新核心综合学术英语教程-4-Unit-3-参考答案.docx

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1、Focusing on ReadingTask 11. G2. E3.C4.F5.A6. D7.J8. B 9.L10.H 11. N 12. M 13. Q U.K 15.1 16.R 17.0 18.PTask 21) The reasons are as follows,Firstly, students sometimes view academic dishonesty as a normal incidence and something ordinary. There are many reasons that they use to justify their cheating

2、.Secondly, new techniques of cheating have been developed, including the use of high-tech tools, although the old ones are still dominant on campus, which makes it even more difficult for the faculty to identify.Thirdly, it is a common view to equate grades with the value of the student. Furthermore

3、, grades are used to predict ones future success. So some students tend to practice academic dishonesty with the aim of getting higher grades.Fourthly, little is known about the degree of academic dishonesty and no methods are devised to combat the problem. Besides, there are no strategies for detem

4、ng academic dishonesty for the faculty.Fifthly, honor codes are essential to reducing the level of cheating in colleges and should be established. However, their importance has been neglected.Last but not least, academic dishonesty is no longer a task of classroom management that can well be remedie

5、d by a single faulty with teaching responsibility. Administrators and professional organizations are expected to work together to maintain a healthy learning environment with a high level of trust between the faculty and the administration.2) Old techniques include bringing notes to class and having

6、 information written on water bottles, pens and gum wrappers. New techniques of cheating include using cell phones to get the information, communicate with others outside the exam room to obtain answers and searching answers on the web during an exam.Other forms include copying test responses from a

7、 classmate, taking exams for other people, failure to cite other peoples work, and purchasing research papers and presenting them as his/her work. Also actions such as breaking into the office or teachers files to access the test or answer key, sabotaging peers ongoing work or gaining illegal access

8、 to school computers to change official grades are all forms of academic dishonesty. (B)3) There are many reasons that students use to justify cheating: lack of time, poverty, uncaring instructors, laziness, peer pressure, poor rile models, fear of failure and technology that has allowed cheating to

9、 be done easily. (C)Besides, research shows that a common view equates grades with the value of the student. Secondly, grades are used to predict ones future success. This may cause the students to practice academic dishonesty.4) Studies show that honor codes were essential to reducing the level of

10、cheating in colleges. Honor codes would be more successful when they were combined with a climate that emphasized the importance of academic integrity and an honor system that allowed for strong student involvement in the enforcement of academic integrity initiatives. Therefore, the administration s

11、hould strive in the creation of the campus environment, seek the full support of all the college constituents, and ensure the implementation of the honor codes at the natural species boundaries. The Moral Confusion Argument alleges that the existence of entities that cannot be definitively classifie

12、d as either human or non-human will cause moral confusion that will undermine valuable social and cultural practices. The Borderline-Personhood Argument focuses on great apes and concludes that their borderline-personhood confers a high enough degree of moral status to make most, if not all, chimeri

13、c research on them impermissible. The Human Dignity Argument claims that it is an affront to human dignity to give an individual “trapped“ in the body of a non-human animal the capacities associated with human dignity. Finally, the Moral Status Framework maintains that research in which a non-human

14、animaPs moral status is enhanced to that of a normal adult human is impermissible unless reasonable assurances are in place that its new moral status will be respected, which is unlikely given the motivations for chimeric research and the oversight likely to be provided.These arguments provide diffe

15、rent rationales for restricting chimeric research and have different implications for the range of chimeric research that will be deemed unethical.Task 71) Which sentences provide the background of the paper?Academic dishonesty is a problem that has been plaguing colleges and universities for genera

16、tions. An investigation of any institution today will certainly reveal some forms of academic dishonesty.2) Which sentences form the literature review?Researchers of academic dishonesty vary in their reports of how many students cheat in college.3) What is the main limitation of the previous studies

17、 that the author mentioned?However, most research on academic dishonesty has relied primarily on self-reports of cheating behaviors.4) Whafs the objective of the paper?The purpose of the study is to investigate participants? attitudes toward cheating and the effects of academic motivation, self-effi

