二、教育
TEXT 14
A federal lawsuit against Harvard puts Asian Americans at the center of one of the most contentious issues in higher education. Chen, a freshman at Vanderbilt University, opposes the consideration of race in college admissions and plans to join like-minded Asian Americans at a rally in Boston on Sunday, a day before Harvard is scheduled to go on trial. Diep, who favors affirmative action, plans to attend a rally a few miles away in Harvard Square in support of the university.
The timing could not be better for affirmative action opponents. The recent replacement of retired Justice Anthony Kennedy with the more conservative Justice Brett Kavanaugh could give them a better chance of winning at the Supreme Court, should the case get that far. And the Trump administration has taken an increasingly aggressive stance against affirmative action.
The Department of Justice launched a separate investigation into Harvard last year after Asian American groups filed a complaint saying it discriminates in admissions. In July, the department rescinded Obama-era guidelines encouraging the use of race in admissions decisions and suggested race-neutral policies. In August, it submitted a legal brief backing the case against Harvard. And last month it announced it was also investigating Yale in response to complaints from Asian Ameri can applicants alleging discrimination.
A majority of Americans say merit alone should determine who is admitted to colleges, according to Gallup. At the same time, surveys from the Pew Research Center show that a majority support programs to increase diversity at colleges. “If there's a program to support minorities in competing and advancing their prospects in higher education, big majorities will be behind it, ”said Laura Stoker, a political scientist at UC Berkeley. “But when it comes to fiddling with selection criteria, the public support dwindles. That's because affirmative action can be so easily portrayed as a form of unwanted discrimination. ”
“Being Asian American actually decreases the chances of admissions, ”the lawsuit said. It also cited an internal 2013 Harvard report that suggested that admissions of Asian Americans would shoot up substantially if they were evaluated based on academics alone.
In responding to the suit, Harvard said studies of its admissions, including its own internal review, have been either inconclusive or flawed. The data used don't include“essential”application factors, the university said in court filings. For each applicant, the university conducts a“whole person review”that includes considerations of racial and nonracial factors such as socioeconomic background in addition to grades, test scores, recommendations, extracurricular activities and“personal qualities”such as being kind, respected and likable—an approach Harvard said is well within the law.
1.The objective of affirmative action is to ________.
[A]guarantee equality in admission and employment
[B]contest inequalities in admission and employment
[C]encourage racial diversity balancing in recruitment
[D]grant people the legal right to take rallying actions
2.From the first sentence of the second paragraph, we learn that ________.
[A]the opposing groups choose the right time for the rallies
[B]Harvard is faced with an unfavorable situation at present
[C]the demand for admission equality has won more support
[D]Asian Americans are reluctant to take protesting actions
3.The investigation by the Department of Justice resulted in the ________.
[A]suspension of an Obama-era policy
[B]more neutrality in Harvard's admission
[C]falsification of the Pew's surveys
[D]Yale's adjustment in admission policies
4.What Laura Stoker said means that ________.
[A]discrimination in enrollment is running out of control
[B]more people support affirmative action than opposing it
[C]the Pew surveys are more true than the Gallup surveys
[D]affirmative action tends to be opposed as a specific policy
5.Harvard responded to the suit by ________.
[A]saying that its report had been misinterpreted
[B]denying considering racial factors in enrollment
[C]disclaiming the data it had released in the report
[D]agreeing that it would take more factors into account
考研必备词汇
1.lawsuit/ ˈlɔːsuːt/n．诉讼（案件）
2.contentious/kən ˈtenʃəs/a．爱争论的；有争议的
3.rally/ ˈræli/n．聚集，集会
4.affirmative/ə ˈfəːmətiv/a．肯定的，赞同的
5.opponent/ə ˈpəunənt/n．对手，反对者
6.justice/ ˈdʒʌstis/n．公平，正义；大法官
7.conservative/kən ˈsəːvətiv/a．保守的；保护的
8.administration/ədminis ˈtreiʃən/n．管理（部门）；政府
9.aggressive/ə ˈɡ resiv/a．侵略的，好斗的
10.stance/stæns/n．站姿；立场
11.launch/lɔːntʃ/vt．发射，发起
12.file/fail/vt．把……归档；提起（申诉，申请等）
13.discriminate/dis ˈkrimineit/v．区别，辨别；歧视
14.guideline/ ˈgaidˈlain/n．指导原则
15.neutral/ ˈnjuːtrəl/a．中立的
16.submit/səb ˈmit/vt．提交；使服从
17.announce/ə ˈnauns/vt．宣布，通知
18.applicant/ ˈæplikənt/n．申请人
19.allege/ə ˈledʒ/vt．宣传，声称；辩解
20.merit/ ˈmerit/n．优点，价值；成就
21.diversity/dai ˈvəːsiti/n．多样（性），差异（性）
22.prospect/ ˈprɔspekt/n．景象，前景
23.fiddle/ ˈfidl/v．拨弄，摆弄；胡搞
24.criteria/krai ˈtiəriə/n．标准
25.dwindle/ ˈdwindl/v．缩小，减少
26.portray/pɔː ˈtrei/vt．画，描绘
27.internal/in ˈtəːnl/a．内部的
28.shoot up 高耸；快速增长
29.substantially/səb ˈstænʃəli/ad．本质上，实质地；大大地
30.suit/suːt/n．诉讼，请求
31.inconclusive/ˈinkən ˈkluːsiv/a．非结论性的
32.flaw/flɔː/v．有瑕疵，有缺陷
33.extracurricular/ˈekstrəkə ˈrikjulə/a．课（程）外的
其他词汇
rescind 废除，撤销
疑难长句注解
1.The recent replacement of retired...that far.（第二段）
本句中，Justice指最高法院大法官。在Anthony Kennedy退休时，特朗普总统提名由Brett Kavanaugh代替他，Brett Kavanaugh被指控年轻时曾经有性侵行为，这引起了轩然大波。但是他的任命最终还是于2018年10月获得国会参议院通过。从句should the case get that far相当于一个省略了if的假设条件句，即if the case（should）get that far，带有should后表示可能性不大，可以译作“万一”; that far指上诉至最高法院。
2.If there's a program...dwindles.（第四段）
句中，program指录取计划；big majorities用复数，指各类社会群体中的大多数人。词组fiddle with原意为play carelessly with sth. in one's hands（用手胡乱摆弄），引申为不认真对待，甚至搞欺骗或篡改。
3.For each applicant...within the law.（第六段）
本句的主干结构是：the university conducts a“whole person review”that...，其中that引导的这个很长的从句作定语，具体解释whole person review包括的内容，定语从句中又包括一个由in addition to引导的很长的介词短语。破折号后边部分对本句表达的内容做出评价：对申请者所做的全面审核是合法的。
译文
联邦诉哈佛大学的案件将亚裔美国人置于高等教育中最具争议的一个问题的焦点。范德堡大学一年级学生Chen反对在大学录取时考虑种族，计划在星期天参加持同样立场的亚裔美国人在波士顿举行的一个集会，这是哈佛大学案件开审的前一天。支持平权法案的Diep计划参加在几英里外的哈佛广场举办的另一场集会，支持哈佛大学。
对于平权法案的反对者来说，这是一个绝佳的时刻。最近，更保守的Brett Kavanaugh大法官替代了退休的Anthony Kennedy大法官，这可以给他们一个在最高法院胜出的更好机会——如果这个案件能最终上诉到最高法院的话。而且，对于平权法案，特朗普政府采取的立场也越来越富挑衅性。
在亚裔美国人群体提起诉讼说哈佛大学在录取时搞歧视后，司法部去年对哈佛大学发起一项独立调查。7月，司法部废除了奥巴马时代制定的指南，该指南鼓励在做录取决定时考虑种族，司法部建议采取种族中立的录取政策。8月，它提交了一份法律简报，支持对哈佛大学的诉讼案。而且在上个月，它宣布，它正在调查耶鲁大学，以回应美国亚裔申请人对该校歧视政策的指控。
根据盖洛普的调查，大部分美国人说只要根据成绩来决定谁应该被大学录取就够了。同时，皮尤研究中心的调查显示，大部分人支持大学中增加多样化的项目。Laura Stoker是伯克利大学政治学专家，她指出，“如果有一个录取项目支持少数群体竞争和推进他们在高等教育中的前景，那么其背后肯定有绝大多数人。但是，如果选择标准被滥用，公众的支持就会减少。这就是为什么平权法案能如此易于被描述为一种不良歧视的原因。”
起诉书指出，“是亚裔美国人被录取的机会实际上减少了。”起诉书还引用了2013年哈佛大学一份内部报告，报告说，如果只按学术成绩衡量亚裔美国人，他们的录取人数将大幅度上升。
哈佛大学对起诉回应说，对其录取情况——包括对其内部评论的研究或者是不确定的或者是错误的。哈佛大学在法律文件中指出，使用的数据不包括“基本的”申请因素。学校对每一个申请者都进行“全面的个人审核”，包括考虑种族和非种族因素，比如，除了成绩、考试分数、推荐信、课外活动和诸如善良、受尊重和讨人喜爱等“个人品质”外，还有社会经济背景。哈佛大学说，这种录取方法是完全合法的。
TEXT 15
In the introduction to Sensemaking, Christian Madsbj erg writes that“when we devalue humanistic endeavors, we lose our best opportunity for exploring worlds different from our own. ”Madsbjerg tells us that the shift to STEM is“doing great damage to our businesses, governments, and institutions. ”He counsels, instead, “sensemaking, ”by which he means a holistic approach to solving problems:“a method of practical wisdom grounded in the humanities. ”
Sensemaking repeats many of the lessons of Madsbjerg's 2014 The Moment of Clarity:Using the Human Sciences to Solve Your Toughest Business Problems．Martin Heidegger is the intellectual hero of both books—his name used mostly to legitimate the idea that we should pay attention to the world around us and to the ways that human beings construct a world of meaning even as we perceive that world. Heidegger, of course, never practiced anything like the research Madsbjerg recommends. Indeed, the philosopher would have been appalled to see his meditations used by consultants to increase the revenue of a supermarket chain.
Madsbjerg marshals Heidegger, T. S. Eliot, Henry Ford and other luminaries in the service of his argument that we need a complex, multi-layered approach to the most interesting problems facing businesses today. We need techniques from literature, history and philosophy to help us understand what it is like to experience the world from another person's perspective. But for all his talk about paying attention to the contexts of other people, Madsbjerg has almost nothing to say about the contexts of the thinkers he favors.
Madsbjerg gives lots of examples of business leaders and consultants who get their best ideas when they move away from mere data, when they listen to their bodies. He tells stories of successful investors and creators whose hunches defied common sense and the easiest reading of the data. Madsbjerg doesn't include any stories of people who got terrible ideas by paying attention to their bodies, about failed attempts to implement the inspiration that came to someone while running or about disastrous decisions made on gut feelings.
The author may indeed be right that the“hardest and most lucrative problems of the coming century are cultural．”But calling something cultural and extoling the virtues of“analytical empathy”are not grounds enough for making sense of diverse environments, solving deep-seated problems or exploring potential opportunities. For these complex tasks, we need more than a light humanistic experience of drive-by philosophy. The problems of the coming century will require a deeper engagement with the humanities and with data than Madsbj erg provides in Sensemaking.
1.In his book, the writer wants to answer the question“________ ”
[A]Is STEM a useful tool for studying humanistic problems？
[B]Must business major students learn philosophy and literature？
[C]Can Heidegger's philosophy save this highly technological world？
[D]Can lessons of the humanities help solve business problems？
2.The author implies that Madsbjerg________ .
[A]knows more about literature than consultant business
[B]hasn't done his job as a consultant in a satisfactory way
[C]does not necessarily understand Heidegger's philosophy
[D]misunderstands both T. S. Eliot and Ford as philosophers
3.The author accuses Madsbjerg, in telling the success stories, of ________.
[A]selection bias
[B]intolerable exaggeration
[C]racial discrimination
[D]groundless invention
4.The attitude of the author to Madsbjerg's ideas is ________.
[A]downright refutation
[B]sensible criticism
[C]enthusiastic support
[D]reserved consent
5.The text is most likely to be a ________.
