二、教育
TEXT 14
Parents would be able to use a tax-free savings account originally created for college expenses to put away money for private K-12 school tuition under a proposal in the GOP tax reform bill，a move that would largely aid families who can already afford private school tuition.The 529 college savings plan encourages parents to save for their child's college education by allowing them to earn interest and withdraw money tax-free for higher education.But the tax reform bill would allow parents to use those same plans for up to $10,000 a year in private school expenses.
The proposal would further a key piece of the agenda of Education Secretary Betsy DeVos，who seeks to expand school choice and to allow public dollars to follow children to private schools. But even some school choice proponents assailed the plan，saying it offered no benefits for poor families who have little choice in where they send their children to school.
The proposal has also raised the wrath of public school advocates，who say it encourages families to send their children to private school and indirectly cuts into public school funds.“In our view，it's further incentivizing wealthy Americans to educate their children in private school settings，”said Sasha Pudelski，assistant director for policy and advocacy at the American Association of School Administrators，which represents public school superintendents across the country.“It's a chance to divert public resources—in this case revenues—into private educational settings.”
Lindsey Burke，director of the Center for Education Policy at the Conservative Heritage Foundation，said the proposal is a good first step in expanding options for families—and could make a difference for some families considering private school.
Public education advocates also expressed concern about a provision in the tax proposal that eliminates the federal deduction for state and local taxes.By increasing the federal tax burden on individuals，advocates worry that states，counties and cities will have a tougher time raising money for schools，which get most of their money from state and local tax revenues.
Separately，teacher unions assailed a proposal to cancel a tax deduction that allows workers to deduct certain out-of-pocket job expenses from their taxes.Teachers spend nearly $1,000 a year of their own money on school supplies，and many use the $250 deduction to lighten their tax burden.As educators spend more and more of their own funds each year to buy basic essentials，Republican leaders chose to ignore the sacrifice made by those who work in our nation's public schools to make sure students have adequate books，pencils，paper and art supplies.
1.The Republican tax reform bill would allow parents to____.
[A] use saved money tax-free for private school tuition
[B] make long-term plans for their kids' higher education
[C] earn some tax-free interest from savings for education
[D] select among the most expensive 529 private schools
2.What Sasha Pudelski means in general is that____.
[A] there is no need to expand school choice for the wealthy
[B] the government should put more money into public school
[C] the proposal gives wealthy families more school choices
[D] there should be more rich children going to public schools
3.The responses of Lindsey Burke and Sasha Pudelski to the proposal____.
[A] complement each other
[B] are contradictory
[C] are irrelevant to each other
[D] emphasize private education
4.An undesirable consequence of the proposal is that____.
[A] public school's shortage of fund will worsen
[B] local governments will get more money from taxes
[C] states and cities will turn to support private schools
[D] the federal government will reap ample tax revenues
5.Public school teachers have to buy basic essentials because____.
