingD. couples buying houses11.I t can be inferred from the passage that before the IndustrialRevolution_______________.A. families were largerB. population statistics were unreliableC. the population grew steadilyD. economic conditions were badText CI was just a boy when my father brought me to Harlem for the first time, almost 50 years ago. We stayed at the hotel Theresa, a grand brick structure at 125th Street and Seventh avenue. Once, in the hotel restaurant, my father pointed out Joe Louis. He even got Mr. Brown, the hotel manager, to introduce me to him, a bit punchy强力的but still champ焦急as fast as I was concerned.Much has changed since then. Business and real estate are booming. Some say a new renaissance is under way. Others decry责难what they see as outside forces running roughshod肆意践踏over the old Harlem. New York meant Harlem to me, and as a young man I visited it whenever I could. But many of my old haunts are gone. The Theresa shut down in 1966. National chains that once ignored Harlem now anticipate yuppie money and want pieces of this prime Manhattan real estate. So here I am on a hot August afternoon, sitting in a Starbucks that two years ago opened a block away from the Theresa, snatching抓取,攫取at memories between sips of high-priced coffee. I am about to open up a piece of the old Harlem---the New York Amsterdam News---when a tourist。
判断是非的能力英语6级作文
判断是非的能力英语6级作文## English Response ##。
Discernment, the ability to distinguish truth from falsehood or right from wrong, is a crucial skill for navigating the complexities of life. It empowers us to make informed decisions, foster meaningful relationships, and contribute positively to society. However, developing discernment is not a straightforward process; it requires a combination of cognitive abilities, emotional intelligence, and practical experience.One of the fundamental cognitive skills underpinning discernment is critical thinking. Critical thinkers can objectively analyze information, identify biases, and weigh evidence before forming conclusions. They are not swayed by superficial appearances or emotional appeals but instead rely on reason and logic to arrive at well-reasoned judgments. Furthermore, critical thinkers are open-minded and willing to consider alternative perspectives,recognizing that their own understanding may be incompleteor flawed.Emotional intelligence plays a significant role in discernment as well. Individuals with strong emotional intelligence are able to manage their own emotions and understand the emotions of others. They can recognize how emotions can influence decision-making and take steps to mitigate their potential impact. By regulating their own emotions, they can remain objective and unbiased in their assessments. Additionally, by understanding the emotions of others, they can better interpret non-verbal cues anddetect deception.Practical experience is another key ingredient in developing discernment. Through experience, we encounter a wide range of situations that challenge our assumptions and help us refine our judgment. We learn to recognize patterns, identify red flags, and anticipate likely outcomes.Practical experience also provides opportunities to observe the consequences of our decisions, allowing us to refineour approach and improve our ability to make discerningchoices.It is important to note that discernment is not static; it is a skill that can be continuously cultivated and refined throughout our lives. By actively engaging in critical thinking, developing emotional intelligence, and seeking out diverse experiences, we can enhance our ability to make sound judgments and navigate the challenges of life with greater confidence and efficacy.## 中文回答, ##。
06考研英语作文
06考研英语作文Title: The Importance of Critical Thinking in the 21st Century。
In the 21st century, critical thinking has become an essential skill for individuals to navigate the complex and rapidly changing world. With the advancement of technology and the explosion of information, the ability to think critically has never been more important. In this essay, I will discuss the significance of critical thinking and how it can be developed and applied in various aspects of our lives.First and foremost, critical thinking is crucial for making informed decisions. In today's society, we are bombarded with a multitude of information from various sources, and it is essential to be able to evaluate and analyze this information critically. Whether it is in the workplace, in our personal lives, or in the public sphere, the ability to think critically allows us to sift throughthe noise and make well-informed choices.Furthermore, critical thinking is essential for problem-solving. In a world where problems are becoming increasingly complex and interconnected, the ability