[A]news report
[B]book review
[C]research paper
[D]business review
考研必备词汇
1.devalue/ˈdiː ˈvælj uː/vt．贬值；贬低
2.humanistic/ˈhjuːmə ˈnistik/a．人文的；人道主义的
3.endeavor/in ˈdevə/n．努力，尽力
4.institution/ˈinsti ˈtjuːʃən/n．制度；创立
5.counsel/ ˈkaunsəl/v．建议，劝告
6.holistic/həu ˈlistik/a．整体的，全面的
7.humanities/hjuː ˈmænitiz/n．人文学科
8.clarity/ ˈklæriti/n．清楚，清晰
9.intellectual/ˈinti ˈlektjuəl/a．智力的，学识的；知识分子的
10.legitimate/l ˈi dʒitimeit/vt．使合法；证明……有理
11.construct/kən ˈstrʌkt/vt．建构，建造
12.appal（l）/ə ˈpɔːl/vt．惊骇；大吃一惊
13.meditation/ˈmedi ˈteiʃən/n．沉思；冥想
14.consultant/kən ˈsʌltənt/n．顾问，咨询者
15.multi-layered 多层次的，多层面的
16.literature/ ˈlitəritʃə/n．文学；文献
17.perspective/pə ˈspektiv/n．景色，远景；视角，观点
18.context/ ˈkɔntekst/n．上下文，语境；环境
19.hunch/hʌntʃ/n．基于直觉的想法；倾向；驼背
20.defy/di ˈfai/vt．反抗，违抗；使不可能
21.implement/ ˈimplimənt/vt．实施，履行
22.inspiration/ˈinspə ˈreiʃən/n．鼓舞；灵感，启示
23.lucrative/ ˈluːkrətiv/a．有利可图的，划算的
24.extol/ik ˈstəul/vt．赞扬，颂扬
25.empathy/ ˈempəθi/n．同感，同情
26.diverse/dai ˈvəːs/a．不同的，多种多样的
27.deep-seated 深层的，根深蒂固的
28.engagement/in ˈɡ eidʒmənt/n．约会，约定；参与；订婚
其他词汇
1.marshal 整理，使排列
2.luminary 杰出人物
3.gut 本能的
4.drive-by 随意的，便捷的
疑难长句注解
1.Martin Heidegger is...that world.（第二段）
本句破折号后面是一个独立主格结构his name（is）used mostly to，进一步解释海德格尔在何种意义上被称作the intellectual hero of both books，其中that引导的是同位语从句，说明idea的具体内容；而从句中的and连接由to引导的两个介词短语。
2.But for all his talk about...he favors.（第三段）
本句中，But for all his talk是一个表示让步的状语（尽管他谈论）, context可以理解为“环境，语境”, the thinkers he favors指被Madsbjerg引用的海德格尔、艾略特和福特等思想家。
3.Madsbjerg doesn't include...gut feelings.（第四段）
这个句子很长，由of和两个about引导的介词短语都修饰stories，即Madsbjerg没有讲述靠直觉直接做决定引起的不良后果。这里paying attention to their bodies与本段第一句提到的listen to their bodies是同样的意思，都是指按照感觉或直觉做出判断和决定；gut feelings跟上一句中的hunches都指直觉。
4.But calling something...opportunities.（第五段）
本句的主语是两个动名词短语，其中analytical empathy与第四段提到的“倾听身体”和“直觉”等相关。名词ground意为“依据，理由”；介词for后面是三个并列的动名词短语，其中making sense of意为“理解……的意义”。
译文
在《构造意义》的绪论中，Christian Madsbjerg写道，“当我们贬低人文事业时，我们就失去了探索不同于我们的世界的最佳机会。”Madsbjerg告诉我们，向理工科的转向“正在给企业、政府和机构带来巨大破坏”。相反，他提出“构造意义”，他的意思是用全面的方法解决问题：“这是反映实践智慧的方法，植根于人文学科中。”
《构造意义》重复了Madsbjerg在2014年的书中的很多教益，那本书名为《意会时刻：用人文科学解决最棘手的商业问题》。马丁·海德格尔是这两本书的精神支柱——他的名字主要被用来把下述思想合法化：我们应该注意周围的世界，注意人类构建意义世界的方式，即使我们对那个世界有所感知。当然，海德格尔从来没有做过Madsbjerg所建议的研究。的确，假如那位哲学家看到自己的思考被一个咨询师用来增加连锁超市的收入，他会感到震惊。
Madsbjerg把海德格尔、T. S．艾略特、亨利·福特和其他大师们汇聚在一起，为他的论点服务：我们需要一个复杂、多层次的方法来解决公司今天面临的最有趣的问题。我们需要文学、历史和哲学的技巧，帮助我们理解从另外一个人的视角体验世界是一种什么样的感觉。但是，尽管他大谈关注其他人的语境，Madsbjerg却对他喜好的这些思想家的语境几乎什么也没说。
Madsbjerg给出很多商业领袖和咨询师的例子，在脱离纯粹的数据后，在倾听自己的身体后，这些人获得了最佳思想。他讲述成功的投资家和创建者的故事，这些人的直觉与常识与对数据的轻易解读相悖。Madsbjerg没有提到那些注意自己的身体但获得可怕想法的人的故事，没有提到那些跑步时获得灵感但无法实施的人的故事，也没有提到依据直觉做出灾难性决定的人的故事。
作者说“未来一个世纪最难也最有利可图的问题是文化上的问题”，他这样说也许有道理。但是把某个东西叫作文化的，颂扬“分析情感”的美德，这不应该是理解多样化环境、解决深层问题或探讨潜在机会的充分依据。要完成这些复杂的任务，我们不仅仅需要随意抽取的哲学的浅薄人文经验。未来一个世纪的问题将需要人文学科和数据更深层的参与，比Madsbjerg在《构造意义》中所建议的要深得多。
TEXT 16
A senior Italian scientist has been suspended after he sparked fury during a presentation at Cern, the European nuclear research centre in Geneva, when he said physics was“invented and built by men, it's not by invitation”.Prof.Alessandro Strumia of Pisa University claimed during a seminar on gender issues in physics that male scientists were being discriminated against because of ideology.
Strumia told the audience, mostly comprising female physicists, that female researchers in Italy tended to benefit from either“free or cheaper university”education, while Oxford University in England“extends exam times for women's benefit”.Strumia defended his comments, telling the Guardian that his detractors were“trying to paint me as a monster who discriminates against women”and that his presentation of“facts”was in response to statements made about men discriminating against women. He said data showed male and female scientists were equally cited in presentations, and that women were favoured when it came to hiring.
Cern, whose director general is the Italian physicist Fabiola Gianotti, described Strumia's presentation as highly offensive and removed the slides used in his talk from its website. It said：“The organisers from Cern and several collaborating universities were not aware of the content of the talk prior to the workshop. Diversity is a strong reality at Cern and is also one of the core values underpinning our code of conduct. ”
Dr Jessica Wade, a physicist from Imperial College London who attended the event, said Strumia's presentation was terrifying and simplistic, and that she felt awful for“every young high-energy physicist in that room”who would have had“all of their enthusiasm sucked away”. She added that he drew upon discredited research and that it was unjust to refer to somebody's number of citations as a metric for ability given that the whole process of peer reviewing is biased against women and non-westerners in the first instance.
Prof. Anne-Christine Davis of Cambridge University, who was in Geneva for the event but left a day before his presentation, said:“His comments were absolutely outrageous. They are the sort of comments that people may have made decades ago. There's an unconscious bias going on all the time”, and women often lose out on roles. In response to his comments on sexual harassment, Davis, who was a victim of it at the early stage of her career, said:“He's clearly someone who's never been on the receiving end of sexual harassment, but actually quite a lot of female physicists have been. ”
However, Gianotti, who is in charge of one of Cern's two main detector projects, said that while her role seemed to demonstrate there is no prejudice against women in those positions, some of her female colleagues had a much harder time than she did.
1.By saying physics is not made by invitation, Strumia probably scoffed at ________.
[A]the misunderstanding that physics is easy
[B]the number of women physicists present
[C]the ignorance of the gender issues at the meeting
[D]the education women physicists have received
2.Strumia blamed his critics for ________.
[A]ignoring the“facts”he presented
[B]discriminating against men physicists
[C]ripping his comments of the context
[D]failing to see things from men's perspective
3.Dr. Wade worried the Strumia's comments ________.
[A]violated Cern's values and code of conduct
[B]were too naive for a well-known physicist
[C]dampened young people's passion for physics
[D]did injustice to a lot of research in physics
4.Prof. Davis indicated that Strumia ________.
[A]wanted to hide his sexual offence against women
[B]made similar remarks about women decades before
[C]caused her early departure from the meeting
[D]was unware how badly his comments hurt women
5.Fabiola Gianotti remarked that ________.
[A]gender discrimination was also practiced at Cern
[B]she experienced no gender discrimination at Cern
[C]her colleagues found it hard to organize the meeting
[D]many women physicists used to be sexually harassed
考研必备词汇
1.suspend/səs ˈpend/vt．悬挂；暂停，暂缓
2.fury/ ˈfjuəri/n．愤怒，怒气
3.presentation/ˈprezen ˈteiʃən/n．呈现，呈送；发言
4.seminar/ ˈseminɑː/n．研讨课，讨论课
5.discriminate/dis ˈkrimineit/vt．区别，辨别；歧视
6.ideology/ˈaidi ˈɔlədʒi/n．意识形态，思想体系
7.comprise/kəm ˈpraiz/vt．由……组成；包含
8.statement/ ˈsteitmənt/n．陈述，声明
9.when it comes to 在……方面；在……事情上
10.offensive/ə ˈfensiv/a．攻击的，冒犯的；无礼的
11.collaborate/kə ˈlæbəreit/vt．合作，协作
12.prior/ ˈpraiə/a．在前的，优先的
13.workshop/ ˈwəːkʃɔp/n．工作坊；讨论会
14.diversity/dai ˈvəːsiti/n．多样（性）；差异性
15.underpin/ˈʌndə ˈpin/vt．加强……的基础，加固
16.imperial/im ˈpiəriəl/a．帝国的，皇家的
17.terrify/ ˈterifai/vt．使恐怖，使害怕
18.awful/ ˈɔːful/a．可怕的；糟糕的，极坏的
19.draw upon 利用，借鉴
20.discredit/dis ˈkredit/vt．损坏……名声；使不可信
21.citation/sa ˈi teʃiən/n．引证，引用
22.metric/ ˈmetrik/n．衡量标准a．公制的，十进制的
23.peer review（学术）同行评审
24.bias/ ˈbaiəs/vt．使有偏见，使偏袒
25.outrageous/aut ˈreidʒəs/a．蛮横无理的，骇人的
26.harassment/ ˈhærəsmənt/n．侵扰，骚扰
27.in charge of 负责，主管
28.detector/di ˈtektə/n．探测器
29.prejudice/ ˈpredʒudis/n．成见，偏见
30.colleague/ ˈkɔliːɡ/n．同事，同行
其他词汇
1.detractor 诽谤者，恶意批评者
2.lose out on 输给，竞争中失败
疑难长句注解
1.A senior Italian scientist...by invitation.（第一段）
根据下文，主句中的suspend应该指中止他参加会议并消除他的言论影响。
2.She added that he...first instance.（第四段）
本句中added有两个that引导的宾语从句，用and连接。在第一个宾语从句中，drew upon意为“利用，使用”, discredited意为“值得怀疑的，名声不好的”。第二个宾语从句中含有一个given that（考虑到）引导的状语从句。从用词来看，metric此处指“衡量标准”, peer reviewing指发表文章时的同行评审，in the first instance意为“首先，起初”。
译文
一名资深意大利科学家在位于日内瓦的欧洲核子研究组织做演讲后引发众怒，被中止参会。他在会上说，物理学“是男人创造和建构的，不是靠邀请函建造的”。在涉及物理学领域性别问题的讨论会上，比萨大学Alessandro Strumia教授声称，男性科学家因为思想观念而被歧视。
Strumia的听众大多是女性物理学家。他告诉听众，在意大利，女性研究人员易于受益于“免费或低廉的大学”教育，而英国牛津大学“为了女性的利益延长考试时间”。为了维护自己的言论，Strumia告诉《卫报》记者，诽谤他的人正“企图把他描绘成一个歧视女性的魔鬼”，他说自己发言中提到的“事实”是对那些说男性歧视女性的言论的回应。他说，数据显示，男女科学家在发言时被平等引用，但是女性在就业上却被给予特殊考虑。
总负责人为意大利物理学家Fabiola Gianotti的欧洲核子研究组织指出，Strumia的发言带有很强的攻击性，已经从组织网站上移除了他发言的幻灯片。该组织指出，“欧洲核子研究组织的组织者及几所合作大学在讨论会前都不知道他发言的内容。在欧洲核子研究组织，多样化是一个不容否认的事实，也是支撑我们行为准则的核心价值观之一。”
Jessica Wade博士是伦敦帝国理工学院的物理学家，她也参加了会议，她说，Strumia的发言很可怕，他把问题过分简单化；她对“会议室里每一个精力充沛的年轻物理学家”感到遗憾，她们的“热情可能全部被浇灭”。她补充说，Strumia利用了不可信的研究，而且，考虑到同行评审首先歧视女性和西方人以外的人，用某人被引用的数量来衡量他的能力是不公平的。
剑桥大学的Anne-Christine Davis教授也到日内瓦参加了会议，但是在Strumia教授发言的前一天离开了，她说，“他的评论绝对令人愤慨。这些话是人们几十年前可能说的那种话。长期以来一直存在着一种无意识的偏见”，而且，女性经常丢失很多岗位。Davis本人在事业起步阶段也是性骚扰的受害者，针对Strumia对性骚扰的评论，Davis指出，“他显然不是那种遭受过性骚扰的人，但是相当多女物理学家曾经遭受过。”
然而，欧洲核子研究组织两个主要探测器项目之一的负责人Gianotti说，虽然她在组织担任的职务似乎说明在那类职务上女性没有受到歧视，但是她的一些女性同事比她过得要困难得多。
TEXT 17
Parents would be able to use a tax-free savings account originally created for college expenses to put away money for private K-12 school tuition under a proposal in the GOP tax reform bill, a move that would largely aid families who can already afford private school tuition. The 529 college savings plan encourages parents to save for their child's college education by allowing them to earn interest and withdraw money tax-free for higher education. But the tax reform bill would allow parents to use those same plans for up to $10,000 a year in private school expenses.