18、cacy, and academic integrity on cheating behaviors.5) What are the methods that the author will use?The present study includes an empirical portion in which participants are put in a situation in which cheating may be to their advantage.6) What is the authors hypothesis?The hypothesis is that partic

19、ipants would be most likely to cheat when they are offered a monetary reward for success.Task 8Introduction 11) an introduction of the topic and its background2) a review about the previous studies3) the limitation of the previous studies4) a gap for the signif icance of the study5) the hypothesis o

20、f the author6) the objective of the paper7) the methodologyIntroduction 21) an introduction of the topic and its background2) a review about the previous studies and the limitation of the previous studies3) the limitation of the previous studiesTask 91) A 2)B 3)E 4)C 5)D 6) FTask 10This paper detail

21、s the strategies used for curbing academic dishonesty in online courses.Task 11Biologists have long known of patterns of inheritance, and eventually of inheritance mechanisms, that go beyond genetic inheritance (Jablonka & Lamb 2005; Sapp 1987). Two fundamental types of arguments led to this conclus

22、ion: arguments based on observations regarding patterns of inheritance, and arguments concerned with the localization of hereditary factors inside cells. Arguments of the first kind were based on hereditary relations and inheritance patterns that fail to conform to the rules ofMendelian inheritance

23、(e.g., maternal inheritance). If Mendelian inheritance patterns are the result of the way the chromosomes in the eukaryotic cell nucleus behave, non-Mendelian heredity must depend on separate inheritance processes, mechanisms, or systems (Beale 1966; Sager 1966). Second, there were observations of h

24、ereditary phenomena that seemed to depend on factors residing in the cytoplasm of cells, rather than their nucleus, where the genetic material is localized. The interpretation of these observations was highly contested (Darlington 1944; Sapp 1987).Today, we know that some of these observations are r

25、elated to the (maternal) inheritance of organelles residing in the cytoplasm, such as the mitochondria and chloroplasts, organelles which carry their own DNA. This however does not encompass all the mechanisms which underlie cytoplasmatic inheritance. Paradigmatic work on cytoplasmatic inheritance d

26、one by Sonneborn, Beale, Nanney, and their colleagues in the 1950s and 1960s, was concerned with patterns of inheritance in unicellular organisms, and in particular the protist genus Paramecium. It was suggested that the self-sustaining regulatory loops that maintain gene activity or inactivity in a

27、 cell would persist through cell division, provided the non-DNA components of the system (many of which reside in the cytoplasm in eukaryotic microogranisms) were shared among daughter cells. In this way, alternative regulatory phenotypic states would be inherited. Among the properties whose inherit

28、ance was studied were mating-type variations, serotype variations, and the structural or surface inheritance of ciliary structures. Remarkably, microsurgical changes to the ciliary structures on the surface of Paramecium cells are inherited by offspring. The stability of induced characters once the

29、stimulus was removed (called cellular memory) and the number of generations characters were maintained varied widely.However, the results indicated that long-term stability and heritability need not be the result of changes to the DNA sequence (Nanney 1958).During the 1950s to 1970s a growing set of

30、 observations indicated that determined and differentiated states of cells are transmitted in cell lineages. These observations concerned studies of Drosophila imaginal discs by Ernst Hadorn; Briggs and Kings cloning experiments with amphibians; Mary Lyons work on X-chromosome inactivation; and work

31、 establishing the in vitro clonal stability of cultured cell lines. Eventually, the term epigenetic inheritance came to refer to hereditary variation that does not involve changes to the DNA sequence.The brief account of some of the early work on unicellular organisms given above illustrates some of

32、 the distinctions that are elaborated in the rest of this entry. One group of questions is concerned with the properties of hereditary relations, the sources of variations (in particular, whether they can be environmentally induced), the stability of variations and their regulation, and so on. A sec

33、ond class of questions is concerned with the way hereditary information is stored and transmitted. It is here that we can locate the debates about nuclear versus cytoplasmatic inheritance and about the primacy of DNA as the information store of the cell.http:plato.sanford.edu/entTies/inhe】itance-sys

