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Reading
第一篇

标题:The Edge 
作者:R. K. Narayan
文章大意:讲主人公Ranga是一个职业磨刀人,尽管现在磨刀的需求已经降低了,Ranga还是对他的工作非常坚持有热情。因为他坚持的态度,追着别人磨刀,大家还是愿意配合他给他事情干。

第二篇

标题:Letter to Ralph Waldo Emerson 
作者:Walt Whitman
文章大意:美国有非常好的文学潜力,应该出现很多文学作品去描述美国人自己的生活。同时,美国获得了英语语言本身的传承,是一个应该利用的遗产。但是不应该完全按照去沿袭过去获得的东西,而是利用自己的良好氛围(民主,自由)和浓郁的生活气息,完完全全去创造自己的文学内容。写自己的诗,创作自己的艺术作品。这样才能算有自己的文化,有自己的后代,有真实的血肉。
第三篇
标题:Beetles and Bugs 
作者:The Economist Newspaper Limited
文章大意:关于一种讨厌的咖啡虫,专门吃咖啡豆,给农业带来巨大损失。这些虫子可以免疫咖啡豆中的咖啡因的毒反应。科学家怀疑是因为其肠道中某种细菌。
科学家的假设是这种细菌可以在咖啡因被吸收前,将其隔离。后来做了实验,觉得这种假设是对的。一开始发现在虫子的排泄物里没有咖啡因,后来用了抗生素抑制细菌,排泄物里就出现了咖啡因,并且死亡。后来又用了一系列实验证实是由一种P细菌在起作用。把细菌杀死,也许就杀死了这种咖啡虫。杀细菌不可以用抗生素,因为各类副作用,而且有耐药性。所以可以考虑用某种病毒。P细菌如果死了,也许还会有别的细菌代替,但是这是一种害虫控制的方法。
第四篇
标题:The Irresistible Pull of Irrational Behavior
作者:Ori Brafman and Rom Brafman
文章大意:一个人的意见能很容易影响其他人。有一个主要实验描述了给实验对象三条长度完全不一样的直线,让实验对象去辨别哪一条是和第四条直线是匹配的。同时还在这些实验对象面前安排一组演员,故意去选错来误导实验对象。结果这些实验对象就怀疑自己本来是正确的判断,最后反而判断错误。后面再补充了第二个实验,在第一个实验的基础上安排了一个演员是选对的,结果实验对象的正确率就大大提高了。说明团队的不一致性,只要一个,也能很大地影响个体的决定。
第五篇
P1 标题:The Flight of the Iguana: A Sidelong View of Science and Nature 
     作者:David Quammen 
P2 标题:Tiny earthworms' big impact 
     作者:Cecile LeBlanc
文章大意:
P1
达尔文很关注蚯蚓(earthworm)对野外的影响。科学家们都发现野外有大量的蚯蚓(包括英国和德国),这些蚯蚓带来了所谓的“易于植物生长的土”。但是,达尔文发现蚯蚓不停的在把地底的土往上翻,从而导致历史遗迹被掩埋。结合其他因素,还可能带来部分地区土壤被侵蚀。从而得到结论,蚯蚓对历史带来的影响比大部分人都大。
P2
上世纪90年代,科学家去明尼苏达北部调研。发现环境的改变,植被都长得很不好。得到的结论是,这些是由入侵的蚯蚓导致的。这些蚯蚓大概在200年前由欧洲定居者带来,整体大意是负态度。
阅读整体感受:这次考试阅读难度和过去几次亚太考试比较一致,历史和双篇科学相对难度大一些,两篇带图表的科学相对比较简单。相信curve会延续过往的错17还有300的松紧度,应该不会太严。
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Writing and Language
第一篇
The Colorful Communication of Squid
大意:科学家们设计了一种Crittercam system去研究乌贼的行为。乌贼身体的颜色变化是很复杂的过程,在清水里是透明色,在浑水里发白光用以警告其他同伴。黑点黑带,时间长时间段的颜色都有不同的含义,科学家们还需要努力研究乌贼的复杂行为。
第二篇
A Career That Hits All the Right Notes
大意:讲一个虽然不是很出名但是拥有音乐技能和很强联系网的吉他手RZ。一开始他只是给朋友随便打打工,但是随着客户增多,他就能维持稳定的收入了。同时,他拥有全面的音乐技能,这也体现了大部分现在音乐人的趋势。多重身份让RZ能够更好地经营事业。
第三篇
Preserving the Digital World on Permanent Paper
大意:数字设备作为一种工具难以永久储存信息,比如当时NASA登月的记录就都丢失了,因为当时用的录影机已经不能再用了。因此历史学家想通过一些特殊的纸张--永存的形式--来保存信息。
第四篇
Never Judge a Pocket Book by Its Cover
大意:上世纪30年代,老百姓基本看不到有名的小说,因为这些小说都是硬质封面难以制作,价格昂贵,还很难买到。但是有一个人Robert给行业带来改变,他把这些小说做成了pocket book,降低了造价和售价。还做了大量的广告和宣传,让人们随时随地能买到,带来最大的阅读便利。这一举措大获成功,卖了很多本。到了60年代,卖了共3亿本pocketbook。Robert改变了人们的阅读习惯。
Essay
By Mauro F. Guillén JULY 27, 2009
In an era of dwindling budgets, universities have identified language programs as an area for possible cuts. Languages with few students are being framed as luxuries that cannot be afforded during a time of scarcity. The target is easy: Language instruction is delivered by nontenured faculty members to a much greater extent than most other subjects are. Some universities have even announced that entire language departments might be eliminated as a way to, euphemistically, realign resource allocation with emerging priorities. There is a fundamental misunderstanding of the role that language learning should play in undergraduate and graduate curricula, which could seriously imperil the ability of the university to educate the students of the 21st century.
The conventional wisdom among university administrators is that languages are helpful only as tools to achieve an end, such as being able to live, work, or do research in countries where operating in English is not an option. My casual conversations with parents of students and with officials of external sources of support, including government agencies and foundations, reveal a similarly limited view. This stance is as shortsighted as it is widespread among the people who make key decisions about resource allocation across disciplines and programs, and among those who pay for our students' education.
For starters, research indicates that effective language instruction must be culturally grounded. Acquiring a language involves learning the culture or cultures intimately associated with it. Although business students, for example, can operate in English in a large number of countries, a deeper understanding of the cultures there would enhance their performance as employees or entrepreneurs. Interactions and negotiations in English may be possible, but there is nothing like knowing the local language to become aware of the nuances and the sensitivities involved in everyday life or work situations.