The proposal would further a key piece of the agenda of Education Secretary Betsy DeVos, who seeks to expand school choice and to allow public dollars to follow children to private schools. But even some school choice proponents assailed the plan, saying it offered no benefits for poor families who have little choice in where they send their children to school.
The proposal has also raised the wrath of public school advocates, who say it encourages families to send their children to private school and indirectly cuts into public school funds. “In our view, it's further incentivizing wealthy Americans to educate their children in private school settings, ”said Sasha Pudelski, assistant director for policy and advocacy at the American Association of School Administrators, which represents public school superintendents across the country. “It's a chance to divert public resources—in this case revenues—into private educational settings. ”
Lindsey Burke, director of the Center for Education Policy at the Conservative Heritage Foundation, said the proposal is a good first step in expanding options for families—and could make a difference for some families considering private school.
Public education advocates also expressed concern about a provision in the tax proposal that eliminates the federal deduction for state and local taxes. By increasing the federal tax burden on individuals, advocates worry that states, counties and cities will have a tougher time raising money for schools, which get most of their money from state and local tax revenues.
Separately, teacher unions assailed a proposal to cancel a tax deduction that allows workers to deduct certain out-of-pocket job expenses from their taxes. Teachers spend nearly $1,000 a year of their own money on school supplies, and many use the$250 deduction to lighten their tax burden. As educators spend more and more of their own funds each year to buy basic essentials, Republican leaders chose to ignore the sacrifice made by those who work in our nation's public schools to make sure students have adequate books, pencils, paper and art supplies.
1.The Republican tax reform bill would allow parents to ________.
[A]use saved money tax-free for private school tuition
[B]make long-term plans for their kids' higher education
[C]earn some tax-free interest from savings for education
[D]select among the most expensive 529 private schools
2.What Sasha Pudelski means in general is that ________.
[A]there is no need to expand school choice for the wealthy
[B]the government should put more money into public school
[C]the proposal gives wealthy families more school choices
[D]there should be more rich children going to public schools
3.The responses of Lindsey Burke and Sasha Pudelski to the proposal ________.
[A]complement each other
[B]are contradictory
[C]are irrelevant to each other
[D]emphasize private education
4.An undesirable consequence of the proposal is that ________.
[A]public school's shortage of fund will worsen
[B]local governments will get more money from taxes
[C]states and cities will turn to support private schools
[D]the federal government will reap ample tax revenues
5.Public school teachers have to buy basic essentials because ________.
[A]the schools refuse to prepare these supplies for them
[B]they have to pay heavy taxes to the local governments
[C]they are willing to make sacrifice for students' interests
[D]public schools have difficulty obtaining enough fund
考研必备词汇
1.savings/ ˈseiviŋz/n．存款
2.originally/ə ˈridʒənəli/ad．本来，原初；独创地
3.expense/ik ˈspens/n．费用，花费
4.putaway 抛弃；（把钱）存下来
5.tuition/tjuːˈ iʃən/n．学费
6.withdraw/wið ˈdrɔː/vt．取回，取钱；撤退
7.agenda/ə ˈdʒendə/n．议事日程
8.proponent/prə ˈpəunənt/n．提议者；支持者
9.assail/ə ˈseil/vt．攻击；指责
10.wrath/rɔːθ/n．愤怒，激怒
11.advocate/ ˈædvəkit/n．辩护者，提倡者，鼓吹者
12.setting/ ˈsetiŋ/n．环境，背景；设置
13.advocacy/ ˈædvəkəsi/n．拥护，提倡；鼓吹，辩护
14.administrator/əd ˈministreitə/n．行政管理者
15.represent/ˈrepri ˈzent/vt．代表；描述，表现
16.superintendent/ˈsjuːpərin ˈtendənt/n．校长；主管
17.divert/d ˈi vəːt/vt．使转向，使转移；使消遣，使娱乐
18.revenue/ ˈrevinjuː/n．收入，税收
19.conservative/kən ˈsəːvətiv/a．保守的，守旧的
20.heritage/ ˈheritidʒ/n．遗产
21.foundation/faun ˈdeiʃən/n．建立；基础；基金会
22.option/ ˈɔpʃən/n．选择，可选择的东西
23.provision/prə ˈviʒən/n．供给（品）；规定，条款
24.eliminate/ ˈi limineit/vt．除去，消除
25.deduction/di ˈdʌkʃən/n．扣除（额）；减去
26.cancel/ ˈkænsəl/vt．取消，删除
27.essential/i ˈsenʃəl/n．必需品a．基本的，重要的
28.sacrifice/ ˈsækrifais/n．牺牲；祭品
29.adequate/ ˈædikwit/a．足够的，充足的；可以胜任的
其他词汇
1.incentivize 刺激，推动
2.out-of-pocket 自掏腰包的
疑难长句注解
1.Parents would be able to...school tuition.（第一段）
本句的主干结构是Parents would be able to use a tax-free savings account...to put away money for private K-12 school tuition...，意为“家长将能使用免税储蓄账户……为孩子上私立中小学存钱”；而a move...tuition是GOP tax reform bill的同位语。句中savings account指储蓄账户；put away money指留出钱或把钱存起来；K-12 school指从小学到中学的义务制教育阶段（其中12指Grade 12，相当于中国的高三）。GOP指共和党，特朗普总统属于共和党，他目前正在推动税收改革。
2.By increasing the federal tax burden...tax revenues.（第五段）
本句说各州、县和城市更难为学校募集钱，实际上是说没有联邦政府为地方政府提供的减免税政策之后（见上一句提到的内容），它们为公立学校的拨款更加捉襟见肘。句中which引导的从句作定语，修饰schools——这里指各州和各地方的公立学校。
3.Separately, teacher unions...from their taxes.（第六段）
本句中that引导的从句作定语，修饰tax deduction（即上一段提到的federal deduction for state and local taxes）。而out-of-pocket job expenses相当于下一句中的spend nearly $1,000 a year of their own money on school supplies，而这些supplies指本段最后一句提到的books, pencils, paper and art supplies等basic essentials，即学生的学习用具和教具。这个句子的基本意思是：原来公立学校教师可以少交税，但是他们把交税省下的钱用来购买教具和学习用品。如果共和党提出的税改计划得以实施，那么他们这一部分的花销就更紧张了。
译文
根据共和党的一项税收改革提案，家长们将能使用原来为支付孩子上大学学费开立的免税储蓄账户，为支付孩子上私立K-12学校的学费存钱，这一举措将大大有利于那些已经能支付得起私立学校学费的家庭。529大学学费储蓄计划允许家长挣储蓄利息，免税取钱支付孩子的高等教育学费，以此鼓励家长为孩子接受大学教育储蓄。但是税改提案将允许家长每年使用类似计划中多达一万美元来支付私立学校的费用。
这个提案将推进教育部长贝茜·德沃斯的一项关键议事日程，她企图扩展学校选择范围，允许政府的钱跟着孩子进入私立学校。但是甚至连支持更多学校选择的人也攻击这一计划，指责说它没有给贫困家庭带来利益，而这些家庭在把孩子送到哪里上学方面几乎没有任何选择余地。
这项提案也引起公立学校支持者的愤怒，他们说它鼓励家庭把孩子送入私立学校，并间接地减少了对公立学校的资助。Sasha Pudelski是美国学校管理者协会主任助理，负责政策制定和宣传，该协会代表的是全国公立学校负责人，她说，“在我们看来，这个计划进一步鼓励美国富人把孩子送往私立学校。这为分流公共资源——这里指收益——进入私立学校教育提供了机会”。
Lindsey Burke是遗产保护基金会教育政策中心主任，他说该提案在为家庭扩展选择上迈出了很好的第一步，而且，对考虑选择私立学校的某些家庭来说可能产生重要影响。
公立学校教育的支持者也对税改提案中一项规定表示担心，因为它取消了联邦政府为各州和地方税收提供的减税额。通过增加个人的联邦政府税负，支持者担心，各州、县和城市将在为学校募集钱上更加困难，因为学校的大部分钱来自州和地方税的收入。
另外，教师工会也攻击这一提案，因为它取消了（联邦政府的）减税额，这部分款项本来能让工作人员从他们的税中减去一部分自掏腰包的花费。教师们每年要自己掏腰包1000美元购买教学用品，本来可以每年用250美元的减税额来减轻自己的税负。虽然教育工作者每年花越来越多自己的钱来购买教学必需品，他们要确保学生们有足够的书籍、铅笔、纸张和艺术教具，但共和党领袖们却选择忽视在公立学校工作的人所做出的牺牲。
TEXT 18
Just as pictures emerged of Malala Yousafzai attending her first lecture at Oxford last week，the university released its annual sample of interview questions. Oxford and Cambridge can be accused of many things, but I feel there's a democratic instinct at the heart of the interview process. The questions are designed to preclude preparation; instead, they seek to show the shape of a student's mind, the first flickerings of critical thought. It's about pushing students to question everything, to challenge received ideas, whatever field they're in.
I was prepared for my interview by the genial headmaster of the Sussex comprehensive I attended. We met most mornings in the weeks leading up to that fateful October day and he'd fire questions at me about Eliot, Pound, Woolf and Joyce, my specialist subjects in what felt increas ingly like a game show whose prize was my future.
With a little perspective, I can see two things about that interview. The first is that it was only partly aimed at testing me. It also offered me a glimpse of life within the tutorial system, of the kind of questions I'd be faced with during my time at university. I also realised that the interview was about my potential tutors deciding whether I was a pupil who would manage to stick out the three years of essays and exams, whether I'd bore them in tutorials, or infuriate them, or perhaps even surprise them with a few original thoughts.
I'm occasionally asked when speaking at secondary schools what advice I'd give to those facing Oxbridge interviews. First, I point them towards the lectures that Oxford has on its podcast station. Emma Smith's talks on Shakespeare are brilliantly approachable and entertaining, but the anarchic, counterintuitive, critical approach they take to the plays is the perfect illustration of the difference between school and university. I also suggest they read The Silk Roads by Peter Frankopan. This book, which is subtitled A New History of the World, seeks to de-westernise our ideas of history, unlearns so much of what we've learned about the way the world was put together.
I emailed Frankopan to ask him for the inside line on the interview process and I'll leave you with his response, which strikes me as decent counsel whether you're sitting an Oxford interview or not. “My advice is simple:listen and think. These interviews are about getting candidates to think. We are not expecting you to solve the riddles of the universe. Just the potential that you might do that one day. ”
1.It is hard to prepare for the interview because ________.
[A]the answers are not released until after it
[B]it seeks to elicit independent thought
[C]the questions are very difficult to answer
[D]the questions cross many academic fields
2.It can be inferred that the author ________.
[A]specialized in literature
[B]graduated from an elite school
[C]was not a diligent student at school
[D]did not treat his future seriously
3.The author's interview was about all the following except ________.
[A]testing his knowledge in literature
[B]familiarizing him with campus life
[C]finding out the right kind of tutors for him
[D]assessing his mental preparation for study
4.When asked his advice, the author would emphasize ________.
[A]the importance of potential for original thinking
[B]the true knowledge about how the world works
[C]the reading of classic writers like Shakespeare
[D]the ability to work out problems independently
5.The best title of the text is ________.