[A] the schools refuse to prepare these supplies for them
[B] they have to pay heavy taxes to the local governments
[C] they are willing to make sacrifice for students' interests
[D] public schools have difficulty obtaining enough fund
考研必备词汇
其他词汇
1.incentivize 刺激，推动
2.out-of-pocket 自掏腰包的
疑难长句注解
1.Parents would be able to...school tuition.（第一段）
本句的主干结构是Parents would be able to use a tax-free savings account...to put away money for private K-12 school tuition...，意为“家长将能使用免税储蓄账户……为孩子上私立中小学存钱”；而a move...tuition是GOP tax reform bill的同位语。句中savings account指储蓄账户；put away money指留出钱或把钱存起来；K-12 school指从小学到中学的义务制教育阶段（其中12指Grade 12，相当于中国的高三）。GOP指共和党，特朗普总统属于共和党，他目前正在推动税收改革。
2.By increasing the federal tax burden...tax revenues.（第五段）
本句说各州、县和城市更难为学校募集钱，实际上是说没有联邦政府为地方政府提供的减免税政策之后（见上一句提到的内容），它们为公立学校的拨款更加捉襟见肘。句中which引导的从句作定语，修饰schools——这里指各州和各地方的公立学校。
3.Separately，teacher unions...from their taxes.（第六段）
本句中that引导的从句作定语，修饰tax deduction（即上一段提到的federal deduction for state and local taxes）。而out-of-pocket job expenses相当于下一句中的spend nearly $1,000 a year of their own money on school supplies，而这些supplies指本段最后一句提到的books，pencils，paper and art supplies等basic essentials，即学生的学习用具和教具。这个句子的基本意思是：原来公立学校教师可以少交税，但是他们把交税省下的钱用来购买教具和学习用品。如果共和党提出的税改计划得以实施，那么他们这一部分的花销就更紧张了。
译文
根据共和党的一项税收改革提案，家长们将能使用原来为支付孩子上大学学费开立的免税储蓄账户，为支付孩子上私立K-12学校的学费存钱，这一举措将大大有利于那些已经能支付得起私立学校学费的家庭。529大学学费储蓄计划允许家长挣储蓄利息，免税取钱支付孩子的高等教育学费，以此鼓励家长为孩子接受大学教育储蓄。但是税改提案将允许家长每年使用类似计划中多达一万美元来支付私立学校的费用。
这个提案将推进教育部长贝茜·德沃斯的一项关键议事日程，她企图扩展学校选择范围，允许政府的钱跟着孩子进入私立学校。但是甚至连支持更多学校选择的人也攻击这一计划，指责说它没有给贫困家庭带来利益，而这些家庭在把孩子送到哪里上学方面几乎没有任何选择余地。
这项提案也引起公立学校支持者的愤怒，他们说它鼓励家庭把孩子送入私立学校，并间接地减少了对公立学校的资助。Sasha Pudelski是美国学校管理者协会主任助理，负责政策制定和宣传，该协会代表的是全国公立学校负责人，她说，“在我们看来，这个计划进一步鼓励美国富人把孩子送往私立学校。这为分流公共资源——这里指收益——进入私立学校教育提供了机会”。
Lindsey Burke是遗产保护基金会教育政策中心主任，他说该提案在为家庭扩展选择上迈出了很好的第一步，而且，对考虑选择私立学校的某些家庭来说可能产生重要影响。
公立学校教育的支持者也对税改提案中一项规定表示担心，因为它取消了联邦政府为各州和地方税收提供的减税额。通过增加个人的联邦政府税负，支持者担心，各州、县和城市将在为学校募集钱上更加困难，因为学校的大部分钱来自州和地方税的收入。
另外，教师工会也攻击这一提案，因为它取消了（联邦政府的）减税额，这部分款项本来能让工作人员从他们的税中减去一部分自掏腰包的花费。教师们每年要自己掏腰包1000美元购买教学用品，本来可以每年用250美元的减税额来减轻自己的税负。虽然教育工作者每年花越来越多自己的钱来购买教学必需品，他们要确保学生们有足够的书籍、铅笔、纸张和艺术教具，但共和党领袖们却选择忽视在公立学校工作的人所做出的牺牲。
TEXT 15
Just as pictures emerged of Malala Yousafzai attending her first lecture at Oxford last week，the university released its annual sample of interview questions.Oxford and Cambridge can be accused of many things，but I feel there's a democratic instinct at the heart of the interview process.The questions are designed to preclude preparation；instead，they seek to show the shape of a student's mind，the first flickerings of critical thought.It's about pushing students to question everything，to challenge received ideas，whatever field they're in.
I was prepared for my interview by the genial headmaster of the Sussex comprehensive I attended.We met most mornings in the weeks leading up to that fateful October day and he'd fire questions at me about Eliot，Pound，Woolf and Joyce，my specialist subjects in what felt increasingly like a game show whose prize was my future.
With a little perspective，I can see two things about that interview.The first is that it was only partly aimed at testing me.It also offered me a glimpse of life within the tutorial system，of the kind of questions I'd be faced with during my time at university.I also realised that the interview was about my potential tutors deciding whether I was a pupil who would manage to stick out the three years of essays and exams，whether I'd bore them in tutorials，or infuriate them，or perhaps even surprise them with a few original thoughts.