We also know from research and experience that acquiring another language makes students better problem solvers, unleashing their ability to identify problems, enriching the ways in which they search and process information, and making them aware of issues and perspectives that they would otherwise ignore. I have often observed that students with exposure to two or more languages and cultures are more creative in their thinking, especially when it comes to tackling complex problems that do not have clear solutions.
Learners of languages, by exposing themselves to other cultures and institutional arrangements, are more likely to see differences of opinion and conflicts by approaching a problem from perspectives that incorporate the values and norms of others as well as their own. Knowledge of other languages also fosters tolerance and mutual understanding. Language learning is thus much more than becoming operational in an environment different than one's own. It is a powerful way of appreciating and respecting the diversity of the world.
Another common misconception about the study of languages is that globalization has reduced the market value of most of them while increasing that of English, the lingua franca of business, science, and technology. According to that logic, students would be wise to invest their time and energy in other subjects once they have mastered spoken and written English. While it is true that major multinational companies use English at their most important meetings, I continue to come across case-based evidence indicating that if you work for a German, Japanese, Chinese, Swedish, or Brazilian company, you'd better speak the language of the home country, or you will be at a disadvantage when it comes to understanding the subtleties of decision-making and advancing your career. English proficiency may have become a necessary qualification for employment at most multinational organizations, but it is certainly not sufficient to pursue a successful professional career in an international context. The argument that the market value of the English language is increasing relative to the value of other languages, if pushed to its logical extreme, would present native English speakers with a false choice between allocating their energies to learning another language and focusing on other academic subjects.
Many universities have lost touch with an evolving reality in the international business world. Some undergraduate and graduate business programs claim to offer an international education, in some cases involving short study trips. But few integrate a rigorous course of study in languages with standard business subjects. At the graduate level, we have convinced ourselves that a one- or two-week trip to meet business leaders in some country can be a substitute for the deep study of at least one foreign language and culture. We are fooling ourselves if we believe that a global management education consists of short study trips instead of serious language instruction.
Students who are serious about engaging in a demanding activity, whether learning to speak a language or play a musical instrument, are more motivated to learn other subjects. The language learner is undaunted by the difficulty of the task and eager to benefit from the discipline that language instruction offers. I teach sociology and management courses to undergraduate and graduate students. Those who have knowledge of languages other than English tend to perform better.
By undermining the importance of learning other languages, we are losing an opportunity to educate our students to be better citizens of the world, and failing to provide them with the tools and mind-set they need to understand and solve complex problems. Learning a language exercises the mind and enriches the spirit. It is a fundamentally humbling process by which students learn that their culture and way of expressing it are relative, not absolute. That perspective makes them more open to other points of view, and more likely to avoid one-size-fits-all solutions to the problems of the world.

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