[A]Approaching Interviews with Different Strategies
[B]Demonstrating Your Knowledge Effectively at Interviews
[C]Figuring out a Clearer Goal About Going to College
[D]Solving the Riddle of Getting into Oxbridge
考研必备词汇
1.release/ri ˈliːs/vt．释放，免除；发表
2.instinct/ ˈinstiŋkt/n．本能，直觉
3.preclude/pri ˈkluːd/vt．预先排除，预防
4.flicker/ ˈflikə/n．闪烁，摇曳
5.headmaster/ˈhed ˈmɑːstə/n．中小学校长
6.comprehensive/ˈkɔmpri ˈhensiv/a．综合的 n．（英国）综合中学
7.fateful/ ˈfeitful/a．命运注定的；决定性的
8.specialist/ ˈspeʃəlist/a．专家的，专业的
9.perspective/pə ˈspektiv/n．视角；观点
10.glimpse/ɡ limps/n．一瞥，瞥见；少量
11.tutorial/tjuː ˈtɔːriəl/a．导师的；辅导的n．辅导课
12.tutor/ ˈtjuːtə/n．导师，辅导教师
13.stick out 坚持到底
14.infuriate/in ˈfj uərieit/vt．激怒，使不满
15.original/ə ˈridʒənəl/a．原初的，始创的；有创见的
16.secondary/ ˈsekəndəri/a．第二的，中等的，次要的
17.podcast/ ˈpɔːdkɑːst/n．播客
18.brilliantly/ ˈbriljəntli/ad．辉煌地，灿烂地；卓越地
19.entertaining/ˈentə ˈteiniŋ/a．使人愉快的
20.anarchic/æ ˈnɑːkik/a．无政府主义的，无拘束的
21.counterintuitive/ˈkauntərin ˈtjuːitiv/a．违反直觉的
22.illustration/ˈiləs ˈtreʃiən/vt．图解，举例说明
23.subtitle/ ˈsʌbtaitl/vt．加副标题，加字幕
24.decent/ ˈdiːsnt/a．体面的
25.counsel/ ˈkaunsəl/n．建议，忠告
26.candidate/ ˈkændidit/n．候选者
27.riddle/ ˈridl/n．谜；谜语；难题
其他词汇
Oxbridge 牛剑（牛津大学和剑桥大学）
疑难长句注解
1.We met most mornings...my future.（第二段）
本句中，We met...and he'd fire questions..．是句子的主干结构，my specialist subjects...future是Eliot, Pound, Woolf and Joyce的同位语。在第一个分句中，leading up to that fateful October day是定语，修饰weeks，其中that fateful October day指面试日，fateful可以译作“决定命运的”。在第二个分句中，fire意为“发射”, fire questions指发出一连串的提问；Eliot, Pound, Woolf and Joyce都是文学家，specialist subjects指专业科目，game show指电视游戏节目。
2.I also realised that...original thoughts.（第三段）
本句中，my potential tutors deciding...thoughts指帮助未来的导师考察自己的学习能力和潜力。其中stick out意为“坚持到底”, them指my potential tutors，而bore, infuriate和surprise都是指跟导师的学术交流中导师的反应。
3.This book...put together.（第四段）
句中，de-westernise our ideas of history指脱离西方人看待历史的方式来重新认识历史，这跟unlearns so much...together意思差不多，都是指放弃西方看待历史的方式。
译文
上周登载出了Malala Yousafzai在牛津大学上第一堂课的照片，恰在这时，牛津大学也发布了年度面试样题。牛津和剑桥可能因多种事情遭受指责，但是我感觉在面试过程的核心部分，有一种民主的本性。这些问题的设计排除了提前准备的可能；相反，它们试图让学生袒露自己的心理状态，批判性思维的最早火花。面试的目的是促使学生对任何东西发问，挑战被接受的观点，不管他们从事哪个领域。
我在苏塞克斯综合中学上学时，和蔼的校长辅导我准备面试。在决定命运的十月份面试那天前几周里，我们大多在上午见面，他向我发问，问到了艾略特、庞德、伍尔芙和乔伊斯，这些都涉及我的专业科目，其过程越来越像是一场游戏，奖品是我的未来。
根据我的粗浅观察，在那场面试中我看到两件事情。第一，测试我仅仅是它的一部分目的。它也让我初步了解了导师制，了解了上大学期间我面临的那些问题。第二，我意识到，面试也让我未来的导师测定我是否是一个能成功坚持三年、完成所有论文和考试的学生，以及我在辅导课上是会让导师感到无聊、还是会激怒他们或者甚至可能提出一些有创意的思想让他们感到惊奇。
我在中学演讲时，偶尔有人问我能给面临牛剑面试的学生提供什么建议。首先，我让他们观看牛津大学播客网站上的讲座。Emma Smith讲的莎士比亚极其平易近人、赏心悦目，但是讲座在解读莎剧时所采用的随意的、违反直觉的、批评的方法，完美地说明了中学与大学的区别。其次，我还建议他们读Peter Frankopan的《丝绸之路》。这本书的副标题是“世界新史”，它试图对我们的历史认识进行去西方化处理，让我们丢弃以前的认识世界被联系在一起的方式。
我曾给Frankopan发邮件，问他要面试过程的内部信息，我把他的答复留给你们，不管你是否参加牛津大学面试，这在我看来都是非常合理的建议。“我的建议很简单：倾听和思考。这些面试旨在让候选人思考。我们不指望你们解释宇宙的奥秘。只是想看看你有一天能那样做的潜力。”
TEXT 19
Brexit is such a threat to universities that it can't just be tidied away into a box labelled“summer madness”.
First, the threat to the UK's participation in European research programmes and student exchange schemes such as Erasmus.The government has given a semi-solid guarantee that research programmes will be protected, up to 2020 at any rate.The future of exchange schemes will depend on the willingness of the UK to contribute to the cost and the enthusiasm for paying for a student mobility programme.Closely related is the future of staff and（non-Erasmus）students from other parts of the EU.Both are crucial.Teachers, and especially researchers, from the EU play a key role in maintaining the UK's envious position in global league tables, about which we love to brag.Other European students fill deficits in domestic demand, typically in science and engineering.
The second threat is much deadlier.The UK is now established as a nasty country in the world's imagination.No amount of flummery from the foreign secretary about“openness”can cover that up.Nor can rather more honest claims by universities that they are open to all, Europe and the wider world.It is difficult to imagine why talented scholars and scientists, and students for that matter, should want to make their careers or study in a country unable to admit a handful of refugee children.Even before the referendum our inability to evoke a moral response to global distress worthy of our history was deeply shaming.To Orwell, England was like a family with the wrong members in control.
The third threat relates to“taking back control”, one of the Brexit mantras.The EU has never been good at“control”.Instead, it has a political culture characterised by compromise and consensus.The language of Europe is littered with“-ities”:mutuality, solidarity, subsidiari ty...Power is diffused, for historical and cultural reasons we all understand.But this EU culture has always been at odds with British politics.The danger is that Brexit will further empower the strong state.There is no better example than the higher education and research bill currently before parliament.Safeguards are being swept aside and conventions ignored, as the secretary of state accumulates unprecedented powers over universities.
The image and ethos of a country matter even if, as we must hope by relying on our sense of fair play, the direst consequences are avoided.German universities, probably the world's best before 1914, took at least three generations to recover their eminence and excellence after the world wars, the Nazis and the Holocaust.
1.The exit of Britain from the EU has ________.
[A]attracted more students from outside Europe
[B]made British teachers and students go mad
[C]caused suffering to British universities
[D]frightened away large numbers of EU students
2.In science and engineering majors, British universities ________.
[A]cannot enrol enough students at home
[B]need teachers from the EU to contribute
[C]have always been ranked high in various lists
[D]are reluctant to exchange with the rest of the world
3.The second threat of Brexit is that ________.
[A]the foreign minister is not honest about immigration
[B]talented people may not come to British universities
[C]many refugee children will be driven out of Britain
[D]Britain has long become indifferent to global distress
4.The third threat is that ________.
[A]the EU's culture of compromise and consensus changes Britain
[B]the parliament won't give enough financial support to universities
[C]British politics comes into more severe conflict with the EU politics
[D]the government power over British universities will be tightened
5.German universities are mentioned to show that ________.
[A]they are the best rivals of British universities
[B]they did wrong things during the two world wars
[C]the image of a country affects its universities
[D]universities should follow the principle of fair play
考研必备词汇
1.label/ ˈleibl/vt．贴标签于；称作
2.participation/paːˈtisi ˈpeiʃən/n．参加，参与
3.scheme/skiːm/n．计划，方案，设计
4.semi-/ˈsemi/[ 前缀]半，准
5.guarantee/ˈɡ ærən ˈtiː/n．保证，担保
6.enthusiasm/in ˈθjuːziæzəm/n．热心，热情
7.mobility/məu ˈbiliti/n．流动性
8.staff/staːf/n．职工
9.crucial/ ˈkruːʃiəl/a．关键的
10.league/liːɡ/n．联盟，联合会
11.brag/bræɡ/vi．自夸，吹牛
12.deficit/ ˈdefisit/n．赤字，欠缺
13.domestic/də ˈmestik/a．家庭的；国内的
14.nasty/ ˈnæsti/a．令人作呕的，卑鄙的
15.talented/ ˈtæləntid/a．有才能的
16.for that matter 就此而言，而且
17.refugee/ˈrefjuː ˈdʒiː/n．难民
18.referendum/ˈrefə ˈrendəm/n．公投
19.evoke/i ˈvəuk/vt．唤起，引起
20.distress/dis ˈtres/n．苦恼，痛苦
21.mantra/ ˈmʌntrə/n．颂歌；口头禅
22.characterise/ ˈkæriktəraiz/vt．以……为特征，是……的特征
23.compromise/ ˈkɔmprəmaiz/n．妥协，折中
24.consensus/kən ˈsensəs/n．共识
25.mutuality/ˈmjuːtʃu ˈæləti/n．相互关系
26.solidarity/ˈsɔli ˈdæriti/n．团结一致
27.diffuse/di ˈfjuːz/vt．分散；散布
28.at odds with 与……冲突，与……不一致
29.empower/im ˈpauə/vt．授权；使能够
30.parliament/ ˈpaːləmənt/n．议会
31.safeguard/ ˈseifˈɡ aːd/n．保护（措施）
32.convention/kən ˈvenʃən/n．习俗；大会
33.accumulate/ə ˈkj uːmj uleit/vt．积累
34.unprecedented/ʌn ˈpresidəntid/a．前所未有的
35.ethos/ˈ iːθɔs/n．精神，风气
36.fair play 公平交易，公平办事
37.eminence/ ˈeminəns/n．显赫，杰出
其他词汇
1.flummery 废话，蠢话
2.subsidiarity 权力自主
3.Holocaust（第二次世界大战时期）大屠杀
疑难长句注解
1.The future of exchange...programme.（第二段）
本句中，exchange schemes指大学里的学生交流计划，contribute to the cost指出钱资助学生国外交换项目，mobility programme也指学生的国际交流项目。
2.It is difficult to imagine...refugee children.（第三段）
词组for that matter用以指出在所说的两件事物中，后说的与先说的性质一样；a country...children指脱欧后的英国。
3.Even before the referendum...control.（第三段）
句中before the referendum指英国脱欧（Brexit）公投前，global stress主要指中东和北非难民涌入欧洲前后产生的困局，inability to evoke a moral response指英国政府没有对可怜的难民所面临的困局表示道义上的支持。乔治·奥威尔是英国历史上著名的作家和社会活动家，著有《动物庄园》和《1984》等名著。
译文
英国脱欧对大学来说是一个威胁，以至于它不能被简单地贴上“夏日疯狂”的标签被清扫进垃圾箱里。
首先是对英国参与欧洲研究项目和学生交换计划（比如伊拉斯谟项目）的威胁。政府已经做出不完全可靠的保证，研究项目将受到保护，至少到2020年前是如此。交换项目的未来取决于英国是否愿意继续承担成本，是否对资助学生流动项目有热情。与之紧密相关的是来自欧盟其他国家的教职工和（伊拉斯谟以外项目的）学生的未来。二者都很重要。来自欧盟的教师——特别是研究人员起着关键作用，使英国在全球高校联盟排行榜上保持着令人羡慕的地位，我们经常自豪地谈起它。其他欧洲学生填补了英国国内所需人数的缺口，特别是科学和工程专业的学生缺口。
第二个威胁致命得多。在全世界人的眼里，英国现在已经被确定为一个令人生厌的国家。无论外交大臣怎样虚情假意说要“开放”，都掩盖不了这一事实。大学的一些更诚实的声明也无济于事：它们说要向所有人开放，不管是欧洲人还是世界其他地区的人。很难想象为什么天才学者和科学家——而且包括学生非要待在一个不能接收一小部分难民儿童的国家学习或工作。即使在全民公投之前，我们也没有能够对全球的苦难拿出一个符合我们光荣历史传统的道德答案，这是我们的奇耻大辱。对奥威尔来说，英国曾经像一个家庭，但管家的人却不对。
第三个威胁涉及“重新掌控局面”这个英国脱欧的口头禅。欧盟从来不擅长“控制”。相反，它有一种典型的妥协和共识的政治文化。欧洲的语言中充满各类“性”——如相互性、一致性、权力自主性等等。由于我们共知的历史和文化原因，权力是分散的。但是欧盟的文化总是与英国政治格格不入。其中的威胁是：脱欧后的英国国家政权变得更强大。高等教育和科研经费现在交给议会批准，没有比这更能说明问题的例子了。对大学的保护政策正在被扫到一边，传统做法被忽视，而国务大臣对大学积累了前所未有的控制权。
如果我们希望按公平原则办事，即使最糟糕的后果可以避免，一个国家的形象和精神也是很重要的。德国大学在1914年之前曾是世界上最好，但是两次世界大战之后，在经历了纳粹统治和大屠杀之后，却用了三代人的努力才恢复到其杰出的、优异的状态。
TEXT 20
A fascinating new working paper finds that men are far more likely than women to back up their arguments with appeals to a higher authority:themselves.When an academic writes a research paper, it is common practice to give citations for various facts and assertions.Universities often factor in citation counts when making decisions about hiring, tenure and pay.
