D
Using the Internet and CD-ROM databases in the library
Bramley College now has full electronic information resources in the College Library to help you in your studies. On CD-ROM in the library we have about fifty databases (数据库), including many statistical sources. Want to know the average rainfall in Tokyo? It’s easy to find out.
You can conduct your own CD-ROM search for no charge, and you can print out your results on the library printers using your library photocopying card. Alternatively, you can download your results to disk, again for no charge, but bring your own USB flash disk ( U盘 ) or CD-ROM. If you are not sure how to conduct a search for yourself, librarians can do it for you , but we charge $5 each time for this service, no matter how long or how short a time it takes.
All library workstations have access to the Internet, so you can find the Web-based information you need quickly and easily. If you are unfamiliar with using the Internet, help is available in several ways. You can start with the online tutorial ( 指南) Netstart. The tutorial will take you through the basic step to using the Internet, at any time convenient to you. If you prefer, ask one of the librarians for Internet advice ( at times between 8:00 am and 12：00 am weekdays ) or attend one of the introductory group sessions that are held in the first two weeks of each term.
A word of warning: demand for access to library workstations is very high, so you are strongly advised to book a workstation, and we have to limit your use to a maximum of one hour at any one time. Also, use of the computers is limited to students only, so you may be asked to show your Student Identification Card to make a booking, or while using the workstations.
68. The passage is mainly intended for .
A. students B. teachers C. librarians D. citizens
69. If a librarian conducts the CD-ROM search for you three times, you should pay_____.
No fee B. $5 C. $10 D. $15
70. A librarian can help you learn to use the Internet___________.
A. at any time if you are in need of help
B. in the first three weeks of each term
C. in the morning from Monday to Friday
D. when the librarians are available
71. At any one time, a library workstation can used for_____
A. half a day B. one hour C. two hours D. an unlimited time
Lily, a student of Cambridge University, has bought a bicycle and is worried about safety. Her friend, Cathryn, found this article and sent it to her.
How to make your bicycle safe?
A number of crimes are against bicycles. About 150,000 bicycles are stolen every year and most are never found. You can prevent this from happening by following a few careful steps.
Basic Security
Never leave your bicycle in out-of-the-way places. Always lock your bicycle when you leave. Secure it to lampposts or trees. Take off smaller parts and carry them with you, for example lights and saddles (车座).
Locks
There are various types of locks. Buy one that has been tested against attack. Ask for a recommendation from a bike shop owner.
Marking
Security marking your bike can act as an obstruction to thieves, which can also help the police find your bicycle. Your postcode and your house or flat number should be included and clearly recorded. This will provide a simple way to identify your bicycle.
Registration
There are many companies that will security mark your bicycle. They will then store your registration number and personal details in their computer database. If your bicycle is found, it will be easy to contact you.
Attention
Keep a record of the bicycle by yourself: its production, model and registration number. You can even take a photograph of it. This will prove the bicycle belongs to you.Which part of the article gives the information on how to lock your bicycle when you leave?
| A．Registration | B．Locks |
| C．Marking | D．Basic Security |
Which one is wrong about the security marking of a bicycle?
| A．It can help the police to find and identify the lost bike. |
| B．Some companies can assist you in doing this. |
| C．It can ensure that the thieves won't steal the bike. |
| D．A security marking database makes it easy to get in touch with the owner. |
The article advises you to keep a record of your bicycle _______.
| A．by yourself and in a security company as well |
| B．either in a security company or your university |
| C．both in the bike shop and your computer |
| D．in the police station as well as a marketing company |
Which of the following information may not be necessarily recorded?
| A．your personal information and recommendation in your computer database |
| B．the signing number of the bike as well as your address |
| C．both the type of the bike and its picture |
| D．your postcode and personal details |
Having experienced a shocking electrical accident, which caused him to become both blind and deaf, James Francos world became completely dark and quiet for almost ten years. The loss of sight and hearing threw him into such sorrow that he tried a few times to put an end to his life. His family, especially his wife, did their best to tend and comfort him and finally he regained the will to live.