I'm occasionally asked when speaking at secondary schools what advice I'd give to those facing Oxbridge interviews.First，I point them towards the lectures that Oxford has on its podcast station.Emma Smith's talks on Shakespeare are brilliantly approachable and entertaining，but the anarchic，counterintuitive，critical approach they take to the plays is the perfect illustration of the difference between school and university.I also suggest they read The Silk Roads by Peter Frankopan.This book，which is subtitled A New History of the World，seeks to de-westernise our ideas of history，unlearns so much of what we've learned about the way the world was put together.
I emailed Frankopan to ask him for the inside line on the interview process and I'll leave you with his response，which strikes me as decent counsel whether you're sitting an Oxford interview or not.“My advice is simple：listen and think.These interviews are about getting candidates to think.We are not expecting you to solve the riddles of the universe.Just the potential that you might do that one day.”
1.It is hard to prepare for the interview because____.
[A] the answers are not released until after it
[B] it seeks to elicit independent thought
[C] the questions are very difficult to answer
[D] the questions cross many academic fields
2.It can be inferred that the author____.
[A] specialized in literature
[B] graduated from an elite school
[C] was not a diligent student at school
[D] did not treat his future seriously
3.The author's interview was about all the following except____.
[A] testing his knowledge in literature
[B] familiarizing him with campus life
[C] finding out the right kind of tutors for him
[D] assessing his mental preparation for study
4.When asked his advice，the author would emphasize____.
[A] the importance of potential for original thinking
[B] the true knowledge about how the world works
[C] the reading of classic writers like Shakespeare
[D] the ability to work out problems independently
5.The best title of the text is____.
[A] Approaching Interviews with Different Strategies
[B] Demonstrating Your Knowledge Effectively at Interviews
[C] Figuring out a Clearer Goal About Going to College
[D] Solving the Riddle of Getting into Oxbridge
考研必备词汇
其他词汇
Oxbridge 牛剑（牛津大学和剑桥大学）
疑难长句注解
1.We met most mornings...my future.（第二段）
本句中，We met...and he'd fire questions...是句子的主干结构，my specialist subjects...future是Eliot，Pound，Woolf and Joyce的同位语。在第一个分句中，leading up to that fateful October day是定语，修饰weeks，其中that fateful October day指面试日，fateful可以译作“决定命运的”。在第二个分句中，fire意为“发射”，fire questions指发出一连串的提问；Eliot，Pound，Woolf and Joyce都是文学家，specialist subjects指专业科目，game show指电视游戏节目。
2.I also realised that...original thoughts.（第三段）
本句中，my potential tutors deciding...thoughts指帮助未来的导师考察自己的学习能力和潜力。其中stick out意为“坚持到底”，them指my potential tutors，而bore，infuriate和surprise都是指跟导师的学术交流中导师的反应。
3.This book...put together.（第四段）
句中，de-westernise our ideas of history指脱离西方人看待历史的方式来重新认识历史，这跟unlearns so much...together意思差不多，都是指放弃西方看待历史的方式。
译文
上周登载出了Malala Yousafzai在牛津大学上第一堂课的照片，恰在这时，牛津大学也发布了年度面试样题。牛津和剑桥可能因多种事情遭受指责，但是我感觉在面试过程的核心部分，有一种民主的本性。这些问题的设计排除了提前准备的可能；相反，它们试图让学生袒露自己的心理状态，批判性思维的最早火花。面试的目的是促使学生对任何东西发问，挑战被接受的观点，不管他们从事哪个领域。
我在苏塞克斯综合中学上学时，和蔼的校长辅导我准备面试。在决定命运的十月份面试那天前几周里，我们大多在上午见面，他向我发问，问到了艾略特、庞德、伍尔芙和乔伊斯，这些都涉及我的专业科目，其过程越来越像是一场游戏，奖品是我的未来。
根据我的粗浅观察，在那场面试中我看到两件事情。第一，测试我仅仅是它的一部分目的。它也让我初步了解了导师制，了解了上大学期间我面临的那些问题。第二，我意识到，面试也让我未来的导师测定我是否是一个能成功坚持三年、完成所有论文和考试的学生，以及我在辅导课上是会让导师感到无聊、还是会激怒他们或者甚至可能提出一些有创意的思想让他们感到惊奇。
我在中学演讲时，偶尔有人问我能给面临牛剑面试的学生提供什么建议。首先，我让他们观看牛津大学播客网站上的讲座。Emma Smith讲的莎士比亚极其平易近人、赏心悦目，但是讲座在解读莎剧时所采用的随意的、违反直觉的、批评的方法，完美地说明了中学与大学的区别。其次，我还建议他们读Peter Frankopan的《丝绸之路》。这本书的副标题是“世界新史”，它试图对我们的历史认识进行去西方化处理，让我们丢弃以前的认识世界被联系在一起的方式。
我曾给Frankopan发邮件，问他要面试过程的内部信息，我把他的答复留给你们，不管你是否参加牛津大学面试，这在我看来都是非常合理的建议。“我的建议很简单：倾听和思考。这些面试旨在让候选人思考。我们不指望你们解释宇宙的奥秘。只是想看看你有一天能那样做的潜力。”