34、tems/#IntAcademic Survival SkillsTask 11) How many sources does the author use in her synthesis? Three.75Unit 3 Academic Dishonesty on Campus2) What is the major conclusion of each source?Conclusion 1 Common responses to the mentally ill are rejection and fear of violence.Conclusion 2 Contact with t

35、he mentally ill would cause less rejection and fear.Conclusion 3 Any type of contact with mentally ill individuals reduced perceptions of dangerousness.of the target.3) How does the author organize the sources? Highlight the sentences which function as transitional sentences to connect the sources.B

36、y adding some transitional phrases or sentences.But what are major causes for the rejection and fear, and how can they be reduced?4) What is the argument that the author uses the sources to support?Stigmatization of the mentally ill is caused by the publics belief in myths about the dangerousness of

37、 the mentally ill and exposing those myths can reduce stigmatization.5) How does the author introduce her topic?By showing how the false beliefs that people usually have can lead to stigmatization.Task 2Question 2 The influences of violence from computer games on young people are controversial. Whil

38、e Walker (2001) states that young people who regularly play violent computer games tend to be more aggressive, Smith (2003) argues that young children are supposed to discriminate game from reality, as they do to other modern media, such as movies and TV programs. In my opinion, playing violent comp

39、uter games does lead to aggressive behavior in young people.Question 3 People s opinions vary on the addictiveness of computer games. Although Davies (2003) holds that some young people tend to ignore more important activities as a result of their involvement in addictive computer games, Smith (2003

40、) argues that popular activities of any sort, such as sport and TV, can be addictive, as is the case with computer games. As far as I am concerned, the high addictiveness of computer games is one of the most serious problems.Question 4 The value of English is controversial. Chan (2003) states that t

41、he use of English is not so important to a countrys economic development, while Smith (2003) argues that there are many factors influencing the economic performance of a country, of which the value of English has been overestimated and thus unfairly criticized. For my own part, the value of English

42、as a factor in the economic success of a country can never be overemphasized.Question 5 The problem of how to select relevant information has been the subject of much controversy among Internet users. Cuisinier (2000) states that factors such as the huge quantity and variety of sources cause big pro

43、blems to users, while Smith (2003) argues that these problems are becoming less serious because of the wide range of engines available, the update of modern search engines and the maturity of the Internet. In my opinion, the above-mentioned problems can be tackled for we are faced with more choices

44、of engines now and many of them can identify sponsored links.Question 6 People s opinions vary on whether there should be a set of criteria to help students distinguish between reliable information and that which must be viewed more critically. While Chan (2001) believes that the criteria of authors

45、hip, status of the website and credibility of the document are necessary, Smith (2003) argues that it is a hard job for they are time-consuming and impractical. In my opinion, the criteria are theoretically appealing, but not practical.Task 31) argue/insist that2) recognized3) described4) suggested5

46、) notedinstitution. (N)5) Academic fraternity means “all the people who work in academia.”It can stress integrity as a core institutional value that will shape the students9 academic success.Task 31 .a2.j 3. W 4. m 5. k 6. o 7. v 8.x 9.nlO.b 11. u 12.y 13.d14. i15.f 16.z 17. t 18.p 19. S 20. q 21. e

47、22. g 23. c 24.h 25.126. rTask 4SentencesChinese equivalentsSynonyms1) eradicate根除，杜绝，扫除get rid of , wipe out, eliminate, obliterate2) undermine破坏，侵蚀，损害，消弱erode, destroy, wear away, compromise damage, impair, undercut, weaken3) deter威慑，阻止menace , threaten, check, hinder, discourage, restrain, inhibi

48、t4) paramount首要的，至高无上的cardinal, preeminent, prime, primary, supreme, chief, principal5) jeopardized危及endanger, put in jeopardy, compromise, put.at risk6) uphold保持，支持Support, endorse, sustain, advocate, back, encourage, champion, maintain, stick to, hold to, hold fast to, encourage7) portrayed描绘，描写depict,delineate,represent,characterize, describe8) adhere to遵守follow, obey, observe, respect, be subject to9) condemn、电妲贝check, censure, criticize, denounce, reprobate10) commitment献身，奉献dedication, devotion11) subscribed赞同，认同agree with12) accountable负有责任的，