As it turns out, academics have a handy tool at their disposal for juicing their citation counts:They cite themselves.There's nothing inherently shady about this practice.If you're an expert in a relatively obscure field like ant taxonomy, you're probably going to need to cite your previous work because few people are doing similar work.So Molly King and her colleagues at Stanford University, the University of Washington and New York University set out to find how often this so-called“self-citation”happens.They did so by examining a massive database of academic work:1.5 million research papers in JSTOR, a digital library of academic books and papers published between 1779 and 2011.
What they found, first of all, is that self-citation represents a significant chunk of all academic citations.But more strikingly, King and her colleagues found a huge difference in self-citation patterns between men and women.“Over the years between 1779—2011, men cite their own papers 56% more than women do, ”they found.And in recent decades, men have stepped up their self-citation game relative to women.This self-citation gap held true across every major academic field the authors studied, including biology, sociology, philosophy and law.In a footnote, the paper's authors dryly note that the pattern holds among themselves as well.
King and her colleagues offer a number of hypotheses for why men may be more likely to cite themselves.For starters, studies have shown that men generally have a higher opinion of their own abilities than women do.And they typically face fewer social penalties for self-promotion. Gendered perceptions of self-promotion likely influence perceptions of self-citation, which could be viewed as a form of self-promotion in the academic workplace.There's also the simple fact that men tend to publish more, particularly early in their careers—a time when many female academics might be grappling with the challenges of balancing career with maternity leave.
Regardless of the underlying mechanism, the self-citation disparity has a rea-l world impact on female academics' careers.Academics are more likely to cite papers that are already well-cited，so citing yourself means more citations from others.And more citations mean better career-ad vancement opportunities.This phenomenon probably contributes to women's continued under-representation on college faculties.
1.The new study has found that ________.
[A]men are frequently their own favorite experts
[B]women regard men as having higher authority
[C]universities attach much value to citation counts
[D]research papers have an oversupply of citations
2.There is nothing shameful about self-citation if ________.
[A]you have published similar papers before
[B]other sources and experts are difficult to find
[C]you are a widely acknowledged academic expert
[D]you have examined many studies in the database
3.In recent years men have ________.
[A]reduced their self-citation counts
[B]increased the ratio of self-citation
[C]realized they cite themselves too often
[D]tried to reduce the self-citation gap
4.King identifies all of the following as reasons for the gender gap except ________.
[A]women usually start later with their academic career
[B]men are more confident of their academic abilities
[C]men promote and advance themselves more aggressively
[D]household obligations are a barrier to women's career
5.When the author says women are under-represented, he means ________.
[A]they are oppressed by their men counterparts
[B]their academic levels are usually lower than men
[C]there are proportionally fewer women academics
[D]their achievements are often under-estimated
考研必备词汇
1.fascinating/ ˈfæsineitiŋ/a．迷人的，吸引人的
2.back up 支持，支撑
3．appeal/ə ˈpiːl/v.&n．恳求，请求；吸引；上诉
4.authority/ɔː ˈθɔriti/n．权威；权力（部门）
5.academic/ˈækə ˈdemik/n．大学教授，学者
6.citation/sai ˈteiʃən/n．引证，引用
7.assertion/ə ˈsəːʃən/n．断言，论断
8.factor in 包括，把……（因素）考虑在内
9.tenure/ ˈtenjuə/n．职位占有期
10.disposal/dis ˈpəuzəl/n．处置（权），处理（权）
11.inherently/in ˈhiərəntli/ad．固有地，内在地
12.obscure/əb ˈskjuə/a．不清的，不明的；偏僻的
13.massive/ ˈmæsiv/a．大而重的；大规模的
14.database/ ˈdeitəbeis/n．数据库
15.significant/siɡ ˈnifikənt/a．有意义的；相当大的；显著的
16.chunk/tʃʌŋk/n．大块；大数量
17.strikingly/ ˈstraikiŋli/ad．明显地，突出地
18.step up 增强，加强
19.relative to 与……相比，之于
20.gap/ɡ æp/n．缝隙，隔阂；分歧
21.hold true 仍然适用，仍然有效
22.sociology/ˈsəusi ˈɔlədʒi/n．社会学
23.footnote/ ˈfutnəut/n．脚注，补充说明
24.hypothesis/hai ˈpɔθisis/n．假设，假说
25.penalty/ ˈpenlti/n．惩罚，罚金
26.perception/pə ˈsepʃən/n．知觉，认识
27.grapple/ ˈɡ ræpl/vi．搏斗；努力解决
28.regardless of 尽管，不管
29.underlying/ ˈʌndə ˈlaiiŋ/a．在下的，基础的
30.mechanism/ ˈmekənizəm/n．机制；办法，途径
31.disparity/dis ˈpæriti/n．不同，差异
32.under-representation/ ˈʌndəˈreprizen ˈteʃiən/n.代表性不足
33.faculty/ ˈfækəlti/n．全体教员；能力
其他词汇
1.juice 榨出汁，使保持活跃
2.shady 品质有问题的
3.taxonomy 分类学，分类法
4.for starters 首先，起初
疑难长句注解
There's also the simple fact...maternity leave.（第四段）
词组early on意为“初期，早些时候”, grapple with意为“极力应对，费力气地应对”, maternity leave指“产假”。
译文
一项吸引人的新工作论文发现，男人远比女人更可能诉诸更高的权威支持自己的论点，即引用自己。当学者写研究论文时，为各种事实和论断引证是通常的做法。大学在做雇用、任期和薪水决定时经常考虑引用量。
学者们恰好有一个方便的工具供他们使用，来增加他们的引用次数：他们引用自己。这样做本身没有什么坏处。如果你是某个相对偏僻学科领域——比如蚂蚁分类法的专家，你可能需要引用你之前发表的研究，因为几乎没有其他人做类似研究。因此Molly King及其斯坦福大学、华盛顿大学、纽约大学的同事们着手研究这种所谓的“自引”是怎样发生的。他们检查了大量学术研究的数据库：包括JSTOR库中的150万篇研究论文，这个库中有1779—2011年出版的大量学术书籍和论文。
首先，他们发现自我引用占所有学术引用的相当大一部分。但是更明显的是，King及其同事发现男女在自我引用上的巨大差别。他们发现，“在1779—2011年之间，男人引用自己论文的次数比女人多出56%。”在最近几十年里，男人的自我引用次数比女人更多了。这一自我引用差别在每一个重要学术领域都存在，包括生物学、社会学、哲学和法律。论文的作者在注脚中自嘲说，自己的引用模式也是大同小异。
King及其同事提出好几个假设，来解释男人为什么更可能引用自己。首先，研究表明，男人通常比女人更看高自己的能力。而且，他们通常在自我推销时面临更少的社会惩罚。对自我推销的看法的性别差异可能影响对自我引用的看法，自我引用可以被看作学术界的一种自我推销形式。原因当然还包括这样一个简单事实，即男人发表的东西更多，特别是在其学术生涯的早期，而这时，许多女性学者可能还在挣扎，应付着平衡工作和休产假带来的挑战。
尽管有深层的机制，自我引用的差距对女性学者的生涯产生着实实在在的影响。学者们更可能引用被常引用的论文，这样引用自己意味着来自别人的引用更多。而且，更多引用意味着更多职业升迁机会。这一现象可能导致女性在大学队伍中继续占比不高。
TEXT 21
Many adult assumptions and practices related to children take for granted that when kids misbehave, the reason is that they're not sufficiently motivated to follow the rules.The solution, therefore, seems obvious:Ramp up the incentives or consequences tied to the desired behavior.
The child psychologist Ross Greene upends this conventional wisdom in his new parenting book.He disputes the notion that“Kids do well if they wanna.”Instead, he maintains:“Kids do well if they can.”When adults see a misbehaving child, they should look for a problem in the environment or with the child's skills that is thwarting the expected behavior.This simple but dramatic shift in mindset underpins the discipline model that he developed in child psychiatric wards，moved into the juvenile-justice system, and implemented in schools.In each setting, his model dramatically reduced both discipline problems and punishments for the most challenging children and adolescents.
Another Greene concept that challenges preconceptions is“incompatibility”—that is, the idea that when children misbehave, what's going on is that their skills are incompatible with the expectations they're under or the environment they're in.But rather than viewing incompatibility as a problem, he sees it as an opportunity—indeed, struggling with a crisis is what helps people cement their identities and leads to the most growth.In that moment, adults can help the child identify the root of the incompatibility and find a solution.
So, many adult-child conflicts ultimately boil down to a power struggle.The child is doing something the adult doesn't like and resists attempts to make him change.By shifting the goal from power to collaboration, Greene opens a whole new world of possibilities.Instead of trying to be in charge, parents simply seek to influence their children.For example, he asserts that parents' job is“to figure out who your child is, get comfortable with it, and then help her live a life that is congruent with it.”
Overall, the book makes a powerful case for rethinking typical approaches to parenting and disciplining children.While most of the techniques and scenarios in Raising Human Beings relate to school-age children and older, the fundamental principles apply to all adult-child interactions.It's not just about solving problem behavior, it's about building a relationship with your child that will endure a lifetime.Parents'job is not to shape children into a particular mold, it's to see the children they have—with their strengths and challenges—and become their partner on the road to adulthood.
1.Many parents assume that ________.
[A]their children misbehave deliberately
[B]discipline is the only important thing
[C]their children lack proper discipline
[D]misbehavior is rooted in the environment
2.Contrary to conventional assumptions, Ross Greene believes ________.
[A]it is wrong to let children bear the consequences of their misbehavior
[B]there are objective reasons why children fail to behave in expected ways
[C]it is dangerous to put misbehaved children in child psychiatric wards
[D]misbehaved children or adolescents should not be treated as criminals
3.Struggling to overcome an obstacle ________.
[A]poses serious psychological threat to children
[B]offers children valuable opportunity for growth
[C]puts children into conflict with the environment
[D]helps children meet parents' expectation better
4.In his new book, Ross Greene outlines ________.
[A]the necessities for establishing an entirely new set of disciplines
[B]his plan for radically reforming school education for children
[C]his environmentally focused method for remedying misbehavior
[D]the influences parents may have on their children's growth
5.The main purpose of the text is to ________.
