考研英语背诵50篇2完美打印版

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1、26. International Business and Cross-cultural CommunicationThe increase in international business and in foreign investment has created a need for executives with knowledge of foreign languages and skills in cross-cultural communication. Americans, however, have not been well trained in either area

2、and, consequently, have not enjoyed the same level of success in negotiation in an international arena as have their foreign counterparts.Negotiating is the process of communicating back and forth for the purpose of reaching an agreement. It involves persuasion and compromise, but in order to partic

3、ipate in either one, the negotiators must understand the ways in which people are persuaded and how compromise is reached within the culture of the negotiation.In many international business negotiations abroad, Americans are perceived as wealthy and impersonal. It often appears to the foreign negot

4、iator that the American represents a large multi-million-dollar corporation that can afford to pay the price without bargaining further. The American negotiators role becomes that of an impersonal purveyor of information and cash.In studies of American negotiators abroad, several traits have been id

5、entified that may serve to confirm this stereotypical perception, while undermining the negotiators position. Two traits in particular that cause cross-cultural misunderstanding are directness and impatience on the part of the American negotiator. Furthermore, American negotiators often insist on re

6、alizing short-term goals. Foreign negotiators, on the other hand, may value the relationship established between negotiators and may be willing to invest time in it for long-term benefits. In order to solidify the relationship, they may opt for indirect interactions without regard for the time invol

7、ved in getting to know the other negotiator.27. Scientific TheoriesIn science, a theory is a reasonable explanation of observed events that are related. A theory often involves an imaginary model that helps scientists picture the way an observed event could be produced. A good example of this is fou

8、nd in the kinetic molecular theory, in which gases are pictured as being made up of many small particles that are in constant motion.A useful theory, in addition to explaining past observations, helps to predict events that have not as yet been observed. After a theory has been publicized, scientist

9、s design experiments to test the theory. If observations confirm the scientists predictions, the theory is supported. If observations do not confirm the predictions, the scientists must search further. There may be a fault in the experiment, or the theory may have to be revised or rejected.Science i

10、nvolves imagination and creative thinking as well as collecting information and performing experiments. Facts by themselves are not science. As the mathematician Jules Henri Poincare said, “Science is built with facts just as a house is built with bricks, but a collection of facts cannot be called s

11、cience any more than a pile of bricks can be called a house.”Most scientists start an investigation by finding out what other scientists have learned about a particular problem. After known facts have been gathered, the scientist comes to the part of the investigation that requires considerable imag

12、ination. Possible solutions to the problem are formulated. These possible solutions are called hypotheses.In a way, any hypothesis is a leap into the unknown. It extends the scientists thinking beyond the known facts. The scientist plans experiments, performs calculations, and makes observations to

13、test hypotheses. Without hypothesis, further investigation lacks purpose and direction. When hypotheses are confirmed, they are incorporated into theories.28.Changing Roles of Public EducationOne of the most important social developments that helped to make possible a shift in thinking about the rol

14、e of public education was the effect of the baby boom of the 1950s and 1960s on the schools. In the 1920s, but especially in the Depression conditions of the 1930s, the United States experienced a declining birth rate - every thousand women aged fifteen to forty-four gave birth to about 118 live chi

15、ldren in 1920, 89.2 in 1930, 75.8 in 1936, and 80 in 1940. With the growing prosperity brought on by the Second World War and the economic boom that followed it young people married and established households earlier and began to raise larger families than had their predecessors during the Depressio

16、n. Birth rates rose to 102 per thousand in 1946,106.2 in 1950, and 118 in 1955. Although economics was probably the most important determinant, it is not the only explanation for the baby boom. The increased value placed on the idea of the family also helps to explain this rise in birth rates. The b

17、aby boomers began streaming into the first grade by the mid 1940s and became a flood by 1950. The public school system suddenly found itself overtaxed. While the number of schoolchildren rose because of wartime and postwar conditions, these same conditions made the schools even less prepared to cope

18、 with the food. The wartime economy meant that few new schools were built between 1940 and 1945. Moreover, during the war and in the boom times that followed, large numbers of teachers left their profession for better-paying jobs elsewhere in the economy.Therefore in the 1950s and 1960s, the baby bo

19、om hit an antiquated and inadequate school system. Consequently, the “ custodial rhetoric” of the 1930s and early 1940s no longer made sense that is, keeping youths aged sixteen and older out of the labor market by keeping them in school could no longer be a high priority for an institution unable t

20、o find space and staff to teach younger children aged five to sixteen. With the baby boom, the focus of educators and of laymen interested in education inevitably turned toward the lower grades and back to basic academic skills and discipline. The system no longer had much interest in offering nontr

21、aditional, new, and extra services to older youths.29 TelecommutingTelecommuting- substituting the computer for the trip to the job -has been hailed as a solution to all kinds of problems related to office work.For workers it promises freedom from the office, less time wasted in traffic, and help wi

22、th child-care conflicts. For management, telecommuting helps keep high performers on board, minimizes tardiness and absenteeism by eliminating commutes, allows periods of solitude for high-concentration tasks, and provides scheduling flexibility. In some areas, such as Southern California and Seattl

