中科院考博英語(yǔ)歷年真題2015 3月部分試題

詞匯（無(wú)）

完型（網(wǎng)絡(luò)上找到的原文，試題沒有這么長(zhǎng)，壓縮了。劃線部分為蟲友考后憶起的待選空及答案）

Inthelastpost,wediscussedwhyfabricationandfalsificationareharmfultoscientificknowledge-building.Theshortversionisthatifyou’retryingtobuildabodyofreliableknowledgeabouttheworld,makingstuffup(ratherthan,say,makingcarefulobservationsofthatworldandreportingthoseobservationsaccuray)tendsnottogetyouclosertothatgoal.

Alongwithfabricationandfalsification,iswidelyrecognizedasahighcrimeagainsttheprojectofscience,buttheexnationsforwhyit’sharmfulgenerallymakeitlooklikeadifferentkindofcrimethanfabricationandfalsification.Forexample,DonaldE.Buzzelli(1999)writes:

[P]lagiarismisaninstanceofrobbingascientificworkerofthecreditforhisorherwork,notamatterofcorruptingtherecord.(p.278)

KennethD,Pimple(2002)writes:

Oneidealofscience,identifiedbyRobertMertonas“disinterestedness,”holdsthatwhatmattersisthefinding,notwhomakesthefinding.Underthisnorm,scientistsdonotjudgeeachother’sworkbyreferencetotherace,religion,gender,prestige,oranyotheralcharacteristicoftheresearcher;theworkisjudgedbythework,nottheworker.

NoharmwouldbedonetotheTheoryofRelativityifwediscoveredEinsteinhad

giarizedit…

[P]lagiarism…isanoffenseagainstthecommunityofscientists,ratherthanagainstscienceitself.Whomakesaparticularfindingwillnotmattertoscienceinonehundredyears,buttodayitmattersdeeplytothecommunityofscientists.isawayofstealingcredit,ofgainingcreditwherecreditisnotdue,andcredit,typicallyintheformofauthorship,isthecoinoftherealminscience.Anoffenseagainstscientistsquascientistsisanoffenseagainstscience,andinitswayisasdeepanoffenseagainstscientistsasfalsificationandfabricationareoffensesagainstscience.(p.196)

Pimpleisclaimingthatisnotanoffensethatundermines(zqc2849)theknowledge-buildingprojectofscienceperse.Rather,thecrimeisindeprivingotherscientistsoftherewardtheyaredueforparticipatinginthisknowledge-buildingproject.Inotherwords,Pimplesaysthatisproblematicnotbecauseitisdishonest,butratherbecauseitisunfair.

WhileIthinkPimpleisrighttoidentifyanadditionalcomponentofresponsibleconductofsciencebesideshonesty,namely,acertainkindoffairnesstoone’sfellowscientists,Ialsothinkthisysisofmissesanimportantway(whj )inwhichmisrepresentingthesourceofwords,ideas,methods,orresultscanunderminetheknowledge-buildingprojectofscience.

Onthesurface,,whilepotentiallynastytothe whosereportisbeingstolen,mightseemnottounderminethescientificcommunity’sevaluation(zqc2849)ofthephenomena.Wearestill,afterall,bringingtogetherandcomparinganumberofdifferentobservationreportstodeterminethestablefeaturesofourexperienceofthephenomenon.Butthiscomparisonofteninvolvesadialogueaswell.Aspartofthe

knowledge-buildingproject,fromtheearliestnningoftheirexperimentstowellafterresultsarepublished,scientistsareengagedinaskingandansweringquestionsaboutthedetailsoftheexperienceandoftheconditionsunderwhichthephenomenonwasobserved.

