题目
题型：江苏模拟题难度：来源：
articles indicating that cyber attacks targeting Google and several other U.S. companies were from China.
Such accusations are biased (有偏见的).
These anicles take as evidence that hackers" IP addresses could be traced back to two schools in China.
However, it is common sense that hackers can attack by contmlling computers from anywhere in the world.
This fact also explains why hackers are hard to be tracked down.
Computers in China are easy to be controlled by hackers as the majority of Chinese Internet users lack
security awareness and adequate protection measures.
The hackers" IP addresses could by no means vindicate (证明正确) the newspapers" accusations that the
attacks were carried out by Chinese citizens or from within China.
The New York Times says one of the schools from which the cyber attacks were said to originate has
military support. Another school "has received financing from a high-level government science and technology
project."
The New York Times went to great lengths to mention that "graduates of one of the school"s computcr
science department are employed by the local military each year." The paper, howevcr, did not care to tell its
readers that a school in China does not need to have any special relationship with the military to have its
graduates in uniform. It is also true in the United States, where the New York Times is based.
China"s attitude toward cyber attacks has been unequivocal and has adopted laws against such crimes, as
China is one of the countries that suffer from cyber attacks.
The U.S. government, on the other hand, takes an uncertain attitude toward cyber attacks. According to
media reports, the U.S. Homeland Security and Defense departments have both openly employed hackers.
People with a "blackhat perspective" and knowing how to "do threat modeling" are the best choices, said
Philip Reitinger, Department of Homeland Security deputy undcrsecretary, at an information security
conference last October.
Cyber crimes could cause immense losses to individuals, companies and nations. Effective supervision (监
督) and closer international cooperation are ways to improve cyber security. Finger pointing is not.
B. it"s not necessary for schools in China to contact the military
C. the U.S. government openly employ hackers to deal with cyber attacks
D. the accusations of cyber attacks against China are unreasonable and irresponsible
B. negative
C. supportive
D. vague
B. people skilled at doing threat modeling don"t have security awareness
C. some hackers work for the U.S. Homeland Security and Defense departments
D. hackers are difficult to catch because they can cause lots of losses to people
B. making descriptions and giving explanations
C. presenting opinions and providing arguments
D. giving definitions and explaining details
答案
核心考点
试题【阅读理解。 The New York Times, the Wall Street Journal, Financial Times and some 】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
| Many do-it-yourself homeowners are interested in trying out solar power to learn about the technology and perhaps to provide energy for limited-use applications. There are a variety of ways to find cheap solar panels (板), including buying used and building your own with factory seconds. Both methods will save money while forcing you to learn the ins-and-outs of a solar power array (阵列). We"ve all seen solar-powered street signs or PV panels being used for various purposes at remote locations. When those units become cracked or chipped and- are considered "unsafe", companies are forced to replace them, generally to avoid responsibility issues. Because it"s difficult to get rid of PV panels, many |  | |||||||||||||||||
| Reading comprehension. | ||||||||||||||||||
| We may all have had the embarrassing moment: Getting half-way through a story only to realize that we"ve told this exact tale before, to the person we"re boring with it now. Why do we make such memory mistakes? According to research published in Psychological Science, it may have to do with the way our brains process different types of memory. Researchers Nigel Gopie, of the Rotman Research Institute in Toronto, and Colin MacLeod, of the University of Waterloo, divided memory into two kinds. The first was source memory, or the ability to keep track of where information is coming from. The second was destination memory, or the ability to recall whom we have given information to. They found that source memory functions better than destination memory, in part because of the direction in which that information is travelling. To study the differences between source and destination memory, the researchers did an experiment on 60 university students, according to a New York Times report. The students were asked to associate 50 random (随意的) facts with the faces of 50 famous people. Half of the students "told" each fact to one of the faces, reading it aloud when the celebrity"s picture appeared on a computer screen. The other half read each fact silently and saw a different celebrity picture afterward. When later asked to recall which facts went with which faces, the students who were giving information out (destination memory) scored about 16 percent lower on memory perfonnance compared with the students receiving information (source memory). The researchers concluded that outgoing information was less associated with its environmental context (背 景) that is, the person-than incoming information. This makes sense given what is known about attention. A person who is giving information even little facts, will devote some mental resources to thinking about what is being said Because our attention is finite (有限的), we give less attention to the person we are giving information to. After a second experiment with another group of 40 students, the researchers concluded that self-focus is another factor that undermines destination memory. They asked half the students to continue giving out random information, while the other told things about themselves. This time around, those who were talking about themselves did 15 percent worse than those giving random information. "When you start telling these personal facts compared with non-self facts, suddenly destination memory goes down more, suggesting that it is the self-focus component (成分) that"s reducing the memory," Gopie told Live Science. | ||||||||||||||||||