to think critically allows individuals to approach problems from multiple perspectives and come up with innovative solutions. Whether it is in the fields of science, technology, business, or social issues, critical thinking enables individuals to tackle challenges in a systematic and effective manner.Moreover, critical thinking is vital for fostering creativity and innovation. By questioning assumptions, challenging conventional wisdom, and exploring new ideas, critical thinking allows individuals to push the boundaries of knowledge and create new possibilities. In a rapidly changing world, the ability to think critically is what drives progress and propels society forward.In addition, critical thinking is essential for fostering a culture of intellectual independence andautonomy. In a world where conformity and groupthink are prevalent, critical thinking allows individuals to thinkfor themselves and form their own opinions based on evidence and reasoning. This is particularly important in the age of social media and echo chambers, where misinformation and propaganda abound. Critical thinking enables individuals to discern fact from fiction and make informed judgments.Finally, critical thinking is crucial for promoting civic engagement and democratic participation. In a world where misinformation and fake news are rampant, the ability to think critically is what enables individuals to be active and informed citizens. By critically evaluating political rhetoric, media messages, and public policies, individuals can make meaningful contributions to the democratic process and hold those in power accountable.In conclusion, critical thinking is an indispensable skill for individuals in the 21st century. It is essential for making informed decisions, solving complex problems, fostering creativity and innovation, promoting intellectualindependence, and engaging in democratic participation. As such, it is important for individuals to actively develop and apply critical thinking in their personal and professional lives. Only by cultivating this skill can we navigate the complexities of the modern world and contribute to a more informed, innovative, and democratic society.。
新高考一卷英语试题
2022年普通高等学校招生全国统一考试英语本试卷共10页,满分120分。
考试用时120分钟。
注意事项:1. 答卷前,考生务必用黑色字迹钢笔或签字笔将自己的姓名、考生号、考场号和座位号填写在答题卡上。
用2B铅笔将试卷类型(A)填涂在答题卡相应位置上。
将条形码横贴在答题卡右上角“条形码粘贴处”。
因笔试不考听力,选择题从第二部分的“阅读”开始,试题序号从“21”开始。
2. 作答选择题时,选出每小题答案后,用2B铅笔把答题卡上对应题目选项的答案信息点涂黑;如需改动,用橡皮擦干净后,再选涂其他答案,答案不能答在试卷上。
3. 非选择题必须用黑色字迹钢笔或签字笔作答,答案必须写在答题卡各题目指定区域内相应位置上;如高改动,先划掉原来的答案,然后再写上新的答案;不准使用铅笔和涂改液,不按以上要求作答的答案无效。
4. 考生必须保持答题卡的整洁:考试结束后,将试卷和符题卡一并交回。
第一部分听力第一节 (共5小题;每小题1.5分,满分7.5分)听下面5段对话。
每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。
听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. What will the speakers do next?A. Check the map.B. Leave the restaurant.C. Park the car.2. Where are the speakers?A. At a bus stop.B. At home.C. At the airport.3. What did the speakers do last week?A. They had a celebration dinner.B. They went to see a newborn baby.C. They sent a mail to their neighbors.4. Why does the man make the phone call?A. To cancel a weekend trip.B. To make an appointment.C. To get some information.5. What does the man probably want to do?A. Do some exercise.B. Get an extra key.C. Order room service.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。
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A critical test of the concept of submarine equilibrium pro fileAggeliki Georgiopoulou a ,b ,*,Joseph A.Cartwright aa 3DLab,School of Earth and Ocean Sciences,Cardiff University,Main Building,Park Place,CF103YE,Wales,UK bUCD School of Geological Sciences,University College Dublin,Science Centre (West),Bel field,Dublin 4,Irelanda r t i c l e i n f oArticle history:Received 2August 2011Received in revised form 24February 2012Accepted 12March 2012Available online 15March 2012Keywords:Submarine equilibrium pro file Submarine channel Normal fault Fault linkage Nile Deltaa b s t r a c tThe existence of a slope equilibrium pro file has been widely used to account for erosional and depositional processes on submarine slopes and turbidite systems.Pro files out-of-equilibrium are commonly observed in actively deforming areas where channels seem to be de flected or diverted by sea floor structures.In this study the concept of the submarine equilibrium pro file is tested in an area of extensive surface faulting to examine whether channels adopt an equilibrium-type pro file through time.The study area is on the slope of the Nile Delta,which is disrupted by a number of surface-rupturing normal faults.Prior to fault linkage,several submarine channels flowed down the slope and either utilised relay ramps or flowed through fault scarps of the fault array.Where a relay ramp had been utilised,post fault