Misrepresentingsomeoneelse’shonestobservationreportasone’sownstripsthereportofaccurateinformationforsuchadialogue.It’shardtoanswerquestionsaboutthelittle,seeminglyinsignificantexperimentaldetailsofanexperimentyoudidn’tactuallydo,ortorefineadescriptionofanexperiencesomeoneelsehad.Moreover,suchamisrepresentationfurtherunderminestheprocessofbuildingmoreobjectiveknowledgebyfailingtocontributetheactualinsightofthescientistwhoappearstobecontributinghisownviewbutisactuallycontributingsomeoneelse’s.Andwhileitmayappearthatasignificantnumberofscientistsaremarshalingtheirresourcestounderstandaparticularphenomenon,ifsomeofthosescientistsaregiarists,therearefewerscientistsactuallygrapplingwiththeproblemthanitwouldappear.

Insuchcircumstances,weknowlessthanwethinkwedo.

Giventheintersubjectiveroutetoobjectiveknowledge,failingtoreallyweighintothedialoguemayendupleavingcertainofthesubjectivebiasesofothersinceinthecollective“knowledge”thatresults.

Objectiveknowledgeisproducedwhenthescientificcommunity’smembersworkwitheachothertoscreenoutsubjectivebiases.Thismeansthesortofhonestyrequiredforgoodsciencegoesbeyondtheaccuratereportingofwhathasbeenobservedandunderwhatconditions.Becauseeachindividualreportisshapedbytheindividual’s,objectivescientificknowledgealsodependsonhonestyabouttheindividualagencyactuallyinvolvedinmakingtheobservations.Thus,,whichoftenstrikesscientistsaslessofathreattoscientificknowledge(andmoreofaninstanceof“beingajerk”),mayposejustasmuchofathreattotheprojectofproducingobjectivescientificknowledgeasoutrightfabrication.

WhatI’marguinghereisthatisaspeciesofdishonestythatcanunderminetheknowledge-buildingprojectofscienceinadirectway.Evenifwhathasbeenliftedbythegiaristis“accurate”fromthepointofviewofthe whoactuallycollectedoryzedthedataordrewconclusionsfromit,separatingthiscontributionfromitstrueauthormeansitdoesn’tfunctionthesamewayintheongoingscientificdialogue.

Inthenextpost,we’llcontinueourdiscussionofthedutiesofscientistsbylookingatwhatthepositivedutiesofscientistsmightbe,andbyexaminingthesourcesoftheseduties.

閱讀：

PassageOne（無(wú)）PassageTwo–PassageFive

同2009.3（PassageOne–PassageFour)

六選五：

第一篇（無(wú)）

第二篇（同2014.3六選五PassageOne）

翻譯：

Ourbestcollegestudentsareverygoodatbeingcritical.Infactbeingsmart,formany,meansbeingcritical.(1)Havingstrongcriticalskillsshowsthatyouwillnotbeeasilyfooled.Itisasignofsophistication,especiallywhencoupledwithanacknowledgmentofone’sown“privilege.”

Thecombinationof toinfluenceanddeflectionofresponsibilitybyconfessingtoone’sadvantagesisasuresignofone’sabilitytonegotiatethepoliticsoflearningoncampus.Butthisabilitywillnottakeyouveryfarbeyondtheuniversity.Takingthingsapart,ortakingpeopledown,canprovidethesatisfactionsofcynicism.Butthisisthingruel.

Theskillatunmaskingerror,orsimpleinlectualone-upmanship,isnottotallywithoutvalue,butweshouldbewaryofcreatingaclassofself-satisfieddebunkers—or,touseacurrentlyfashionablewordoncampus,peoplewholiketo“trouble”ideas.(2)Inoverdevelothecapacitytoshowhowtexts,institutionsorpeoplefailtoplishwhattheysetouttodo,wemaybedeprivingstudentsofthe

chancetolearnasmuchaspossiblefromwhattheystudy.

Incampuscultureswherebeingsmartmeansbeingacriticalunmasker,studentsmayetoogoodatshowinghowthingscan’tpossiblymakesense.(3)Theymayclosethemselvesofffromtheirpotentialtofindorcreatemeaninganddirection

fromthebooks,musicandexperimentstheyencounterintheclassroom.

(4)Onceoutsidetheuniversity,thesestudentsmaytrytoscorepointsbydisyingthecriticalprowessforwhichtheywererewardedinschool,butthosepointsoftencomeattheirownexpense.As