TEXT 16
Brexit is such a threat to universities that it can't just be tidied away into a box labelled “summer madness”.
First，the threat to the UK's participation in European research programmes and student exchange schemes such as Erasmus. The government has given a semi-solid guarantee that research programmes will be protected，up to 2020 at any rate. The future of exchange schemes will depend on the willingness of the UK to contribute to the cost and the enthusiasm for paying for a student mobility programme. Closely related is the future of staff and （non-Erasmus） students from other parts of the EU. Both are crucial. Teachers，and especially researchers，from the EU play a key role in maintaining the UK's envious position in global league tables，about which we love to brag. Other European students fill deficits in domestic demand，typically in science and engineering.
The second threat is much deadlier. The UK is now established as a nasty country in the world's imagination. No amount of flummery from the foreign secretary about “openness” can cover that up. Nor can rather more honest claims by universities that they are open to all，Europe and the wider world. It is difficult to imagine why talented scholars and scientists，and students for that matter，should want to make their careers or study in a country unable to admit a handful of refugee children. Even before the referendum our inability to evoke a moral response to global distress worthy of our history was deeply shaming. To Orwell，England was like a family with the wrong members in control.
The third threat relates to “taking back control”，one of the Brexit mantras. The EU has never been good at “control”. Instead，it has a political culture characterised by compromise and consensus. The language of Europe is littered with “-ities”：mutuality，solidarity，subsidiarity...Power is diffused，for historical and cultural reasons we all understand. But this EU culture has always been at odds with British politics. The danger is that Brexit will further empower the strong state. There is no better example than the higher education and research bill currently before parliament. Safeguards are being swept aside and conventions ignored，as the secretary of state accumulates unprecedented powers over universities.
The image and ethos of a country matter even if，as we must hope by relying on our sense of fair play，the direst consequences are avoided. German universities，probably the world's best before 1914，took at least three generations to recover their eminence and excellence after the world wars，the Nazis and the Holocaust.
1.The exit of Britain from the EU has_____.
[A] attracted more students from outside Europe
[B] made British teachers and students go mad
[C] caused suffering to British universities
[D] frightened away large numbers of EU students
2.In science and engineering majors，British universities_____.
[A] cannot enrol enough students at home
[B] need teachers from the EU to contribute
[C] have always been ranked high in various lists
[D] are reluctant to exchange with the rest of the world
3.The second threat of Brexit is that_____.
[A] the foreign minister is not honest about immigration
[B] talented people may not come to British universities
[C] many refugee children will be driven out of Britain
[D] Britain has long become indifferent to global distress
4.The third threat is that_____.
[A] the EU's culture of compromise and consensus changes Britain
[B] the parliament won't give enough financial support to universities
[C] British politics comes into more severe conflict with the EU politics
[D] the government power over British universities will be tightened
5.German universities are mentioned to show that_____.
