Like toolmaking,teaching was once thought to be an exclusive capacity of the human mind.It is not actually.
“Teaching”requires this:one individual must take time from their own task to demonstrate and instruct with effort and the student must learn a new skill.That’s a tall order.
When a young chimpanzee watches a skilled adult and then imitates ,that’s learning.But the adult has not taken time specifically to instruct,so it is not teaching.In the honeybees’ amazing dance,the dancer takes time to indicate information about a source of food,but observers learn no new skill.They do take time to show,but they do not pass on new skills to learners.
Dolphins teach.Atlantic spotted dolphin mothers sometimes free a caught fish in the presence of their youngsters and let their youngsters chase it,catching it again if it’s getting away.Dolphin youngsters also position themselves alongside mothers who are scanning sandy bottoms for hidden fish,and the mother spends extra time demonstrating.
Other teachers include:housecats who bring back live prey and let their young learn to catch it,and meerkats(猫鼬) who first bring to their growing young dead scorpions(蝎子), then disabled ones,to demonstrate how to remove the poisonous part on their tails.
Like toolmaking and teaching,imitation is also considered to reflect high intelligence.In South Africa lived a baby dolphin named Dolly.One day while she was just six months old,Dolly was watching a trainer standing at the window smoking a cigarette,blowing puffs of smoke.Dolly swam to her mother,got a mouthful of milk,then returned to the window and released a cloud of milk that surrounded her head.The trainer was“absolutely astonished”.Somehow Dolly came up with the idea of using milk to represent smoke.Using one thing to represent something else isn’t just imitation.It is art.
1.What does the underlined phrase“a tall order”probably mean in paragraph 2?
A. A clear instruction.
B. A high risk.
C. A difficult requirement.
D. useful purpose.
2.What do we know about honeybees’dance?
A. Presenting. B. Learning.
C. Imitating. D. Teaching.
3.What can we infer about animals that can teach?
A. Bees show their dance to younger generations.
B. Housecats teach in a way similar to dolphins.
C. Young dolphins must learn how to free a fish.
D. Meerkats have poisonous parts on the tails.
4.Why does the author use Dolly’s example?
A. To prove smoking can affect other animals.
B. To explain dolphins are capable of making art.
C. To show animals can be surprisingly intelligent.
D. To stress milk is to dolphins what smoking is to men.
As businesses and governments have struggled to understand the so-called millennials—born between roughly 1980 and 2000—one frequent conclusion has been that they have a unique love of cities. A deep-seated preference for night life and subways, the thinking goes, has driven the revitalization of urban cores across the U.S. over the last decade-plus.
But there’s mounting evidence that millennials’ love of cities was a passing fling(放纵). Millennials don’t love cities any more than previous generations.
The latest argument comes from Dowell Myers, an urban planning professor at USC.As they age, says Myers, millennials’ presence in cities, will “be evaporating(蒸发) through our fingers, if we don’t make some plans now.” That’s because millennials’ preference for cities will fade as they start families and become more established in their careers.
It’s about more than aging, though. Demographer William Frey has been arguing for years that millennials have become‘stuck’in cities by the 2008 downturn and the following slow recovery, with poor job prospects and declining wages making it harder for them to afford to buy homes in suburbia.
Myers, too, says observers have confused young people’s presence in cities with a preference for cities. Survey data shows that more millennials would like to be living in the suburbs than actually are. But the normal career and family cycles moving young people from cities into suburban houses have become, in Myers’ words, “a plugged up drain.”
But unemployment has finally returned to healthy lows (though participation rates and wages are still largely stagnant), which Myers says should finally increase mobility for millennials.
Other trends among millennials, supposedly matters of lifestyle preference, have already turned out to have been driven mostly by economics. What was once deemed their broad preference for public transit may have always been a now-reversing inability to afford cars. Even decades-long trends towards marrying later have been accentuated as today’ s young people struggle for financial stability.
Investors are already taking the idea that millennials will return to old behavior patterns seriously, putting more money into auto manufacturers and developers. But urban lifestyles, up to and including trendy bars, aren’t just hip—they’re a part of what powers a city’s economic engines, bringing people together to explore new ideas, create companies, and build careers.
From the 1960s to the 1990s, we saw that suburbanization(城市郊区化) also means an economic and social hollowing out for cities. Now that the economic shackles are coming off today’s young city residents, cities that want to stay vibrant(充满生机的) have to figure out how to convince them—and their growing families—to stick around.
1.Why are Millennials about to leave city?
A. It is too expensive for them to buy apartment in cities.
B. They find it difficult for to seek a god job in cities.
C. It is easier to get married moving to the suburban.
D. They are more confident with their economic situation.
2.What does the author mean quoting Myerˈs “a plugged up drain"(para 5)?
A. Millennials are reluctant to leave attractive cities.
B. Millennals are stopped from moving to the suburbs.
C. Milennials are unwilling to be cut off from the suburban.
D. Millennials are afraid of another economic decline.
3.How does the author feel about the suburbanization?
A. sign of stable finance.
B. A growth of health issues
C. A conflict of new ideas.
D. A loss of modem life
How do I apply to NYU Shanghai?
All non-Chinese applicants to NYU Shanghai will follow the international admissions process outlined below. If you are a citizen of Mainland China, Taiwan, Hong Kong or Macao regardless of where you currently live, click her for more information on the Chinese admissions process.
Step 1: Start and Complete the Common Application Online
The Common Application is required for students applying to any or all of NYU’s three degree-granting campuses in Shanghai, New York, or Abu Dhabi. You’ll be able to choose your campus(s)and program(s) of interest on the NYU Questions page of the Common Application. If NYU Shanghai is your first choice, select Shanghai as your Primary campus of interest. If Shanghai is your second or third choice, please select it as an alternate campus of interest.
