[考研类试卷]考研英语(阅读)模拟试卷379及答案与解析.doc
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1、考研英语(阅读)模拟试卷 379 及答案与解析Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese. (10 points) 0 A number of ethical questions cluster around both ends of the human life span. Whether abortion is morally justifiable has popularly been seen as dependin
2、g on our answer to the question “When does a human life begin?“ Many philosophers believe this to be the wrong question to ask because it suggests that there might be a factual answer that we can somehow discover through advances in science.【F1】Instead, these philosophers think we need to ask what i
3、t is that makes killing a human being wrong and then consider whether these characteristics, whatever they might be, apply to the fetus in an abortion. There is no generally agreed upon answer, yet some philosophers have presented surprisingly strong arguments to the effect that not only the fetus b
4、ut even the newborn infant has no right to life.Such views have been hotly contested, especially by those who claim that all human life, irrespective of its characteristics, must be regarded as sacrosanct. The task for those who defend the sanctity of human life is to explain why human life, no matt
5、er what its characteristics, is specially worthy of protection.【F2】Explanation could no doubt be provided in terms of such traditional Christian doctrines as that all humans are made in the image of God or that all humans have an immortal soul. In the current debate, however, the opponents of aborti
6、on have eschewed religious arguments of this kind without finding a convincing secular alternative.Somewhat similar issues are raised by euthanasia when it is non-voluntary, as, for example, in the case of severely disabled newborn infants.【F3】Euthanasia, however, can be voluntary, and this has brou
7、ght it support from some who hold that the state should not interfere with the free, informed choices of its citizens in matters that do not cause others harm.【F4 】Opposition to voluntary euthanasia has centred on practical matters such as the difficulty of adequate safeguards and on the argument th
8、at it would lead to a “slippery slope“ that would take us to non-voluntary euthanasia and eventually to the compulsory involuntary killing of those the state considers to be socially undesirable.【F5】Philosophers have also canvassed the moral significance of the distinction between killing and allowi
9、ng to die, which is reflected in the fact that many physicians will allow a patient with an incurable condition to die when life could still be prolonged, but they will not take active steps to end the patients life.1 【F1】2 【F2】3 【F3】4 【F4】5 【F5】5 A second conclusion to be drawn from experience is t
10、he close connection between export expansion and economic development. The high-growth countries were characterized by rapid expansion in exports. Here again it is important to note that export expansion was not confined to those countries fortunate in their natural resources, such as the oil-export
11、ing countries.【F1】Some of the developing countries were able to expand their exports in spite of limitations in natural resources by initiating economic policies that shifted resources from inefficient domestic manufacturing industries to export production. Nor was export expansion from the developi
12、ng countries confined to primary products. There was very rapid expansion of exports of labour-intensive manufactured goods. Countries that adopted export-oriented development strategies experienced extremely high rates of growth that were regarded as unattainable in the 1950s and 1960s. They were a
13、lso able to maintain their growth momentum during periods of worldwide recession better than were the countries that maintained their import substitution policies.Analysts have pointed to a number of reasons why the export-oriented growth strategy seems to deliver more rapid economic development tha
14、n the import substitution strategy.【F2】First, a developing country able to specialize in producing labour-intensive commodities uses its comparative advantage in the international market and is also better able to use its most abundant resourceunskilled labour. The experience of export-oriented coun
15、tries has been that there is little or no disguised unemployment once labour-market regulations are dismantled and incentives are created for individual firms to sell in the export market. Second, most developing countries have such small domestic markets that efforts to grow by starting industries
16、that rely on domestic demand result in uneconomically small, inefficient enterprises. Moreover, those enterprises will typically be protected from international competition and the incentives it provides for efficient production techniques.【F3】Third, an export-oriented strategy is inconsistent with
17、the impulse to impose detailed economic controls; the absence of such controls, and their replacement by incentives, provides a great stimulus to increases in output and to the efficiency with which resources are employed.【F4】The increasing capacity of a developing countrys entrepreneurs to adapt th
18、eir resources and internal economic organization to the pressures of world-market demand and international competition is a very important connecting link between export expansion and economic development.【F5】It is important in this connection to stress the educative effect of freer international tr
19、ade in creating an environment conducive to the acceptance of new ideas, new wants, and new techniques of production and methods of organization from abroad.6 【F1】7 【F2】8 【F3】9 【F4】10 【F5】10 It is difficult to see how one can teach if one is not learning. But there are some distinctions to be made h
20、ere. To rely on last years notes, oreven worseones last years memory, as if that would always be an adequate basis for passing on knowledge, is to mistake what human knowledge is.【F1】And so the assimilation of books, the reading of articles, the pursuit of matters of concern will be crucial to ones
21、ability to introduce and develop a students ability to participate in a specific universe of discourse.Research might be thought to be another matter especially if it is defined as adding to the sum total of human knowledge.【F2】The expansion of higher education which has taken place, and more partic
22、ularly the expansion which is likely to take place, simply makes it unlikely that all those who are legitimately involved in the teaching and who fulfill their responsibilities utterly in that regard, are themselves all capable of adding anything worth having to the sum total of human knowledge. It
23、seems best, therefore, not to assume it, and not to presume what in principle is undeliverable. On the other hand, an institution of higher education which is not committed as a community to research will be defective.【F3 】The limit of what we know must be apparent, the means and opportunities of in
24、quiry must be understood, the value of research shared, even if it is only some members of a department, a faculty or an institution who are actually engaged in it. Scholarship is for all; research for those who are most adept.【F4】Of course, a proper celebration of the role of teaching and the art o
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