linkage,the channels of the area either avulsed or converged into one major channel in response to a change in the deformed slope pro file to a more concave shape.The thalweg of the post fault linkage channel and two slope pro files either side of it are measured in the area of the fault array,to understand how the channel evolved in response to the active faulting.When fault displacement is relatively small the combination of channel erosion and aggradation results in a channel thalweg pro file near-equilibrium with predictable modi fications of channel dimensions (depth and width)even if sediment supply was infrequent and episodic.It is concluded that turbidite channels can conform to the concept of equilibrium and submarine base level if it is the most energy ef ficient route for submarine gravity flows downslope.The most energy ef ficient route will be one where flows bypass the slope without eroding or depositing and move in a direct downslope course towards base level.Ó2012Published by Elsevier Ltd.1.IntroductionWhen it comes to de fining base level and slope equilibrium there appears to be lack of consensus in the scienti fic community and as a result interpreters have often assigned their own de fini-tions pointing to the interpretative nature of the concept.The terms “base level ”and “equilibrium pro file ”have been lent to submarine sedimentary processes from the terrestrial fluvial realm and the interchangeable use of the same terms for continental-and marine-based studies can be confusing.Base level in the submarine environment is generally de fined as the deepest point in the basin that can be reached by gravity flows (Carter,1988;Pirmez and Flood,1995)while some researchers insist on referring to sea level as base level (e.g.Catuneanu,2002)(Fig.1).Pirmez et al.(2000)de fined the equilibrium pro file as a depth pro file created by the erosional and aggradational action of turbiditycurrents over a period of thousands of years such that the prevailing sediment discharge is carried through the channel with minimum aggradation or degradation (Fig.1).When trying to determine what type of slope is in a state of ‘slope equilibrium ’,researchers are faced with the added challenge that the ocean system is not a steady-state system and therefore the equilibrium pro file itself will also be transient.An equilibrium pro file will therefore depend on indirect factors such as ocean current regime,slope stability and strength of near-sea floor sediments amongst other factors that more directly impact the ability of a channel to erode or aggrade to a speci fic datum,such as power and frequency of flows,geometry of flows and availability of sediment being transported by those flows (Kneller,2003).In this paper we consider the equilibrium pro file as a notional surface which the channel thalweg evolves towards under a given set of boundary conditions,namely the starting con figuration of the thalweg.Where sedimentary transport processes are the dominant shaping mechanism,the equilibrium pro file tends to assume a concave-up thalweg pro file (Ferry et al.,2005).However,for slopes that are being actively deformed by faulting or folding it is not clear whether the same notional surface governs the*Corresponding author.UCD School of Geological Sciences,University College Dublin,Science Centre (West),Bel field,Dublin 4,Ireland.Tel.:þ35317162063;fax:þ35312837733.E-mail address:aggie.georg@ucd.ie (A.Georgiopoulou).Contents lists available at SciVerse ScienceDirectMarine and Petroleum Geologyjournal h omepage:ww w.elsevi /locate/marpetgeo0264-8172/$e see front matter Ó2012Published by Elsevier Ltd.Marine and Petroleum Geology 41(2013)35e 47evolutionary behaviour.Where the rates of tectonic deformation are comparable to the sediment flux,the thalweg pro file is likely to smooth irregularities but re flect in part the motion of active struc-tures (Pirmez et al.,2000).But what behaviour could be expected if flow frequency down the channel is low?It could be postulated that whatever the magnitude of the deformation of the slope,the natural tendency of a channel will be to adjust its slope pro file until it reaches the equilibrium pro file (Ferry et al.,2005).Even during continuous structural growth the pro file could well be maintained in a state of disequilibrium but the gravity flows will attempt to bring it to a state of equilibrium through slope adjustments,but this possibility has not been documented in detail,so the speci fic behaviour is unknown.This study examines this situation,where structural growth is ongoing (normal faults)but sediment supply is intermittent.2.Submarine channels and sea floor tectonic deformation Where channels interact with sea floor structures,such as fault escarpments and folds,they are most commonly