[A]present a radical idea about child education
[B]propose an entirely new education curriculum
[C]summarize the major findings of a case study
[D]review the main ideas of a newly published book
考研必备词汇
1.assumption/ə ˈsʌmpʃən/n．假设，假定；承担
2.sufficiently/sə ˈfiʃntli/ad．充分地，足够地
3.motivate/ ˈməutiveit/vt．提供动机
4.incentive/in ˈsentiv/n．刺激，鼓励
5.conventional/kən ˈvenʃənl/a．常规的，传统的
6.parenting/ ˈpɛərəntiŋ/a．养儿育女的
7.maintain/mein ˈteɪn/vt．主张，坚持认为；保持；保养
8.thwart/θwɔːt/vt．阻挠，挫败
9.mindset/ ˈmaindset/n．思维模式，心态
10.underpin/ˈʌndə ˈpin/vt．支持，加强……基础
11.discipline/ ˈdisiplin/n．纪律，训练；学科
12.psychiatric/ˈsaiki ˈætrik/a．精神病学的
13.juvenile/ ˈdʒuːvinail/a．青少年的，未成年的
14.implement/ ˈimplimənt/vt．执行，实行
15.setting/ ˈsetiŋ/n．设置；情景
16.adolescent/ˈædəu ˈlesnt/n．青少年
17.preconception/ ˈpriːkən ˈsepʃən/n．先入之见
18.incompatible/ˈinkəm ˈpætəbl/a．不相容的，不调和的
19.cement/si ˈment/vt．加强，加固
20.identity/ai ˈdentiti/n．身份；个人特征
21.conflict/ ˈkɔnflikt/n．冲突
22.ultimately/ ˈʌltimətli/ad．最终，最后
23.boil down to 归结于
24.collaboration/kəˈlæbə ˈreʃiən/n．合作，协作
25.assert/ə ˈsəːt/vt．断言；维护
26.figure out 弄明白，辨认出
27.congruent/ ˈkɔŋɡ ruənt/a．一致的
28.overall/ ˈəuvərɔːl/ad．总的来说
29.technique/tek ˈniːk/n．技术，技巧
30.scenario/si ˈnaːriəu/n．情景
31.fundamental/ˈfʌndə ˈmentl/a．基本的
32.principle/ ˈprinsəpl/n．原则，原理
33.interaction/ˈintər ˈækʃən/n．互动，交流
34.endure/in ˈdjuə/v．持续，持久；忍受
35.mold/məuld/n．模子，模型
其他词汇
1.ramp up 增加，升级
2.upend 颠倒，颠覆
疑难长句注解
This simple but dramatic shift...in schools.（第二段）
句中shift in mindset指的是在看待孩子坏习惯上视角的转变，discipline model是Greene训练孩子纪律行为的模式，develop意为“形成，研制”, moved跟developed并列在that引导的定语从句中作谓语，是说这种模式被应用到其他情景下。这个句子的意思是：思维模式的变化构成Greene模式的基础，他通过研究精神病院的孩子，形成了一个训练孩子纪律的模式，他把这样模式搬出精神病院，推广到青少年犯罪和学生不良行为的矫治上。
译文
提到儿童问题，很多成人的假设和做法都理所当然地认为，当孩子不听话时，原因是他们没有足够遵守规则的动力。因此，解决方法似乎是明摆着的：增强刺激或后果，以便让孩子表现出成人想看到的行为。
儿童心理学家Ross Greene在自己的新育儿书中颠覆了这些传统看法。他质疑“如果孩子想表现好就能表现好”这种看法。相反，他坚持认为，“孩子能表现好的时候才能表现好。”当成人看到孩子不听话时，他应该在环境中寻找存在的问题，或孩子的技能上存在的问题，这个问题阻碍了孩子的预期行为。这种简单而明显的心态调整使Greene在儿童精神病病房研究后形成纪律模式，他把这一模式移植到未成年人司法体制中，也在学校进行了应用。在每一种情景下，他的模式都大幅度降低了纪律问题以及对最不服管教的儿童和青少年的惩罚。
Greene挑战成见的另外一个概念是“不相容性”，即当孩子不听话时，真正的理由是他们的技能与对他们的期望不相容，或者与他们所处的环境不相容。但是Greene并没有把不相容性看作一个问题，他把它看成一个机会——的确，竭力处理危机是人们增强自己的身份、获得最大成长的机会。在那个时刻，成人能帮助孩子找出不相容的根源，找到解决办法。
可见，成人与儿童的很多冲突最终都归纳为权力的争夺。孩子做的事情成人不喜欢，他对改变自己的企图加以抵制。通过把目标从权力的争夺改为合作，Greene打开了一个充满可能性的全新世界。家长不要把自己放在主管人的位置，他们只需要对孩子施加一些影响就够了。比如，Greene断言，家长的任务就是“搞清楚自己的孩子是什么样的人，心态平静地加以接受，然后帮助她以与那种人一致的方式去生活”。
总体来说，这本书为重新思考育儿和规训孩子的典型方法提供了强大的证据。虽然《养育人》中提到的大多数技巧和情景与学龄儿童或更大的孩子相关，但其基本原理也可以应用于成人与家长的互动关系。它不仅仅是为了解决有问题的行为，更重要的是为了与你的孩子建立一个能持续一生的关系。家长的职责不是按照某个模子塑造孩子，而是了解孩子的真正自我——包括其优点和挑战，并在通往成人的道路上成为他们的伙伴。
TEXT 22
Raymond Mar, a psychologist at York University reported that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective.A 2010 study by Mar also found the more stories they had read to them，the keener their“theory of mind, ”or mental model of other people's intentions.
“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art.Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture:the novels, poems and other kinds of literature that can be appreciated only by readers whose brains，quite literally, have been trained to apprehend them.
Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.The immersion in the narrative is supported by the way the brain handles language rich in detail, allusion and metaphor:by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life.The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.
Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be pains takingly acquired by each individual.The“reading circuits”we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.
The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nelllikens to a hypnotic trance.Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows.The combination of fast，fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions.It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.
1.Reading literary works has the effect of ________.
[A]building an intimate relationship with other people
[B]engaging the readers in the study of mental models
[C]encouraging the readers to read more literature
[D]putting the readers more in other people's shoes
2.The loss of deep reading would be a pity because it could ________.
[A]slow down our mental and emotional development
[B]impair our capability for critical thinking
[C]incur the demise of cultures with a long history
[D]affect the way we decode and understand words
3.The author believes that real-world experience ________.
[A]can better be acquired by slow, immersive reading
[B]can never be acquired by fast online reading
[C]exercises the brain in the way the literary world does
[D]is much more complicated than that in the novels
4.Unlike our linguistic ability, our capacities for deep reading ________.
[A]are trained with information-driven reading
[B]should be fostered with rigorous training
[C]are inherent in the structures of the brain
[D]vary from individual to individual
5.Deep reading is characterized by all of the following except ________.
[A]close attention to word meaning
[B]attention to details of description
[C]reflection and analysis during reading
[D]eagerness to initiate a dialogue with the author
考研必备词汇
1.individual/ˈindi ˈvidjuəl/n．个人，个体a．个人的，单独的
2.fiction/ ˈfikʃən/n．虚构，小说
3.empathize/ ˈempəθaiz/vi．移情，同情
4.perspective/pə ˈspektiv/n．观点，视角，看法
5.keen/kiːn/a．热衷的，热心的
6.as opposed to 与……相反
7.superficial/ˈsjuːpə ˈfiʃəl/a．表面的，肤浅的
8.preserve/pri ˈzəːv/vt．保护，保存n．保护区
9.intellectual/ˈinti ˈlektjuəl/a．智力的，知识的
10.perpetuation/pəˈpetʃu ˈeiʃən/n．持续，永存
11.literature/ ˈlitəritʃə/n．文学；文献
12.literally/ ˈlitərəli/ad．简直，确实；照字面意思
13.apprehend/ˈæpr ˈi hend/vt．理解，领悟
14.cognitive/ ˈkɔɡ nitiv/a．认知的
15.neuroscience/ˈnjuərəu ˈsaiəns/n．神经科学
16.demonstrate/ ˈdemənstreit/vt．表明，证明
17.sensory/ ˈsensəri/a．感觉的，感官的
18.complexity/kəm ˈpleksiti/n．复杂（性）
19.distinctive/dis ˈtiŋktiv/a．与众不同的，有特色的
20.decode/ ˈdːi ˈkəud/vt．解码，理解
21.immersion/i ˈməːʃən/n．沉浸，陷入
22.narrative/ ˈnærətiv/n．叙述，记叙文；小说
23.allusion/ə ˈluːʒən/n．暗示；（典故的）引用
24.metaphor/ ˈmetəfə/n．比喻；隐喻
25.representation/ˈreprizen ˈteiʃən/n．表现，再现；代表
26.draw on 利用
27.dilemma/di ˈlemə/n．两难的状况；困境
28.vigorous/ ˈviɡərəs/a．精力旺盛的，有力的
29.circumstance/ ˈsəːkəmstəns/n．情况，境况
30.dictate/dik ˈteit/vt．指示，命令，规定
31.circuit/ ˈsəːkit/n．电路，线路
32.recruit/ri ˈkruːt/vt．招聘，征募
33.feeble/ ˈfiːbl/a．软弱的，无力的
34.robust/rə ˈbʌst/a．结实的；强劲的
35.liken/ ˈlaikən/vt．比作
36.hypnotic/hip ˈnɔtik/a．催眠的
37.intimate/ ˈintimit/a．密切的
38.ardent/ ˈɑːdənt/a．热心的，热情的；激烈的
其他词汇
1.imperil 危害，威胁
2.immersive 沉浸的
3.attune 调音；使协调
4.trance 昏迷状态
疑难长句注解
1.Its disappearance would imperil...apprehend them.（第二段）
本句很长，它的主干结构是Its disappearance would imperil the...development..., as well as the perpetuation...，其中冒号后部分是a critical part of our culture的同位语。这个句子的大概意思是：如果新的一代不再进行文学上的深层阅读，他们的身心发展就会受到严重影响，各种文学形式的存续要将受到威胁，因为阅读文学的能力是需要专门训练的。
2.The immersion in the narrative is supported...in real life.（第三段）
本句中，冒号后面部分是the way the brain handles language rich in detail, allusion and metaphor的同位语，其中“细节、暗示和隐喻丰富的语言”指文学作品中使用的语言，因此所谓大脑处理这里语言的方式，就是指读者阅读文学作品的深层阅读方式。阅读文学作品时读者在大脑中产生一种心理表象，这一表象是借助激活大脑中某些区域产生的，而读者在现实生活中遇到类似情景时，他们激活的也是大脑的这些区域。作者在这里还是在试图说明他的主要观点：阅读文学作品有助于提高读者的社会能力。
3.The emotional situations and mora.l..for empathy.（第三段）
本句的主干结构是The emotional situations and moral dilemmas...are vigorous exercise for the brain, propelling us inside...and...increasing...our real-life capacity...。这句话跟上一句话的基本意思差不多，只不过说得更具体。即：通过阅读文学作品中的情景与道德困境，读者能训练自己的社会能力，使自己学会站在小说人物的立场来看待问题，增强其同情心。
4.The“reading circuits”we construct...we use them.（第四段）
本句中，we construct是定语从句，修饰reading circuits；定语从句that...purposes修饰structures in the brain。动词recruit原意为“招募，征用”，这里be recruited from意为“取自，产生于”。本句的基本意思是：因为我们出生时并没有先天的阅读能力，因此阅读能力需要高强度的严格训练才能获得。
译文
约克大学心理学家雷蒙德·玛尔报告说，经常读小说的人似乎更善解人意，同情其他人，从其他人的视角来看待世界。玛尔在2010年做的一项研究也发现，人们读小说越多，其“心智理论”变得越敏锐——“心智理论”这里指对其他人意图的心理认知模式。
作为我们在网络上进行的通常是浅层阅读的对立面，“深层阅读”是一种濒临灭绝的活动，我们应该采取措施保护它，正像保护古建筑或有意义的艺术品一样。它的消失将威胁靠网络成长的几代人的智力和情感发展，也威胁到我们文化中的核心部分是否得以延续，这些核心部分包括小说、诗歌和其他类型的文学，它们能被大脑直接受过理解训练的读者所欣赏。
最近的认知科学、心理学和神经科学研究表明，作为一种慢速的、沉浸式的、细节感受丰富的、涉及复杂情感和道德感的活动，深层阅读给人以独特的体验，它在本质上不同于仅仅是对词语的解读。沉浸于故事中，这种状态受到了大脑处理语言方式的支持，文学语言在细节、典故、隐喻上很丰富：它创造出一个心理表象，这个表象出现的区域，恰恰就是真实生活中类似场景发生时被激活的大脑区域。作为文学素材，情感状态和道德困境能为大脑提供强劲的训练，把我们驱赶进小说人物的大脑中，甚至像研究所证明的那样，能增强我们在现实生活中的同情心。
阅读能力不像理解和生成语言的能力，后者在正常情况下将根据基因设定的程式发展，而阅读能力必须由每一个人花大力气去获得。我们创建的“阅读线路”是从大脑结构中建成的，这些结构也为其他目的进化而成，而且，这些线路既可以弱，也可以强，取决于我们使用它的频率和强度。
从事深层阅读的人不受干扰，专注于语言的细节，他进入一种状态，心理学家维克多·奈尔把它比作催眠昏睡状态。奈尔发现，当阅读者最欣赏自己的经历时，他们阅读的节奏实际上会慢下来。一方面是快速、流利解读词语的过程，另一方面是在每页上不紧不慢的推进过程，二者的结合给了深层阅读者充分的时间，让他通过反思和分析丰富自己的阅读，丰富自己的记忆和见解。它给他们时间来确立自己与作者的亲密关系，二者进入一场长时间的热情对话，就像堕入爱河的情侣。
TEXT 23
One of the reasons so few women work in tech is that few choose to study computer science or engineering.At a few top college programs, though, that appears to be changing.At Carnegie Mellon University,40 percent of incoming freshmen to the School of Computer Science are women, the largest group ever.At the University of Washington, another technology powerhouse, women earned 30 percent of computer science degrees this year.At Harvey Mudd College，40 percent of computer science majors are women.