One hot summer afternoon, he was taking a walk with a stick near his house when a thunderstorm started all at once. He stood under a large tree to avoid getting wet, but he was struck by the lightning. Witnesses thought he was dead but he woke up 20 minutes later, lying face down in muddy water. He was trembling badly, but when he opened his eyes, he could hardly believe what he saw: a tree and a muddy road. When Mrs. Franco came running up to him, shouting to their neighbors to call for help, he could see her and hear her voice for the first time in nearly ten years.
The news of James regaining his sight and hearing quickly spread and many doctors came to examine him. Most of them said that he regained his sight and hearing from the shock he got from the lightning. However, none of them could give a compellent answer as to why this should happen. The only reasonable explanation given by one doctor was that, since James lost his sight and hearing as a result of a sudden shock, perhaps, the only way for him to regain them was by another sudden shock.The reason why James attempted to kill himself was that _________.
| A．a terrible electrical accident happened to him |
| B．nobody in the world cared about him |
| C．he was struck by the lightning once more |
| D．he had to live in a dark and silent world |
What was James doing when he was struck by the lightning?
| A．Putting an end to his life |
| B．Sheltering from the rain under a tree |
| C．Taking a walk with a stick |
| D．Lying on the ground |
What does the underlined word compellent in paragraph 3 mean?
| A．convincing | B．wrong | C．unexplained | D．true |
Which of the following can be the best title for the text?
| A．A Terrible Electrical Accident |
| B．What a Sudden Shock |
| C．An Unforgettable Experience |
| D．James Franco and His Wife |
Fencing or Not
Wildlife fences are constructed for a variety of reasons including to prevent the spread of diseases, to protect wildlife from poachers(偷猎者), and to help manage small populations of threatened species. Human-wildlife conflict is another common reason for building fences. Wildlife can damage valuable farm animals and crops. Some species carry diseases of agricultural concern, and a few threaten human lives. At the same time, people kill wild animals for food, trade, or to defend lives or property, and human activities destroy wildlife habitat(栖息地). Separating people and wildlife by fencing can appear to be a mutually beneficial way to avoid such harmful effects. But in a paper in the journal Science, published recently, some scientists argue that fencing should only be used if worse comes to worst.
According to the scientists, although fencing can have conservation benefits, it also has costs. When areas of wildlife habitat are changed into islands, the resulting small and isolated populations tend towards extinction, and the resulting loss of larger-bodied species can affect interactions between species in ways that cause further local extinctions. Therefore, scientists are asking that conservationists carefully weigh up the biodiversity costs and benefits of new and existing fences.
In addition to fences’ ecosystem-wide impact, the scientists don’t think they always achieve their specific aims. Construction of fences to reduce human-wildlife conflict has been successful in some places but the challenges of appropriate fence design, location, construction, and protection mean that fences often fail to deliver the anticipated benefits. In some places, fences also provide poachers with a ready supply of wire for making traps.
A variety of alternative approaches, including better caring for farm animals, community-based crop-guarding, insurance and wildlife-sensitive land-use planning are suggested to reduce conflicts between people and wildlife without the need for fencing. Some projects working with local people and government agencies in Indonesia have shown that human-elephant conflict can be dramatically reduced without using fences.
The scientists conclude that as climate change increases the importance of facilitating wildlife mobility and conserving landscape connectivity, fence removal may become an important form of climate change preparation, and so fencing of wildlife should be avoided whenever possible.What does the underlined word “mutually” in Paragraph 1 probably mean________?
| A．Indeed. | B．Outdoors. | C．Straight. | D．Both. |
According to the scientists, what will fencing influence______?
| A．Land building. |
| B．Species diversity. |
| C．Human population. |
| D．Wildlife’s body size. |
What is mainly discussed in Paragraph 4_______?
| A．Replacements for fences. |
| B．Wildlife-protection methods. |
| C．Effective land-use approaches. |
| D．Conflicts between human and wildlife |
The main purpose of the passage is to ________.
| A．argue and prove |
| B．inform and explain |
| C．appeal and discuss |
| D．compare and assess |
“Oh, my God! Did I really just send that text?” Most people have said something that they wish they could take back. And if they had paused to think about it first, they probably would have acted differently. Pausing doesn’t pay off just when you speak. Scientific studies have shown that making a habit of pausing before you do something can actually have a big impact on how your life turns out.
In making decisions we rely on two areas of the brain. One area creates and processes emotions; the other governs logical thought. The type of decision, how we feel about it, and how prepared we are to handle it help determine which brain area has the most influence.