de flected by them (Catterall et al.,2010;Clark and Cartwright,2009;Cronin et al.,2005;Cross et al.,2009;Mayall et al.,2010).This observation suggests that pre-existing sea floor topography and/or tectonic movement create slope pro files that are out-of-equilibrium and that the rate of incision is slower than the rate of uplift.For example,on the eastern part of the Nile Delta slope,channels have been shown to respond to topography in four dominant ways;con finement,diversion,de flec-tion and blocking,with no examples of channels cross cutting structures (Clark and Cartwright,2009).However,it has often been argued that the longitudinal slope pro files of submarine channels tend towards equilibrium and will erode and/or deposit in their effort to adjust to the equilibrium pro file (Ferry et al.,2005;Heiniöand Davies,2007;Pirmez et al.,2000;Prather et al.,1998).A classic example of this process of adjustment to a notional equilibrium can be seen in the salt-controlled minibasins of the Gulf of Mexico.Here,it has been shown that the seismic facies distribution and stratigraphic rela-tionships follow a fill-and-spill model that is determined by the slope pro file and the degree to which any depositional surface approximates to that surface of equilibrium (Prather et al.,1998).Speci fic examples of conformance to the equilibrium have been explained by local factors where knickpoints are formed.A knick-systems it is de fined as a section of steep gradient between lower gradient sections along a river course (Howard et al.,1994).Heiniöand Davies (2007)identi fied knickpoints on deeply incised channels on the mid-slope region of the Niger Delta and argued that these result from the deep incision and therefore high degree of con finement of channels,meaning that they cannot migrate laterally in response to the changing morphology and instead the pro file adjusts vertically to the equilibrium pro file.Mayall et al.(2010)recently identi fied the lack of published work on the interaction between evolving sea floor structures and synki-nematic sedimentary systems.Therefore,it is not clear whether the concept of equilibrium pro file is useful when trying to explain channel e structure interactions.Submarine channels are generally regarded as physiographic connections between canyons that incise the continental slope (whether they are a seaward continuation of a continental river system or not)and the deep ocean floor,where slope gradient becomes less than 1:1000(Carter,1988).There have been studies,albeit few in number,regarding the concept of equilibrium pro file in submarine channels,which have considered large fans such as the Amazon Fan,the Rhône Fan,the Niger Delta Fan,the Congo Fan (Ferry et al.,2005;Pirmez et al.,2000)as well as the Nile Deep-Sea Fan (Catterall et al.,2010).These settings are dominated by the supply of large amounts of sediment from large subaerial deltas that extend into the deep-water environ-ment.Their submarine equivalents start at the shelf edge and extend for 100’s of kilometres downslope.So apart from whether channels adhere to the “law ”of adjustment to the equilibrium pro file in general the question arises whether that process is also applicable to smaller scale channels with limited and episodic sediment input,not connected to a sediment source on the continental shelf.The aim of this study is to test the concept of the equilibrium pro file on a relatively small submarine channel in the area of the Western Nile Delta that is tectonically modi fied by a series of syndepositional normal faults distributed along the length of the channel.The channel is part of a network of similar sized channels in this area of the slope,and it does not receive a constant supply of sediments due to its lack of direct connection to the major feeder points near the shelf break.The head of the channel is located approximately 60km seaward of the shelf break,at 600m water depth and does not appear to be linked with a delta distributaryFigure 1.Schematic illustration of subaerial and submarine equilibrium pro files in relation to slope pro file and anticipated erosional and depositional processes (modi fied from Catuneanu (2002),Dietz (1963)and Kneller (2003)).A.Georgiopoulou,J.A.Cartwright /Marine and Petroleum Geology 41(2013)35e 4736related to a point source of sediments on the continental shelf (the Rosetta submarine channel).Thereforeflows through it are unlikely to be hyperpycnalflows and are more likely to be domi-nated by surge-type turbulentflows(Mulder et al.,2003).The thalweg profile adjustment is documented in order to evaluate how the channel has adjusted to the local deformation resulting from the active faulting.The relative timing of these adjustments and the structural movements are also considered.It