These examples provide a road map for how colleges can help produce a more diverse group of computer science graduates.They also help answer a controversial question:Does the substance of computer science instruction need to be adjusted to attract women, or does recruitment and mentorship? It's an important question because tech companies have so many jobs to fill, and because computer science skills have become necessary in almost every other industry, too.
So how have these colleges changed the ratio? One factor is that more students of both sexes are choosing to major in computer science.That's simply because they see plentiful jobs, the applicability to many professions and the attention tech is receiving in the business pages and in pop culture.
But at the colleges with the most significant increases in female majors and graduates, there is more going on.The University of Washington and Carnegie Mellon, along with other interested parties like Google, have programs to train high school teachers to teach computer science and host camps and mentoring sessions for young students.The programs are not all gender-specific, but end up recruiting girls because they are less likely to pursue technology classes otherwise.
Some of the colleges recast their programs to try to appeal to a broader group of people.The University of Washington revamped its introductory course to emphasize the creative and realworld applications of computer science.But Carnegie Mellon has made a point of not changing its courses, Ms.Blum said.She disagrees with one commonly held stereotype—that women care more about the real-world applications of technology, while men care more about computer programing.
This summer, for the first time, several Silicon Valley companies published numbers about the demographic makeup of their employees, which revealed that a startlingly small percentage were women.The contributing factors are many.But one reason is that if just 18 percent of computer science graduates are women, there are only so many women with the qualifications to work in technical jobs.If colleges can produce more of them, the next move will belong to the companies who are hiring.
1.Some universities crack code in ________.
[A]taking measures to graduate more girls
[B]giving women preferred recruitment
[C]changing their computer science programs
[D]drawing women to computer science
2.Which of the following is NOT a“controversial question”？
[A]Should computer science be taught in a different way？
[B]Should a roadmap of reform be sketched out for colleges？
[C]Should the enrollment policy be adjusted for girls' sake？
[D]Should the way students are taught be changed to attract girls？
3.More girls now choose to major in computer science because ________.
[A]they find it hard to enter other industries
[B]computer finds ever wider applications
[C]many professions pay attention to girls
[D]more girls work in pop cultural businesses
4.While trying to attract girl students, Carnegie Mellon University ________.
[A]tries not to recast programs in students' favor
[B]changes the ways girl students are mentored
[C]changes its stereotype about men and women
[D]encourages girls to learn computer programing
5.The small number of women in tech firms is blamed mainly on ________.
[A]tech companies
[B]high school education
[C]colleges and universities
[D]women themselves
考研必备词汇
1.incoming/ ˈinˈkʌmiŋ/a．新来的，进来的
2.freshman/ ˈfreʃmən/n．新生，一年级学生
3.major/ ˈmeidʒə/n．专业，主科；专业学生vi．主修
4.road map 路线图
5.diverse/dai ˈvəːs/a．多样（化）的
6.controversial/ˈkɔntrə ˈvəːʃəl/a．争论的，引起争论的
7.substance/ ˈsʌbstəns/n．物质，材料；实质，内容
8.instruction/in ˈstrʌkʃən/n．讲授，教授；指令
9.adjust/ə ˈdʒʌst/vt．调整，使适合
10.recruitment/ri ˈkruːtmənt/n．招收；招募
11.mentorship/ ˈmentɔːʃip/n．导师制，指导学生
12.ratio/ ˈreiʃiəu/n．比率，比例
13.plentiful/ ˈplentiful/a．丰富的，大量的
14.applicability/ˈæplikə ˈbiləti/n．可应用性，适应性
15.mentor/ ˈmentɔː/vt．指导，辅导
16.session/ ˈseʃən/n．一段时间；会期
17.gender/ ˈdʒendə/n．性别
18.pursue/pə ˈsj uː/vt．追赶，追求；从事
19.appeal/ə ˈpiːl/vi．呼吁；诉诸，求助；引起兴趣；上诉
20.introductory/ˈintrə ˈdʌktəri/a．介绍的，导言的
21.emphasize/ ˈemfəsaiz/vt．强调
22.make a point of 刻意，故意
23.stereotype/ ˈstiəriəutaip/n．刻板印象，成见
24.demographic/ˈdemɔ ˈɡræfik/a．人口统计的
25.makeup/ ˈmeikʌp/n．构成，结构；化妆
26.startlingly/ ˈstɑːtliŋli/ad．惊人地
27.contribute/kən ˈtribj uːt/vt．贡献，捐赠；导致，促成
28.qualification/ˈkwɔlif ˈi keʃiən/n．资格，条件
其他词汇
1.powerhouse 动力室，发电站
2.recast 重铸；改变
3.revamp 修订，修改
疑难长句注解
1.They also help answer...mentorship?（第二段）
本句中，or之后为省略成分，省略了need to be adjusted to attract women这个谓语。
2.That's simply because...pop culture.（第三段）
本句中see有三个宾语，一是“充分的就业机会”，二是计算机科学“在许多职业领域里的应用”，三是the attention tech is receiving in the business pages and in pop culture，其中tech is receiving是定语从句，修饰attention，即“在商业书刊和大众文化中正在受到的关注”。
3.But one reason is that...technical jobs.（第六段）
这个句子的基本意思是：由于计算机科学领域女生比例小，所以造成有能力从事技术工作的妇女少。因此下一句说，只有当大学招收更多女生后，下一步我们才能讨论公司在雇用员工上是否存在性别歧视，才能督促技术公司多雇用妇女。
译文
妇女在技术领域里工作的人数少，其中一个原因是她们很少有人选择计算机科学或计算机工程。可是，在几个顶级大学项目上，这种形势似乎正在改观。在卡耐基梅隆大学，计算机科学学院入学新生中，有40%是女生，这是女生人数最多的一次。华盛顿大学是另一所工科很强的大学，今年毕业拿到计算机科学方面学位的女生占30%。在哈维穆德学院，40%计算机科学专业的学生是女生。
对于大学如何帮助培养更多样化的计算机科学毕业生来说，这些例子提供了一个路线图。这些例子也帮助回答了一个有争议的问题：计算机科学教育的核心内容是否需要调整，以便吸引女生？抑或是招生方式和指导学生的方式需要调整？这个问题很重要，因为技术公司需要填补如此多的岗位，也因为计算机科学技能几乎在每一个行业都成为必需的。
那么，这些学校是怎样改变了女生的比例呢？一个因素是，更多的男女学生在选择计算机科学作为专业。这仅仅是因为他们看到有很多就业机会，看到（计算机科学）在许多职业领域里的应用，看到技术正在商业书刊和大众文化中受到关注。
但是，在学计算机专业的女生和毕业的女生人数增加最显著的那些大学里，还有更多的招数。华盛顿大学和卡耐基梅隆大学，与像Google这样的相关方设立了培训项目，培训高中教师教计算机，他们举行夏令营，为学生上指导课。这些项目并不针对某个性别的学生，但是最终却招来女生的参加，因为不采用这种方法她们不太可能上技术类的课。
一些大学改造了他们的项目，试图吸引更广泛的人群。华盛顿大学重新设计了其导论课，更强调计算机科学的创新和实际应用。但是Blum夫人说，卡耐基梅隆大学刻意不改变自己的课程设置。她不赞成一种常人拥有的刻板印象，即女人更关注技术的实际应用，而男人更关注计算机程序的设计。
这个夏天，几个硅谷公司第一次公布了其雇员的人口结构数字，数字显示，其中妇女少得令人震惊。导致这一现象的因素很多。但是其中一个理由是，如果只有18%的计算机科学毕业生是女生，那么有资格在技术岗位上工作的妇女肯定多不了哪里去。如果大学能培养更多女生，下一步才属于公司雇不雇她们的问题。
TEXT 24
Large-scale cheating has been uncovered over the last year at some of the nation's most competitive schools, and, most recently, Harvard.Studies of student behavior and attitudes show that a majority of students violate standards of academic integrity to some degree, and that high achievers are just as likely to do it as others.Moreover, there is evidence that the problem has worsened over the last few decades.
Internet access has made cheating easier, enabling students to connect instantly with answers, friends to consult and works to plagiarize.And generations of research has shown that a major factor in unethical behavior is simply how easy or hard it is.The Internet has changed attitudes, as a world of instant downloading, searching, cutting and pasting has loosened some ideas of ownership and authorship.Students are surprisingly unclear about what constitutes plagiarism or cheating, said Mr.Wasieleski, an associate professor of management.
Howard Gardner, a professor at the Harvard Graduate School of Education, said that over the 20 years he has studied professional and academic integrity, “the ethical muscles have atrophied, ”in part because of a culture that exalts success, however it is attained.He said the attitude he has found among students at elite colleges is:“We want to be famous and successful, we think our colleagues are cutting corners, we'll be damned if we'll lose out to them, and some day, when we've made it, we'll be role models.But until then, give us a pass.”
Numerous projects and research studies have shown that frequently reinforcing standards, to both students and teachers, can lessen cheating.But experts say most schools fail to do so.Institutions do a poor job of making those boundaries clear and consistent, of educating students about them, of enforcing them, and of giving teachers a clear process to follow through on them.A 2010 survey of Yale undergraduates by The Yale Daily News showed that most had never read the school's policy on academic honesty, and most were unsure of the rules on sharing or recycling their work.
Mr.McCabe's surveys, conducted around the country, have found that most college students see collaborating with others, even when it is forbidden, as a minor offense or no offense at all. Nearly half take the same view of paraphrasing or copying someone else's work without attribution.And most high school teachers and college professors surveyed fail to pursue some of the violations they find.
Experts say that along with students, schools and technology, parents are also to blame. They cite surveys, anecdotal impressions and the work of researchers like Jean M.Twenge, author of the book Generation Me, to make the case that since the 1960s, parenting has shifted away from emphasizing obedience, honor and respect for authority to promoting children's happiness while fueling their ambitions for material success.“We have a culture now where we have real trouble accepting that our kids make mistakes and fail, and when they do, we tend to blame someone else, ”said Tricia Bertram Gallant, author of Creating the Ethical Academy, and director of the academic integrity office at the University of California at San Diego.
1.Studies find more students cheating ________.
[A]with the best students no exception
[B]even with standards made quite clear
[C]with that in high schools going rampant
[D]with academic competition becoming fiercer
2.Technology has caused the increase of cheating by ________.
[A]providing confusing content on the Internet
[B]obscuring the standards of ethical behavior
[C]enabling students to plagiarize more sources
[D]making students reluctant to read extensively
3.By saying“the ethical muscles have atrophied”, Gardner means ________.
[A]the moral standards have loosened
[B]academic integrity has been reinforced
[C]culture has not developed alongside morality
[D]ethical behavior has been over-emphasized
4.The increased cheating is also caused by schools' failure to ________.
[A]give teachers more freedom in delivering penalties
[B]mark a clear boundary between teachers and students
[C]give teachers a clearly specified guideline to follow
[D]make rules in regard to healthy academic behavior
5.Tricia Bertram Gallant seems to ________.