| 1. The point of this article is to _____. | ||||||||||||||||||
| [ ] | ||||||||||||||||||
| A. give advice on how to improve memory B. tell what causes the memory to worsen C. explain why we repeat stories to the same person D. introduce different kinds of memories | ||||||||||||||||||
| 2. Those who read each fact silently and saw a different celebrity picture afterwards _____. | ||||||||||||||||||
| [ ] | ||||||||||||||||||
| A. can memorize more information B. have worse memory C. are more likely to repeat stories D. paid more attention to themselves | ||||||||||||||||||
| 3. The person who is giving information _____. | ||||||||||||||||||
| [ ] | ||||||||||||||||||
| A. may receive little facts B. focuses more on what he is saying C. has finite attention D. pays much attention to his own behavior | ||||||||||||||||||
| 4. Theunderlinedword "undermines" probably means _____. | ||||||||||||||||||
| [ ] | ||||||||||||||||||
| A. Aweakens B. benefits C. explains D. supports | ||||||||||||||||||
| 5. What did the scientists conclude from the second experiment? | ||||||||||||||||||
| [ ] | ||||||||||||||||||
| A. Destination memory is weaker than source memory. B. Focusing attention on oneself leads to relatively poor source memory performane. C. ASSociating personal experience with information helps people memorize better. D. Self-focus is responsible for giving information twice or more to the same persor. | ||||||||||||||||||
| Directions: Read the following Passage. Answer the questions according to the in formation given in the Passage and the required words limit. Write your answers on your answer sheet. | ||||||||||||||||||
| Many college-bound freshmen are worrying about more than just who their roommates will be this fall. They may also be nervous about the well-known fact that"they are likely to gain weight this school year. While many of us remember the extra weight that showed up right around the start of our college careers, we are not always clear on how much weight we realize gained or why. Many nutrition experts and psychologists think that it is the change in environment and the stress of a new begjnning that cause the typical college freshmen to gain extra pounds. As students start a new stage of their lives, many eat to deal with the stress of change or loneliness. Often, college students are making meals or choosing foods independently for the first time in their lives. If they live in the college dormitory, they have a wide variety of foods to select from that may be higher in calories and fatter than the foods they consumed living at home. In addition college social events usually center around food. I clearly remember sitting in my dorm cafeteria for two or three hours on a Saturday morning socializing with my new friends. Instead of eating only one meal, we would start with breakfast, eat throughout the duration of our socializing, and finish with lunch. Food also makes an appearance after late-night parties, as part of a school day, or simply to break the monotony (单调). So will this year"s typical freshmen really gain 15 pounds? According to a 2006 Tufts University study, students enrolling in college this fall will gain weight, but maybe not the assumed 15 pounds. Based on the students surveyed, the study found that men can expect to gain an average of 6 pounds and women an average of 4.5 pounds during the freshman year. | ||||||||||||||||||
| 1. What makes many college-bound freshman worried? (not more than 8 words) _____________________________________________________________________________________ 2. What seems to play an important role in students" social events? (1 word) _____________________________________________________________________________________ 3. What causes many college freshmen gain weight according to many nutrition experts and psychologists? (not more than 11 words) _____________________________________________________________________________________ 4. What is the result of the 2006 Tufts University study? (not more than 11 words) _____________________________________________________________________________________ | ||||||||||||||||||
| 完形填空。 | ||||||||||||||||||
| One of the most common questions parents ask me is, "How, in this competitive world, can you raise kind children?" My answer is "to begin by being a 1 adult". When your child 2 you going the extra mile to help a friend, he will naturally 3 this as the right way to live. We are mirrors for our 4 . When children observe your examples of kindness, they"ll know 5 to begin. One day, I mentioned that I had a 6 , and my 8-year-old 7 upstairs to run a bath for me. You know who 8 her stomachaches in just such a way. Kindness is a quality that isn"t often 9 in our schools, so we must make a strong effort to acknowledge (承认) it 10 . A busy mother I know is making a (an) 11 to acknowledge her young son"s kindness. She says, "Once I was with my son on a bus, and he sat next to a classmate using a wheelchair. I was amazed at 12 helpful and considerate he was, and I was 13 to praise him when we got home." Kindness, compassion (同情), and love 14 from understanding and respect, and in turn create more of 15 . It would help to acknowledge kids" thoughtfulness instead of comparing them and 16 competition. In an achievement-oriented (成绩导向型) culture, we may focus more 17 grades and sports victories than on 18 of the heart. 19 the time to acknowledge kind actions as having true worth. We can 20 kindness in our everydaylives, for example, by creating a "kindness board". | ||||||||||||||||||
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