is shown that in spite of the relatively small dimensions of this channel,it is able to adjust to local hangingwall subsidence through aggradation,and to local footwall uplift through incision,such that an almost perfectly smooth profile results.Finally,the wider significance of this simple example is considered in terms of slope processes in general,and specifically for the notion of the equilibrium profile in tectonically active areas.3.Regional settingThe Eastern Mediterranean basin is dominated by the Nile deep-sea turbidite system.The area is governed by a complex interaction of active and varied crustal tectonics(Kreemer and Chamot-Rooke, 2004;Le Pichon et al.,1995;Mascle et al.,2001;McClusky et al., 2000;Westaway,1994).To the north,the African plate is colliding with and subducting underneath the Eurasian plate and therapidlyFigure2.A)Grey shaded bathymetry of the Nile Deep-Sea Fan and Egyptian continental platform(modified from Mascle et al.(2006))with inset map of the Eastern Mediterranean.B)Dip attribute map of the seabed over the3D survey area with inset map showing a more extensive part of the study area C).Faults whose traces are not very clear have beenA.Georgiopoulou,J.A.Cartwright/Marine and Petroleum Geology41(2013)35e4737westward moving Aegean-Anatolian microplate,creating the Hellenic and Cyprus arcs(Aal et al.,2000)(Fig.2).To the east,the Levant margin is controlled by the eastward relative movement of the Arabian plate along the East Anatolian fault zone and north-eastward along the Dead Sea shear zone(Mascle et al.,2000) (Fig.2).To the south,the North African passive margin is draped by the thick sedimentary wedge of the Nile deep-sea fan(NDSF), constructed mostly since the late Miocene(Loncke et al.,2006) with a postulated thickness exceeding9km(Aal et al.,2000). Added to this complexity are the consequences of gravity-driven salt tectonics caused by loading of ductile salt layers deposited during the Messinian Salinity Crisis(latest Miocene)with the thick Plio-Quaternary sediments of the NDSF(Loncke et al.,2006;Ross and Uchupi,1977).Three morphotectonic provinces are distinguished in the NDSF from west to east;the Western,Central,(Fig.2A)and Eastern Provinces(Bellaiche et al.,2001,1999;Loncke et al.,2002,2009; Mascle et al.,2006,2001).Here we focus on the Western Province which is dominated by submarine channels and active normal faults as well as mass transport complexes(Garziglia et al.,2008; Loncke et al.,2009)(Fig.2).3.1.The Western Nile deep-sea fan provinceThe modern physiography of the delta is expressed in a continental shelf with variable width,between64km at the widest,but as narrow as10km off rocky headlands(Ross and Uchupi,1977).The shelf edge is at75e90m water depth west of Alexandria but deepens to150e265m between the Rosetta and Damietta branches most likely because of the weight of the delta downwarping the shelf in this location(Ross and Uchupi, 1977).Sediment transport across the western province is currently taking place through sinuous channels and distributaries,as well as slope failures with vertical scars up to100m high(Garziglia et al.,2008;Mascle et al.,2001).The channels are characterised by avulsion and appear to have progressively migrated westwards (Mascle et al.,2006).Upper slope failures have been invoked to explain the frequent modifications of channel positions,shapes and architecture in the area(Ducassou et al.,2009;Mascle et al.,2006). The slope instabilities are believed to have been triggered by enhanced sediment overloading in conjunction with underlying ductile deformation of the evaporites(Mascle et al.,2001).Arcuate growth faults cutting through the Pliocene-Quaternary sediments, rooted in the underlying ductile Messinian salt layers and associ-ated with elongate salt walls,reportedly move northwards and generate typical raft-tectonic features(Mascle et al.,2001)(Fig.2A). Also present on the seafloor in the Western Province are mud expulsion(mud volcanoes)(Fig.2B)andfluid escape features (pockmarks)(Loncke and Mascle,2004).4.Dataset and methodologyThe study has been performed on a3D seismic dataset collected by the oil and gas industry.The seismic data is near zero-phase with SEG normal polarity,i.e.an increase in acoustic impedance is represented by a positive amplitude excursion on the seismic trace.The initial acquisition inline trace interval was25m with line spacing of25m and a sampling interval of4ms.The dominant frequency of the dataset varies with depth,but it is approximately 45Hz for the top one second of sediments,with estimated vertical stratigraphic resolution of c.9m considering an average velocity of 1600m sÀ1as calculated from the checkshot survey of a nearby well.The available dataset has been clipped below the ProviderIn order to