23、e, Washington, local governments are encouraging companies to start telecommuting programs in order to reduce rush-hour congestion and improve air quality.But these benefits do not come easily. Making a telecommuting program work requires careful planning and an understanding of the differences betw

24、een telecommuting realities and popular images.Many workers are seduced by rosy illusions of life as a telecommuter. A computer programmer from New York City moves to the tranquil Adirondack Mountains and stays in contact with her office via computer. A manager comes in to his office three days a we

25、ek and works at home the other two. An accountant stays home to care for her sick child; she hooks up her telephone modern connections and does office work between calls to the doctor.These are powerful images, but they are a limited reflection of reality. Telecommuting workers soon learn that it is

26、 almost impossible to concentrate on work and care for a young child at the same time. Before a certain age, young children cannot recognize, much less respect, the necessary boundaries between work and family. Additional child support is necessary if the parent is to get any work done.Management to

27、o must separate the myth from the reality. Although the media has paid a great deal of attention to telecommuting in most cases it is the employees situation, not the availability of technology that precipitates a telecommuting arrangement.That is partly why, despite the widespread press coverage, t

28、he number of companies with work-at-home programs or policy guidelines remains small.30 The origin of RefrigeratorsBy the mid-nineteenth century, the term “icebox” had entered the American language, but ice was still only beginning to affect the diet of ordinary citizens in the United States. The ic

29、e trade grew with the growth of cities. Ice was used in hotels, taverns, and hospitals, and by some forward-looking city dealers in fresh meat, fresh fish, and butter. After the Civil War( 1861-1865),as ice was used to refrigerate freight cars, it also came into household use. Even before 1880,half

30、of the ice sold in New York, Philadelphia, and Baltimore, and one-third of that sold in Boston and Chicago, went to families for their own use. This had become possible because a new household convenience, the icebox, a precursor of the modern refrigerator, had been invented.Making an efficient iceb

31、ox was not as easy as we might now suppose. In the early nineteenth century, the knowledge of the physics of heat, which was essential to a science of refrigeration, was rudimentary. The commonsense notion that the best icebox was one that prevented the ice from melting was of course mistaken, for i

32、t was the melting of the ice that performed the cooling. Nevertheless, early efforts to economize ice included wrapping up the ice in blankets, which kept the ice from doing its job. Not until near the end of the nineteenth century did inventors achieve the delicate balance of insulation and circula

33、tion needed for an efficient icebox.But as early as 1803, and ingenious Maryland farmer, Thomas Moore, had been on the right track. He owned a farm about twenty miles outside the city of Washington, for which the village of Georgetown was the market center. When he used an icebox of his own design t

34、o transport his butter to market, he found that customers would pass up the rapidly melting stuff in the tubs of his competitors to pay a premium price for his butter, still fresh and hard in neat, one-pound bricks. One advantage of his icebox, Moore explained, was that farmers would no longer have

35、to travel to market at night in order to keep their produce cool.31 British ColumbiaBritish Columbia is the third largest Canadian provinces, both in area and population. It is nearly 1.5 times as large as Texas, and extends 800 miles(1,280km) north from the United States border. It includes Canadas

36、 entire west coast and the islands just off the coast. Most of British Columbia is mountainous, with long rugged ranges running north and south. Even the coastal islands are the remains of a mountain range that existed thousands of years ago. During the last Ice Age, this range was scoured by glacie

37、rs until most of it was beneath the sea. Its peaks now show as islands scattered along the coast.The southwestern coastal region has a humid mild marine climate. Sea winds that blow inland from the west are warmed by a current of warm water that flows through the Pacific Ocean. As a result, winter t

38、emperatures average above freezing and summers are mild. These warm western winds also carry moisture from the ocean.Inland from the coast, the winds from the Pacific meet the mountain barriers of the coastal ranges and the Rocky Mountains. As they rise to cross the mountains, the winds are cooled,

39、and their moisture begins to fall as rain. On some of the western slopes almost 200 inches (500cm) of rain fall each year.More than half of British Columbia is heavily forested. On mountain slopes that receive plentiful rainfall, huge Douglas firs rise in towering columns. These forest giants often

40、grow to be as much as 300 feet(90m) tall, with diameters up to 10 feet(3m). More lumber is produced from these trees than from any other kind of tree in North America. Hemlock, red cedar, and balsam fir are among the other trees found in British Columbia.32 Botany Botany, the study of plants, occupi

41、es a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but form what we can observe

42、of pre-industrial societies that still exist a detailed learning of plants and their properties must be extremely ancient. This is logical. Plants are the basis of the food pyramid for all living things even for other plants. They have always been enormously important to the welfare of people not on

43、ly for food, but also for clothing, weapons, tools, dyes, medicines, shelter, and a great many other purposes. Tribes living today in the jungles of the Amazon recognize literally hundreds of plants and know many properties of each. To them, botany, as such, has no name and is probably not even reco

44、gnized as a special branch of “ knowledge” at all.Unfortunately, the more industrialized we become the farther away we move from direct contact with plants, and the less distinct our knowledge of botany grows. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few peop