[A] they are the best rivals of British universities
[B] they did wrong things during the two world wars
[C] the image of a country affects its universities
[D] universities should follow the principle of fair play
考研必备词汇
其他词汇
1.flummery 废话，蠢话
2.subsidiarity 权力自主
3.Holocaust （第二次世界大战时期）大屠杀
疑难长句注解
1.The future of exchange...programme. （第二段）
本句中，exchange schemes指大学里的学生交流计划，contribute to the cost指出钱资助学生国外交换项目，mobility programme也指学生的国际交流项目。
2.It is difficult to imagine...refugee children. （第三段）
词组for that matter用以指出在所说的两件事物中，后说的与先说的性质一样；a country...children指脱欧后的英国。
3.Even before the referendum...control. （第三段）
句中before the referendum指英国脱欧（Brexit）公投前，global stress主要指中东和北非难民涌入欧洲前后产生的困局，inability to evoke a moral response指英国政府没有对可怜的难民所面临的困局表示道义上的支持。乔治·奥威尔是英国历史上著名的作家和社会活动家，著有《动物庄园》和《1984》等名著。
译文
英国脱欧对大学来说是一个威胁，以至于它不能被简单地贴上“夏日疯狂”的标签被清扫进垃圾箱里。
首先是对英国参与欧洲研究项目和学生交换计划（比如伊拉斯谟项目）的威胁。政府已经做出不完全可靠的保证，研究项目将受到保护，至少到2020年前是如此。交换项目的未来取决于英国是否愿意继续承担成本，是否对资助学生流动项目有热情。与之紧密相关的是来自欧盟其他国家的教职工和（伊拉斯谟以外项目的）学生的未来。二者都很重要。来自欧盟的教师——特别是研究人员起着关键作用，使英国在全球高校联盟排行榜上保持着令人羡慕的地位，我们经常自豪地谈起它。其他欧洲学生填补了英国国内所需人数的缺口，特别是科学和工程专业的学生缺口。
第二个威胁致命得多。在全世界人的眼里，英国现在已经被确定为一个令人生厌的国家。无论外交大臣怎样虚情假意说要“开放”，都掩盖不了这一事实。大学的一些更诚实的声明也无济于事：它们说要向所有人开放，不管是欧洲人还是世界其他地区的人。很难想象为什么天才学者和科学家——而且包括学生非要待在一个不能接收一小部分难民儿童的国家学习或工作。即使在全民公投之前，我们也没有能够对全球的苦难拿出一个符合我们光荣历史传统的道德答案，这是我们的奇耻大辱。对奥威尔来说，英国曾经像一个家庭，但管家的人却不对。
第三个威胁涉及“重新掌控局面”这个英国脱欧的口头禅。欧盟从来不擅长“控制”。相反，它有一种典型的妥协和共识的政治文化。欧洲的语言中充满各类“性”——如相互性、一致性、权力自主性等等。由于我们共知的历史和文化原因，权力是分散的。但是欧盟的文化总是与英国政治格格不入。其中的威胁是：脱欧后的英国国家政权变得更强大。高等教育和科研经费现在交给议会批准，没有比这更能说明问题的例子了。对大学的保护政策正在被扫到一边，传统做法被忽视，而国务大臣对大学积累了前所未有的控制权。
如果我们希望按公平原则办事，即使最糟糕的后果可以避免，一个国家的形象和精神也是很重要的。德国大学在1914年之前曾是世界上最好，但是两次世界大战之后，在经历了纳粹统治和大屠杀之后，却用了三代人的努力才恢复到其杰出的、优异的状态。
TEXT 17
A fascinating new working paper finds that men are far more likely than women to back up their arguments with appeals to a higher authority：themselves. When an academic writes a research paper，it is common practice to give citations for various facts and assertions. Universities often factor in citation counts when making decisions about hiring，tenure and pay.
As it turns out，academics have a handy tool at their disposal for juicing their citation counts：They cite themselves. There's nothing inherently shady about this practice. If you're an expert in a relatively obscure field like ant taxonomy，you're probably going to need to cite your previous work because few people are doing similar work. So Molly King and her colleagues at Stanford University，the University of Washington and New York University set out to find how often this so-called “self-citation” happens. They did so by examining a massive database of academic work：1.5 million research papers in JSTOR，a digital library of academic books and papers published between 1779 and 2011.