evaluate the channel response to seabed faulting the following morphometric parameters were measured(Fig.3):Channel thalweg depth:depth from adjacent seafloor(channel rim)to present-dayfloor of the channel.Channel width:measured horizontally between levee/margin crests,perpendicular to the channel axis.Measurements were taken at250m intervals along the length of the channel,although in some segments of the channel the interval was narrowed to100m as more closely spaced measurements were deemed necessary due to the small spacing between faults that cut the channel profile.In addition,slope profiles of the channel thalweg and the seafloor either side of the channel were generated in order to compare and contrast the slope morphologies and assess whether the channel profile adheres to the concept of a slope at equilibrium.Slope profiles were measured perpendicular to the bathymetric contours.Slope profiles are often used to understand the response offlow processes to deformation processes(e.g. Arzola et al.,2008;Catterall et al.,2010;Ferry et al.,2005;Gardner, 1983;Gerber et al.,2009;Lastras et al.,2009).Fault50(Fig.2B and C),the largest fault that crosses the channel was analysed in detail by mapping the seismic reflection which signifies the onset of faulting as well as key horizons at different stratigraphic levels using Schlumberger Geoframe 4.2seismic interpretation software.Mapping of marker horizons was difficult due to;1)problems with correlation across faults,2)the presence of buried channels and slide deposits that disrupt the continuity of the reflections;and3)data quality.Three marker horizons were, however,mapped using arbitrary lines from the3D grid that directly tied footwall and hangingwall stratigraphy,and thus allowed displacement mapping to be undertaken for Fault F50which is the major fault that crosses the channel(Fig.4).Measurements of the throw values on the fault were made using fault-normal seismic profiles and displayed as a throw distribution plot along the length of the fault for four reflector horizons following standard procedures used in fault analysis(Barnett et al.,1987)(Fig.4).A sound velocity of 1500m sÀ1was used to convert the throw values at the seafloor into metres.RMS amplitude maps and isochron thickness distribution maps were generated to establish the evolution of the channel through time and its relationship with the faults that traverse it and in particular faultF50.Figure3.Block diagram of channel morphometric parameters that were used toA.Georgiopoulou,J.A.Cartwright/Marine and Petroleum Geology41(2013)35e47 38The stratigraphic interval of interest for this study is the Late Pleistocene to recent,although precise dating of horizons has not been possible because the nearest wells are some30km away and there is no information in those wells on the youngest part of the stratigraphic succession.5.ResultsA description of the analysis and observations on the fault array, particularly the main fault(F50),is presented in this section. Subsequently the channel,its infill,its profile and history as well as 5.1.General description of the fault arraySeven major normal faults(shown with F)and more than twenty smaller ones are observed in this study(shown with small f).The mapped fault traces are linear to curvi-linear,orientated E-W to ENE-WSW(Fig.2).They strike perpendicular to the general slope direction,and dip on average75 northwards(downslope),except for some antithetic faults(F60,F70,f43,f45a,f45b,f48a,f49a)with similar dip angles but to the south(upslope)(Fig.2).Some faults are curved in the central region creating an irregular and highly segmented shape,which typically results from the growth of the fault by segment linkage(e.g.F10,F40)(Fig.2)(Cartwright et al., 1995).Curving at the edges of faults occurs when faults are closely spaced and the tips of one fault mechanically interact with a neighbouring fault(Baudon and Cartwright,2008).At the seabed the major faults show maximum scarp heights of 130m(F40)while the smaller ones show scarps of around50m. Fault scarps at the seabed suggest that the rate of fault movement is higher than sediment deposition.Dip angles are up to71 although these are reduced to some extent due to erosional scarp degradation.5.1.1.Onset of faultingThe timing of the onset of faulting was determined by correlation and mapping of a series of horizons across the faults,and by evalu-ating the growth indices using standard techniques developed for the analysis of growth fault kinematics(Cartwright et al.,1998;and references therein).The onset of faulting is defined by the youngest reflection separating a seismic package of constant thickness across the fault below and a seismic package of increasing thickness across the fault above,i.e.the growth package(P50in