45、le will fail to recognize a rose, an apple, or an orchid. When our Neolithic ancestors, living in the Middle East about 10,000 years ago, discovered that certain grasses could be harvested and their seeds planted for richer yields the next season the first great step in a new association of plants a

46、nd humans was taken. Grains were discovered and from them flowed the marvel of agriculture: cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little there from many varieties that grew w

47、ild- and the accumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wild would begin to fade away.33 Plankton浮游生物. / plktn; plktn/Scattered through the seas of the world are billions of tons of small plants and animals called plankton. Most of these plants

48、and animals are too small for the human eye to see. They drift about lazily with the currents, providing a basic food for many larger animals.Plankton has been described as the equivalent of the grasses that grow on the dry land continents, and the comparison is an appropriate one. In potential food

49、 value, however, plankton far outweighs that of the land grasses. One scientist has estimated that while grasses of the world produce about 49 billion tons of valuable carbohydrates each year, the seas plankton generates more than twice as much.Despite its enormous food potential, little effect was

50、made until recently to farm plankton as we farm grasses on land. Now marine scientists have at last begun to study this possibility, especially as the seas resources loom even more important as a means of feeding an expanding world population.No one yet has seriously suggested that “ plankton-burger

51、s” may soon become popular around the world. As a possible farmed supplementary food source, however, plankton is gaining considerable interest among marine scientists.One type of plankton that seems to have great harvest possibilities is a tiny shrimp-like creature called krill. Growing to two or t

52、hree inches long, krill provides the major food for the great blue whale, the largest animal to ever inhabit the Earth. Realizing that this whale may grow to 100 feet and weigh 150 tons at maturity, it is not surprising that each one devours more than one ton of krill daily.34 Raising OystersIn the

53、oysters were raised in much the same way as dirt farmers raised tomatoes- by transplanting them. First, farmers selected the oyster bed, cleared the bottom of old shells and other debris, then scattered clean shells about. Next, they ”planted” fertilized oyster eggs, which within two or three weeks

54、hatched into larvae. The larvae drifted until they attached themselves to the clean shells on the bottom. There they remained and in time grew into baby oysters called seed or spat. The spat grew larger by drawing in seawater from which they derived microscopic particles of food. Before long, farmer

55、s gathered the baby oysters, transplanted them once more into another body of water to fatten them up.Until recently the supply of wild oysters and those crudely farmed were more than enough to satisfy peoples needs. But today the delectable seafood is no longer available in abundance. The problem h

56、as become so serious that some oyster beds have vanished entirely.Fortunately, as far back as the early 1900s marine biologists realized that if new measures were not taken, oysters would become extinct or at best a luxury food. So they set up well-equipped hatcheries and went to work. But they did

57、not have the proper equipment or the skill to handle the eggs. They did not know when, what, and how to feed the larvae. And they knew little about the predators that attack and eat baby oysters by the millions. They failed, but they doggedly kept at it. Finally, in the 1940s a significant breakthro

58、ugh was made.The marine biologists discovered that by raising the temperature of the water, they could induce oysters to spawn not only in the summer but also in the fall, winter, and spring. Later they developed a technique for feeding the larvae and rearing them to spat. Going still further, they

59、succeeded in breeding new strains that were resistant to diseases, grew faster and larger, and flourished in water of different salinities and temperatures. In addition, the cultivated oysters tasted better!35.Oil RefiningAn important new industry, oil refining, grew after the Civil war. Crude oil,

60、or petroleum a dark, thick ooze from the earth had been known for hundreds of years, but little use had ever been made of it. In the 1850s Samuel M. Kier, a manufacturer in western Pennsylvania, began collecting the oil from local seepages and refining it into kerosene. Refining, like smelting, is a

61、 process of removing impurities from a raw material.Kerosene was used to light lamps. It was a cheap substitute for whale oil, which was becoming harder to get. Soon there was a large demand for kerosene. People began to search for new supplies of petroleum.The first oil well was drilled by E.L. Dra

62、ke, a retired railroad conductor. In 1859 he began drilling in Titusville, Pennsylvania. The whole venture seemed so impractical and foolish that onlookers called it “ Drakes Folly”. But when he had drilled down about 70 feet(21 meters), Drake struck oil. His well began to yield 20 barrels of crude

63、oil a day.News of Drakes success brought oil prospectors to the scene. By the early 1860s these wildcatters were drilling for “ black gold” all over western Pennsylvania. The boom rivaled the California gold rush of 1848 in its excitement and Wild West atmosphere. And it brought far more wealth to t

64、he prospectors than any gold rush.Crude oil could be refined into many products. For some years kerosene continued to be the principal one. It was sold in grocery stores and door-to-door. In the 1880s refiners learned how to make other petroleum products such as waxes and lubricating oils. Petroleum

65、 was not then used to make gasoline or heating oil.36.Plate Tectonics and Sea-floor SpreadingThe theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere(n.地岩石圈)is divided into a few dozen plates of various sizes and shapes, in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is in