But our age also plays an important role. Thinking through the consequences of one’s actions is actually harder for teens because the area controlling logical thought is not fully developed until around age 25. This is why teens often feel an intense emotional drive to act impulsively--it’s how their brains are structured! Though this tendency to act without considering the outcomes can lead to problematic situations, impulsivity during the developmental years evolves because it makes teens more open to new experiences and ideas. This openness helps teens become independent adults.
The key to making impulsivity work for you--instead of against you--is to train your brain by practicing pausing. This doesn’t mean you stop taking risks or being open to new experiences. But you won’t know if the risk is worth it until you think it through. Deciding to take a risk based on logic shows self-control, not impulsivity.
What are different ways to pause? You might take a deep breath, count to 10, or ask, “Is this worth it?” Different strategies work for different people. Whatever works for you, keep doing it! By practicing pausing, you can actually change your brain. This means that over time, pausing, instead of immediately reacting, becomes your “natural” response. And with this change, people are on their way to enjoying the life rewards that come with high levels of self-control--even if they weren’t natural--born pausers!What challenges teenagers________?
| A．Giving natural response. |
| B．Making logical decision. |
| C．Acting before thorough thinking. |
| D．Choosing brain-training strategies. |
An impulsive person tends to __________.
| A．think through a risk in advance |
| B．show high level of self-control |
| C．consider or accept new ideas |
| D．change ideas frequently |
According to the passage, by training one’s brain, one can __________.
| A．stop taking risks |
| B．fully develop one’s brain |
| C．become more open to new experience |
| D．reduce the influence of emotional drive |
What is the best title for the passage________?
| A．Discover the Brain Function |
| B．Crying Over the Spilt Milk |
| C．Push the Pause Button |
| D．Impulsivity Works |
Hockerill’s Suggestion
Caught between the rising cost of university tuition in England and the falling percentage of applicants offered places, one British school is giving its students some surprising advice.
By any measure HockerilI is one of the most successful schools in Britain. Named last month as one of the government’s flagship academies, its students regularly come at or near the top of exam results for the entire country, outperforming such famous names as Eton or Harrow. But unlike those private schools, where fees can exceed ￡28, 000 or ￡45, 000 a year, Hockerill, in the Hertfordshire town, is a state comprehensive, which charges no tuition fees and is forbidden from selecting its students on the basis of academic ability. And while a third of Hockerill’s 830 students are boarders, they are chosen on the basis of need rather than ability to pay.
So when the school’s principal heard of government plans to raise university tuition fees in England to ￡9, 000 a year, he decided to make use of the school’s international focus. urging his students to apply to universities abroad and hiring a counselor（顾问） to help the students who want to apply to universities in countries whose fees are cheaper. “If you can get into a university in France and pay about ￡180 a year for an education at one of the best institutions in the world, why would you pay ￡9, 000 a year in Britain?” the principal asked.
Pupils at Hockerill are offered a choice of seven foreign languages: French, German, Spanish, Italian, Portuguese, Japanese or Mandarin. History and geography classes are taught exclusively in French or German. But with English rapidly becoming the international language of education, even less linguistically flexible students soon find that going abroad can save them money while enhancing the quality of their education.
“Our students can get to Maastricht in Holland by train more quickly than they can get to Lees from London,” the principal said. Just over the border from Germany and Belgium, Maastricht University offers a highly regarded undergraduate program taught in English. Tuition fees are about ￡1, 430, a year. Germany and France offer even greater savings.What is Hockerill’s suggestion to its students?
| A．Learning foreign languages. |
| B．Picking courses on their basic needs. |
| C．Applying for less famous universities. |
| D．Receiving further education outside of UK. |
We can learn from the passage that Hockerill __________.
| A．admits students based on their academic performance |
| B．provides dormitories to the students in need |
| C．collects less money than private schools |
| D．hires counselors for every student |
What’s Hockerill’s principle’s attitude towards government’s tuition plan?
| A．Neutral. | B．Supportive. |
| C．Indifferent. | D．Negative. |
Students choosing Maastricht in Holland will benefit from the followings EXCEPT_________.
| A．education quality |
| B．convenient location |
| C．flexible program plans |
| D．lessons taught in English |