Fig.4c).Fault onset appears to be contemporaneous across the study area since the marker horizon defining fault growth onset is correlatable as a single reflection throughout the area for all the measured faults.5.1.2.Fault50Fault50shows the greatest displacement(225m)of all the faults in the study area and has a strike length of w17km. The greatest displacement along this fault is located at the fault segment centre,which is typical of displacement distributions on normal faults(Fig.4a)(Walsh and Watterson,1987).Smaller faults are located at its western tip and the fault trace itself contains two sharp changes in orientation(points X and Y in Fig.2B)and appears to be composed of at least two fully hard linked segments(Figs.2B and4a).The channel crosses the fault through one of the segment boundaries close to the locus of maximum displacement(Fig.4a).It has a planar geometry with a nearly constant fault plane dip from the seafloor down to the deeper Pliocene strata and the Messinian beneath(Fig.4c).A50e100m high fault scarp along the central portions of the fault suggests that fault F50has experienced a higher slip rate than sedimentation rate.Fault scarps generally result from an outpacing of slip rate over sedimentation rate over a prolonged period of time,resulting in an underfilled hangingwall(Back et al.,2006; Cartwright et al.,1998;Castelltort et al.,2004).The onset of syn-sedimentary fault activity(i.e.as expressed at the seafloor as opposed to the previous blind fault propagation phase)has been interpreted to be reflection P50as this is where the seismically defined growth package begins(Fig.4b).Using well ties with seismic sections in the adjacent area,P50is assumed to be Late Pleistocene in age,but it cannot be dated any more precisely.Below P50,reflections in the footwall and hangingwall are parallel, seismic packages exhibit no thickness change across the fault,and the displacement is constant with depth.Above P50,reflections inFigure4.(a)Throw profiles along four horizons intersected by the fault F50measuredalong the fault trace on lines crossing points(red circles)on(b)and(c)seismic lineshowing the horizons.The location of the channel crossing the fault as well as the twolinking fault segments are also indicated.Accuracy of throw values is approximately5ms(TWT).For location see Figure.2.(For interpretation of the references to colour inthisfigure legend,the reader is referred to the web version of this article.)A.Georgiopoulou,J.A.Cartwright/Marine and Petroleum Geology41(2013)35e4739fault plane,which is characteristic of synkinematic packages associated with normal faults(Thorsen,1963).5.2.The channel systemThe channel is at least38.5km long although it may extend further downslope to the NNW,beyond the extent of the dataset. The degree of sinuosity measured as the along-channel distance divided by the straight-line distance between the same two points along the channel(after Clark et al.(1992))is1.23.The channel crosses several normal faults that dip downslope and a few smaller antithetic faults that dip in the opposite direction and thus create small graben features.Fault F50is crossed at about10km down-slope from the apparent head of the channel(Fig.2).The width of the channel varies along its length between about 0.3km at its narrowest and up to about2.6km at its widest(Fig.5). Morphology measurements show that there is a systematic varia-tion in channel width,and that width is negatively correlated to the channel thalweg depth,i.e.the channel is generally wider where it is shallower and narrower where it is deeper(Fig.5).This variation in width and depth is systematic only where the channel is inter-sected by active faults along its route.The channel is narrow and deep on footwalls and becomes progressively narrower and deeper as it approaches the fault scarp.On crossing the scarp,thereareFigure5.(a)Channel thalweg profile aligned with(b)corresponding graphs of depth of channel thalweg and channel width measured along its length.The arrows in b indicate the positions of the faults marked on the profile(aligned).Note that maximum incision is observed on the footwalls just behind the fault scarps and maximum width is observed on the hangingwalls.This negative relationship alternates downslope as the channel crosses several faults.However there is an inverse relationship on the hangingwall of fault f62, between meanders M1and M2(for location see Fig.2B),which actually deflects the channel.(c)Channel thalweg profile together withflank profiles showing by comparison where the channel has eroded and where it has deposited.In red a theoretical equilibrium profile shows that the channel is out-of-equilibrium as the profile is not perfectly smooth (knickpoints marked with kp)but in places it is approaching equilibrium.