You’ll need:
Contact information for the counselor or other school representative who will complete your Common Application School Report and submit your official high school transcript.
Contact information for one teacher (or two, maximum) who will complete the Teacher Evaluation form.
Nonrefundable $80.00 application fee. Students who are unable to pay the application fee can request a fee waiver.
Are you ready? Start the application now.
Step 2: Gather and Submit Necessary Documents
You will need to provide the following:
Results from standardized tests and/or national exams.
The Common Application School Report and official high school transcript.
One teacher valuation (students may submit an optional second teacher evaluation, but please submit no more than two)
The Common Application Mid-Year Report (This should show your first semester senior year grades. Have your counselor submit the report by March 1 through the Common Application.)
The Common Application Final Report with final transcript, showing proof of graduation by July 1 (admitted students only)
Please note that for the SAT, SAT Subject Test, AP, and TOEFL, the NYU code is 2562; for the ACT, the NYU code is 2838.
SAT, SAT Subject, ACT, and AP scores must be final at the time of application. For other examinations, like IB or A-Levels, predicted results may be submitted at the time of application by a school official if final results are not yet available. Students who submit predicted results will need to submit final scores as soon as not they become available. For a comprehensive list of standardized tests that can be submitted to fulfill the application requirements visit NYU Standardized Testing Policy.
When should I apply?
Follow the key dates and deadlines below. Learn more about early decision.
The cut-off time for applications is 11:59p.m EST.
Sending Documents
Submit original or certified copies only. A certified copy has an original signature of the registrar or other designated school official, or the institution’s seal. Include an official English Elation if the document isn’t in English. A school official or a translation agency accredited in the country of the educational institution can issue the translation. NYU will only make exceptions for documents in Mandarin Chinese submitted to NYU Shanghai.
Transcripts and test scores must come from an official source to be processed.
Documents not submitted through the Common Application can be mailed to New York University Office of Undergraduate Admissions.
383 Lafayette Street
New York, NY 10003 USA
Or sent via email to: admissions.docs@ayu.edu
1.Who is the website page intended for?
A. Students who want to apply for NYU Shanghai.
B. Chinese students who have been admitted to NYU Shanghai.
C. Non-Chinese applicants who intend to be enrolled in NYU New York.
D. Students who are prepared to pay a visit to NYU Shanghai.
2.What is TURE about the application procedure?
A. The application fee of $80.00 can be refunded.
B. Official high school transcript is not a must when applying for NYU Shanghai.
C. Students should submit their Mid-Year report on their own by March 1.
D. Applicants have three kinds of ways to submit their documents.
Gillian was only eight years old, but her future was already at risk.
Her schoolwork was a ________, at least as far as her teachers were concerned. She __________ assignments late, her handwriting was terrible, and she _______ poorly. Not only that, she was a disruption to the entire class, one minute moving ________, the next staring out the window, _______ the teacher to stop the class to pull Gillian’s ________ back, and the next doing something to _______ the other children around her. Gillian wasn’t __________ concerned about any of this, but the school was very concerned. This came to a head when the school __________ to her parents.
The school thought that Gillian had a ___________ disorder of some sort and that it might be more _______ for her to be in a school for children with special __________. Gillian’s parents received the letter from the school with great concern and sprang to _________. Gillian’s mother took her to a psychologist for assessment, __________ the worst.
The psychologist sat Gillian on a huge leather sofa. ________ about the impression she would make, she sat on her hands so that she wouldn’t move. Eventually, Gillian’s mother and the psychologist stopped talking.
“Gillian, you’ve been very ________, and I thank you for that. But we’re going out of the room for a few more minutes...” With the radio turned on, the two adults left.
Nearly immediately, Gillian was on her _______, moving around the room to the ________. Anyone would have noticed there was something natural about Gillian’s __________.
The psychologist turned to Gillian’s mother and said, “Gillian isn’t _________. She’s a dancer. Take her to a dance school.”
1.A. disaster B. burden C. reward D. thrill
2.A. brought out B. took in C. turned in D. reached out
3.A. equipped B. tested C. wrote D. behaved
4.A. desperately B. quietly C. hopelessly D. noisily
5.A. encouraging B. reminding C. attracting D. forcing
6.A. leg B. attention C. influence D. image
7.A. disturb B. strike C. seize D. abuse
8.A. particularly B. formally C. willingly D. partly
9.A. spoke B. submitted C. wrote D. appealed
10.A. learning B. moving C. sleeping D. reading
11.A. convenient B. equal C. personal D. appropriate
12.A. hobbies B. talents C. looks D. needs
13.A. prayer B. action C. assistance D. escape
14.A. witnessing B. fearing C. preparing D. underlining
15.A. Embarrassed B. Confused C. Nervous D. Curious
16.A. patient B. dynamic C. honest D. cautious
17.A. own B. seat C. feet D. run
18.A. mirror B. radio C. music D. romance
19.A. movements B. assessment C. ambition D. passion
20.A. clumsy B. delicate C. violent D. sick
-- What do you think of his comment on the international situation?
--- I can’t agree more. He _______.
A. beat about the bush B. hit the nail on the head
C. painted the town red D. chewed the fat
Commercial and recreational fishing _______ population sizes and also made individuals smaller, since big fish _______ and smaller ones thrown back.
A. decreased; kept B. had decreased; are kept
C. has decreased; keep D. has decreased; are kept