[A]put students' happiness over material gain
[B]emphasize obedience from the students
[C]be less tolerant of authority and schools
[D]support Howard Gardner's conclusion
考研必备词汇
1.violate/ ˈvaiəleit/vt．违反，违背；侵犯；侵害
2.integrity/in ˈteɡ riti/n．诚实，正直；完整
3.plagiarize/ ˈpleidʒiəraiz/vt．剽窃，抄袭
4.unethical/ʌn ˈeθikl/a．不道德的
5.paste/peist/vt．粘贴
6.constitute/ ˈkɔnstitj uːt/vt．构成；建立，设定
7.plagiarism/ ˈpleidʒiərizəm/n．剽窃，抄袭
8.exalt/iɡ ˈzɔːlt/vt．颂扬；提升；使情绪高昂
9.attain/ə ˈtein/vt．实现；达到，得到
10.elite/ei ˈliːt/n．精英，杰出人物
11.make it 成功，做成某事
12.numerous/ ˈnjuːmərəs/a．众多的；许多的
13.reinforce/ˈriːin ˈfɔːs/vt．增强，强化
14.lessen/ ˈlesn/vt．减小；减轻；轻视
15.boundary/ ˈbaundəri/n．边界；界限
16.consistent/kən ˈsistənt/a．前后一致的
17.enforce/in ˈfɔːs/vt．实施；强制；履行
18.undergraduate/ˈʌndə ˈɡ rædjuit/n．本科生
19.recycle/ ˈriː ˈsaikl/vt．使反复循环；回收
20.collaborate/kə ˈlæbəreit/vi．合作；协作
21.forbid/fə ˈbid/vt．不许，禁止
22.minor/ ˈmainə/a．较小的，次要的 n．辅修
23.offense/ə ˈfens/n．违法；犯规；犯罪；得罪
24.attribution/ˈætrə ˈbjuːʃən/n．归属，归因；将引语注明出处
25.pursue/pə ˈsjuː/vt．追击；追踪；追求
26.obedience/ə ˈbiːdjəns/n．顺从；服从
27.authority/ɔː ˈθɔriti/n．权力；权威，专家；当局，官方
28.fuel/fj uəl/vt．加燃料；刺激，推动
其他词汇
1.atrophy 衰退，萎缩
2.cut corners 走捷径，投机取巧
3.lose out 失败，损失
4.paraphrase 解释（说话人）的意思
5.anecdotal 轶事的，趣闻的
疑难长句注解
They cite surveys...material success.（第六段）
本句的主干框架是：They cite surveys, anecdotal impressions and the work of researchers...to make the case that...parenting has shifted away from...to...。其中，anecdotal impressions指常识性的印象，而不是系统获得的认识；make the case意为“为……而辩论，提出……论点”; that引导的从句作case的同位语；fuel是动词，意为“激起”。
译文
在这个国家大部分高度竞争的学校里，过去一年来发现了大规模的作弊，最近在哈佛大学也是如此。对学生行为态度的研究表明，绝大多数学生在某种程度上违反了学术上对诚实的要求。而且，有证据表明，问题在过去几十年里已经变得更严重。
互联网的使用使得作弊更容易，让学生能立刻在网上搜到答案，或找到朋友咨询，找到能剽窃的著作。而且，数代人的研究已经说明，在不道德的行为中，一个重要因素是做坏事有多么容易或多么困难。互联网改变了态度，因为这样一个即时下载、搜索、剪切、粘贴的世界淡化了所有权或著作权的概念。管理学副教授Wasieleski先生说，令人吃惊的是，学生不清楚什么样的行为构成了剽窃或作弊。
哈佛大学教育学研究院教授Howard Gardner说，20年来，他一直研究专业或学术方面的诚实，“道德的肌肉已经萎缩，”部分是因为一个崇尚不惜一切获得成功的文化。他说，在精英学校的学生中发现的态度是：“我们想要出名和成功，我认为自己的同事都在图省事，我们绝不能败给他们，某一天，当我们成功时，我们就会成为行为模范。但是在成功之前，请让我们考试通过。”
大量其他项目和研究都表明，不断地向师生强调标准能减少作弊。但是专家们说，大多数学校没有这样做。学校没有能够把这些界限标准讲清楚，这些标准也前后不一致，没有让学生学会掌握并实施这些标准，没有给教师一个清晰的步骤，让他们依此行事。《耶鲁每日新闻》对本科生在2010年做了一项调查，结果显示，大多数学生从来没有阅读过学校对学术诚实的要求，他们拿不准在共享或传看作业时应该遵循的规范。
McCabe先生在全国做了多项调查，他发现，大多数大学生把同其他人合作——即使在这样做被禁止的情况下——看作一种小罪过或根本不算什么罪过。几乎一半的人以同样的观点看待不注明出处地解释或抄袭其他人的著作。大多数被调查的中学教师和大学教授没有对他们发现的违规行为做进一步处理。
专家们说，除了学生、学校和技术之外，家长也难辞其咎。他们引用调查成果，个人见闻以及像《我的时代》的作者Jean M. Twenge这样的研究者所做的研究，以便说明下述道理：自20世纪60年代以来，家庭教育已经从强调服从、荣誉和尊重权威转向孩子的幸福，并激发他们取得物质成功的雄心。Tricia Bertram Gallant是《创建有道德的学术机构》的作者，也是加州大学圣迭戈分校学术诚信办公室的主任，她说，“我们现在有这样一种文化范围，我们不愿意接受自己的孩子会犯错误、会失败这样的观念，当他们犯错误或失败时，我们倾向于责备其他人。”
TEXT 25
In my public school 40 years ago, teachers didn't lay their hands on students for bad behavior.They sent them to the principal's office.But in today's often overcrowded and underfunded schools, where one in eight students receive help for special learning needs, the use of physical restraints and seclusion rooms has become a common way to maintain order.It's a dangerous development.
According to national Department of Education data, most of the nearly 40,000 students who were restrained or isolated in seclusion rooms during the 2009—2010 school year had learning, behavioral, physical or developmental needs, even though students with those issues represented just 12 percent of the student population.African-American and Hispanic students were also disproportionately isolated or restrained.
Joseph Ryan, an expert on the use of restraints who teaches at Clemson University, told me that the practice of isolating and restraining problematic children originated in schools for children with special needs.It migrated to public schools in the 1970s as federal laws mainstreamed special education students, but without the necessary oversight or staff training.“It's a quick way to respond but it's not effective in changing behaviors, ”he said.
State laws on disciplining students vary widely, and there are no federal laws restricting these practices, although earlier this year Education Secretary Arne Duncan wrote, in a federal guide for schools, that there was“no evidence that using restraint or seclusion is effective.”He recommended evidence-based behavioral interventions and de-escalation techniques instead.
The use of restraints and seclusion has become far more routine than it should be.“They're the last resort too often being used as the first resort, ”said Jessica Butler, a lawyer in Washington who has written about seclusion in public schools.
Among the recent instances that have attracted attention:Children in Middletown, Conn., told their parents that there was a“scream room”in their school where they could hear other children who had been locked away; last December, Sandra Baker of Harrodsburg, Ky., found her fourth-grade son, Christopher, who had misbehaved, stuffed inside a bag, its drawstrings pulled tight, and left outside his classroom.He was“thrown in the hall like trash, ”she told me.And in April, Corey Foster, a 16-year-old with learning disabilities, died on a school basketball court, as four staff members restrained him following a confrontation during a game.The medical examiner ruled early last month that the death resulted from the student's having a heart problem, and no charges were filed.
The physical and psychological injuries to children as a consequence of this disciplinary system is an issue that has found its way to Congress.Legislation to ban these practices has been introduced in the House and the Senate, but no vote is expected this year.
1.It can be inferred that most of the students restrained or isolated ________.
[A]are actually good students who are eager to learn
[B]are students with physical or mental problems
[C]are African-American and Hispanic students
[D]have offended the teachers but meant no harm
2.In the last sentence of Paragraph 3, the word“it”refers to ________.
[A]isolating and restraining children
[B]the federal law made in the 1970s
[C]the necessary oversight of the staff
[D]the training of the school staff
3.Education Secretary Arne Duncan seems to ________.
[A]be indecisive about the use of restraints and seclusion
[B]emphasize evidence for the wrongdoings of the students
[C]suggest using restraint and seclusion as the last resort
[D]regard restraints and seclusion as scientifically unsound
4.The events in Paragraph 6 are mentioned to indicate ________.
[A]disciplining children often means physical punishment
[B]restraint and seclusion may lead to children's death
[C]restraints and seclusion have now been overused
[D]no law is applicable to protecting disabled children
5.The federal law addressing the problem of restraint and seclusion ________.
[A]is now in the making
[B]varies vastly when it is applied
[C]has done little in protecting children
[D]is made based on school disciplines
考研必备词汇
1.principal/ ˈprinsəpəl/n．（中学）校长 a．主要的
2.restraint/ris ˈtreint/n．控制，限制
3.seclusion/si ˈkluːʒən/n．隔离，隔绝；隐居
4.isolate/ ˈaisəleit/vt．使隔离；使孤立
5.Hispanic/his ˈpænik/a．（美国）拉美人后裔的
6.disproportionately/ˈdisprə ˈpɔːʃənitli/ad．不相称地；不成比例地
7.originate/ə ˈridʒineit/vt．起源于，来自
8.migrate/mai ˈɡ reit/vi．迁移，移居
9.mainstream/ ˈmeinˈstriːm/vt．使进入主流a．主流的
10.oversight/ ˈəuvəsait/n．监督，监视；疏忽
11.staff/stɑːf/n．全体职员；教职员工
12.discipline/ ˈdisiplin/vt．训练；管教；惩罚n．纪律；学科
13.restrict/ris ˈtrikt/vt．限制；约束
14.intervention/ˈintə ˈvenʃən/n．介入；干预，干涉
15.routine/ruː ˈtiːn/a．例行的；日常的；常规的
16.resort/ri ˈzɔːt/n．手段；借助，诉诸；度假胜地
17.stuff/stʌf/vt．把……塞满，把……塞进n．东西，事情
18.disability/ˈdisə ˈbiliti/n．残疾；伤残
19.confrontation/ˈkɔnfrʌn ˈteiʃən/n．对抗；冲突
20.charge/tʃɑːdʒ/n．指控，控告；主管，负责；收费
21.file/fail/vt．提交；提起（诉讼）
22.disciplinary/ ˈdisiplinəri/a．纪律的
23.find one's way into 设法赶到（进入）
24.legislation/ˈledʒis ˈleiʃən/n．立法
25.ban/bæn/vt．禁止
26.the House（美国国会）众议院（House of Representatives）
27.Senate/ ˈsenit/n．（美国国会）参议院
其他词汇
1.de-escalation 使降级（或缓和）
2.drawstring（衣服或口袋缝边的）束带，拉绳
疑难长句注解
1.It migrated to public schools...staff training.（第三段）
本句中，it指上一句中的the practice of isolating and restraining problematic children；这里，所谓“把需要特殊教育的学生主流化”，指的是让学习有问题的学生进入正常的公立学校学习。说明：“特殊教育”是一个特定的概念，它原本指由特殊学校提供的、旨在满足学生的特殊需要的教育，这些学生包括students with severe learning difficulties, physical disabilities or behavioural problems。相应地，教这些孩子的教师也必须接受专门的培训。
2.The medical examiner ruled...were filed.（第六段）
本句中，medical examiner指“法医”, rule作动词，意为“裁决，裁定”, file a charge意为“提起诉讼”。
译文
40年前我上公立中学时，老师不因为学生行为不端而打他们。老师让学生去校长办公室。但是，在今天经常是拥挤、缺钱的学校里，有1/8的学生才能就其特殊学习需要获得帮助，使用对身体的控制和禁闭室已经成为维持秩序的常用手段。这一趋势很危险。
根据教育部在全国的调查数据，在2009—2010学年，有近4万曾被控制或关禁闭的学生中，其中大多数学生有学习、行为、身体或发展方面的需要，即使有这些问题的学生仅代表学生总数的12%。非裔美国学生和拉丁裔学生被隔离或控制的人数比例更高。
Joseph Ryan在克莱姆森大学教书，是研究控制的专家，他告诉我说，隔离和控制有问题的儿童的做法起源于为有特殊需要的儿童设立的学校。在20世纪70年代，根据联邦法律，接受特殊教育的儿童被编入正规学校的班级，这种做法被搬用到公立学校，但却没有进行必要的监管或教师培训。他说：“这种做法是一种快速反应方式，但在改变行为方面效果不佳。”
各州在制定管束学生的纪律方面有很大差别，没有联邦法律限制这些做法，虽然今年早些时候，教育部部长Arne Duncan在为学校制定的联邦指南中这样写道：“没有证据表明使用控制或禁闭是有效的。”相反，他推荐使用以证据为基础的行为干预模式以及各种缓解技术。
控制和禁闭的使用已经太过经常，这是不应该的。Jessica Butler是华盛顿的一名律师，她写过有关公立学校关禁闭方面的书，她说：“它们应该是最后的手段，却太经常地被用作第一手段。”
在最近引起关注的事例中有这样一件事：康涅狄格州米德尔顿市的孩子告诉他们的家长说，学校里有一个“尖叫房间”，他们从那里能听到被关在其中的其他儿童尖叫；去年12月，肯塔基州哈罗兹堡的Sandra Baker发现，她四年级的儿子克里斯托弗在行为不端后被装进一个口袋，口袋被紧紧地扎着，被放在了教室外面，她告诉我，他被“像垃圾一样丢在大厅内”。在4月，Corey Foster这个16岁有学习障碍的孩子，死在了学校的篮球场上，因为三位老师在一场比赛发生冲突后控制了他。上个月早些时候，法医裁定，死亡是由这个学生有心脏病造成的，因此也没有提起控诉。
由于这种纪律体制对孩子造成的身心伤害已经成为国会争论的一个问题。禁止这些做法的立法在众议院和参议院都已经提出，但是今年还别指望能投票表决。