(For interpretation of the references to colour in thisfigure legend,the reader is referred to the webA.Georgiopoulou,J.A.Cartwright/Marine and Petroleum Geology41(2013)35e4740sharp increases in width and sharp decreases in erosion depth on the hangingwall and the channel progressively gets narrower and erodes deeper as it approaches the next fault scarp(Fig.5b). Where the channel crosses antithetic faults(e.g.f49a,F60)that relationship does not exist,in fact it reverses(Fig.5b).Another part of the channel where this can be observed is between the two meander turns(M1and M2)of the down-thrown segment of fault f62(Figs.2and5b).That part of the channel gets deflected by f62and follows the hangingwall low and as a result its width is constrained and therefore does not reflect the relationship observed on the rest of the channel length.Prior to the onset of faulting,the area is traversed by several sub-parallel channels as demonstrated on seismic attributes map of a narrow time window from50ms above reflection P50to50ms below it(Fig.6).These earlier or precursor channels are barely visible on the seismic and are only identified due to their high seismic amplitudes on the RMS amplitude map(Fig.6).It is common to be able to see small sedimentary features at or just below the level of vertical stratigraphic resolution from such amplitude attribute maps (Rijks and Jauffred,1991).An isochron map was constructed from the base of the channel, which is taken to be P50,to the seafloor revealing three areas of thicker sediment accumulations along the length of the channel (Fig.7).One area is located on the footwall of fault F50to the east of the channel.The other two are located on the hangingwall of fault F50,on the lee side of meander M2and immediately upslope of meander M1(Fig.7).These sediment accumulations are inter-preted as overbank deposits,preferentially depositing where there is accommodation space created by the faults and on the lee side of meanders,whereflow stripping occurs due to the centrifugal force (Keevil et al.,2006;Peakall et al.,2000;Piper and Normark,1983).The channel is partially infilled with moderate to high ampli-tude reflections that are likely to be channel margin collapses,particularly on the footwall where the channel margins are steeper due to deep entrenchment,and on the hangingwall sandy gravity flow deposits transported along the channel from an upslope source.This type of infill has been described for buried abandoned channels elsewhere on the Nile Delta(Catterall et al.,2010; Cross et al.,2009).The degree of infill varies down the channel transect:on the footwall it is‘halffilled’whereas on the hanging-wall it is almostfilled to the rim(Fig.8).5.2.1.The slope profilesThree slope profiles are used in this study:One is the channel thalweg profile and the other two profiles on either side of the channel(Figs.2and7).The twoflanking profiles are necessary as controls to conduct the analysis because they represent the seafloor profile in the absence of a channel.Importantly,by comparing them with the thalweg profile,it is possible to identify what effect the channel and the fault have had on the seafloor topography(Fig.5c).The three slope profiles are no more than3km apart and are described in detail below.i)Channel thalweg and upslope profileThe longitudinal depth profile of the channel thalweg consists of alternating concave up and convex segments(Fig.9).Overall it shows smooth morphology with segments of gentler gradient, w0.8 ,separated by steeper ones of nearly2.5 ,which are coinci-dental with down-to-basin normal faults(Fig.9).Upslope of the channel head,the concave parts reflect the presence of two struc-turally controlled topographic depressions,Depressions I and II, whereas the convex parts of the profile are directly correlated with footwalls,where uplift and back-tilting of fault-bounded blocks has occurred.The two depressions are separated by a footwall crestal region(Fig.9).The entire Miocene-Pleistocene sequence hasbeenFigure6.(a)RMS amplitude map over a time window50ms above to50ms below the Horizon P50and(b)associated interpretation.This map shows at leastfive channels on the slope,and one(strong black line)utilising the relay ramp between the two fault segments that later formed fault F50.Seismic section(c)shows the position of these streams marked with arrows.The green solid line shows reflection P50.The yellow dashed line separates packages of different acoustic character;strong parallel reflector above,compared to low-moderate amplitude reflectors punctuated by some stronger ones below.(For interpretation of the references to colour in thisfigure legend,the reader is referred to the webA.Georgiopoulou,J.A.Cartwright/Marine and Petroleum Geology41(2013)35e4741。