2. 建筑工程
  3. [A] Time Away That Shapes Careers 　　[B]

[A] Time Away That Shapes Careers 　　[B]

shuhaiku2020-05-20  5
问题 [A] Time Away That Shapes Careers　　[B] Faculty Weigh in　　[C] Admissions Impact　　[D] No Regrets　　[E] Help Students Develop Strategies to Mingle　　[F] Finding Opportunities　　[G] Build Strong Sense of Responsibility　　Data from the National Science Foundation indicate that over the last 25 years, there has been a fairly consistent 1- to 2-year time variance in the interval between an undergraduate degree and a Ph.D. So where does the extra time go?　　Part of it is the “postbac”: recent graduates often take between the bachelor’s degree and graduate school. “Postbac” time allows recent graduates to mature, gain some perspective, and learn new skills before starting out on a long graduate program. A short hiatus before the long road, students and faculty members say, is almost always good.　　1. ____________________　　Most faculty members agree that if students have a clear idea of what they want to study and what their goals are, they can make a successful direct transition to graduate school. “For the great majority of students, some time off is a good idea,” says Deborah Goldberg, a professor of ecology and evolutionary biology at the University of Michigan. Students with more life experience often have the maturity it takes to persevere through a Ph.D., she says. She has observed that students without that experience are more likely to feel burned out and to drop out of their Ph. D. programs than are students who take time off.　　2. ____________________　　Faculty members agree that 1 to 2 years away does not hurt a student in the graduate-admissions process. But relevant work—especially research experience—often has a better-than-neutral effect on admissions prospects. As he considered graduate programs, Gries was able to discuss his research in one-on-one interviews with faculty members, and all of them, he says, considered his year of work an advantage. Maturity and life experience are the main selling points for “postbac” time, but the details of what you learn can matter, too. In addition, many faculty members appreciate the perspectives students with added life experience bring to their classrooms and laboratories.　　3. ____________________　　Individuals we spoke to who had completed a “postbac” expressed no regrets about their decisions. Sarah Walker sees only advantages to the time that she spent in the Peace Corps and working in Africa. After she finished her undergraduate degree at Smith College in Northatmpton, Massachusetts, in 1994, she worked as a biology and mathematics teacher for 2 years in Lesotho. When she returned to graduate school at the University of Virginia, Charlottesville, in 1998, Walker found that her experience in the Peace Cows made teaching assignments easier. Her experience in Africa shaped her career goals: Her thesis research in environmental science examined the impact of land-use changes on ecological systems. Walker says her relationships with faculty members were also improved by her time away.　　4. ____________________　　Finding a postgraduate position outside of organized programs such as the Peace Cows requires undergraduates to mine a diverse network of resources. Talk to as many people as possible, Goldberg says; faculty members might know of colleagues who are looking for research assistants. Regional and national meetings present great chances for undergraduates to scout for positions.　　5. ____________________　　After completing the core requirements for her Ph.D. in 2005, Walker took a job at Winrock International, a nonprofit international development organization in Arlington, Virginia. Her job —advising projects that help limit carbon emissions and deforestation in the developing world-builds on both her Peace Corps experience and scientific expertise. Unsurprisingly, she’s a strong advocate of the postbac. “Taking 2 years [off] has zero negative impact on your ability to continue on in school,” she advises. It allows you to grow as a person and have a better sense of what it is that you want to do.(此文选自Science 2007年刊)
选项
答案
解析1. B　本段前文讲到，大学毕业后先工作再继续进修研究生是有好处的，第三段讲到faculty members的支持该观点，并引用教授的原话加以论证，从学校教授们的言论中可见他们是看重“Postbac” time的，承接上文，故答案为B项Faculty Weigh in。2. C　由本段首句Faculty members agree that 1 to 2 years away does not hurt a student in the graduate-admissions process可知，该段是讲“Postbac” time对研究生入学的影响。后文接着解释了大学毕业后先工作一段时间对研究生入学有更大帮助，且用事例加以论证这样做的好处。C项是对主题句的同义转述，概括后文内容，故为答案。3. D　由本段首句中关键词expressed no regrets可初步判断答案为D项No Regrets。后文继续用事例证明Sarah Walker sees only advantages，讲其在工作阶段所获得的宝贵经验对她以后研究生生活非常有利，以此来表达她这样选择无怨无悔。故D项为答案。4. F　本段主要讲大学毕业生毕业后需通过各种手段和途径寻求研究助理的职位去工作，并给出了几种寻找方法，文段中出现requires，looking for，present great chances for undergraduates to scout for positions等词，说明大学毕业生需要F项中的Finding Opportunities，故答案为F。5. A　本段首先讲Walker在毕业后到一个nonprofit组织去工作，后文Her job…builds on both her Peace Corps experience and scientific expertise说明其研究生之前的工作经历对她的职业规划有着深刻的影响，后文继续讲到这两年的工作经历allows you to grow as a person and have a better sense of what it is that you want to do，即强调对职业规划的作用，故正确答案为A项。
转载请注明原文地址:https://ti.zuoweng.com/ti/qQVpKKKQ
相关试题推荐
    随机试题