What they found，first of all，is that self-citation represents a significant chunk of all academic citations. But more strikingly，King and her colleagues found a huge difference in self-citation patterns between men and women. “Over the years between 1779—2011，men cite their own papers 56% more than women do，” they found. And in recent decades，men have stepped up their self-citation game relative to women. This self-citation gap held true across every major academic field the authors studied，including biology，sociology，philosophy and law. In a footnote，the paper's authors dryly note that the pattern holds among themselves as well.
King and her colleagues offer a number of hypotheses for why men may be more likely to cite themselves. For starters，studies have shown that men generally have a higher opinion of their own abilities than women do. And they typically face fewer social penalties for self-promotion. Gendered perceptions of self-promotion likely influence perceptions of self-citation，which could be viewed as a form of self-promotion in the academic workplace. There's also the simple fact that men tend to publish more，particularly early in their careers—a time when many female academics might be grappling with the challenges of balancing career with maternity leave.
Regardless of the underlying mechanism，the self-citation disparity has a real-world impact on female academics' careers. Academics are more likely to cite papers that are already well-cited，so citing yourself means more citations from others. And more citations mean better career-advancement opportunities. This phenomenon probably contributes to women's continued under-representation on college faculties.
1.The new study has found that_____.
[A] men are frequently their own favorite experts
[B] women regard men as having higher authority
[C] universities attach much value to citation counts
[D] research papers have an oversupply of citations
2.There is nothing shameful about self-citation if_____.
[A] you have published similar papers before
[B] other sources and experts are difficult to find
[C] you are a widely acknowledged academic expert
[D] you have examined many studies in the database
3.In recent years men have_____.
[A] reduced their self-citation counts
[B] increased the ratio of self-citation
[C] realized they cite themselves too often
[D] tried to reduce the self-citation gap
4.King identifies all of the following as reasons for the gender gap except_____.
[A] women usually start later with their academic career
[B] men are more confident of their academic abilities
[C] men promote and advance themselves more aggressively
[D] household obligations are a barrier to women's career
5.When the author says women are under-represented，he means_____.
[A] they are oppressed by their men counterparts
[B] their academic levels are usually lower than men
[C] there are proportionally fewer women academics
[D] their achievements are often under-estimated
考研必备词汇
其他词汇
1.juice 榨出汁，使保持活跃
2.shady 品质有问题的
3.taxonomy 分类学，分类法
4.for starters 首先，起初
疑难长句注解
There's also the simple fact...maternity leave. （第四段）
词组early on意为“初期，早些时候”，grapple with意为“极力应对，费力气地应对”，maternity leave指“产假”。
译文
一项吸引人的新工作论文发现，男人远比女人更可能诉诸更高的权威支持自己的论点，即引用自己。当学者写研究论文时，为各种事实和论断引证是通常的做法。大学在做雇用、任期和薪水决定时经常考虑引用量。
学者们恰好有一个方便的工具供他们使用，来增加他们的引用次数：他们引用自己。这样做本身没有什么坏处。如果你是某个相对偏僻学科领域——比如蚂蚁分类法的专家，你可能需要引用你之前发表的研究，因为几乎没有其他人做类似研究。因此Molly King及其斯坦福大学、华盛顿大学、纽约大学的同事们着手研究这种所谓的“自引”是怎样发生的。他们检查了大量学术研究的数据库：包括JSTOR库中的150万篇研究论文，这个库中有1779—2011年出版的大量学术书籍和论文。
首先，他们发现自我引用占所有学术引用的相当大一部分。但是更明显的是，King及其同事发现男女在自我引用上的巨大差别。他们发现，“在1779—2011年之间，男人引用自己论文的次数比女人多出56%。”在最近几十年里，男人的自我引用次数比女人更多了。这一自我引用差别在每一个重要学术领域都存在，包括生物学、社会学、哲学和法律。论文的作者在注脚中自嘲说，自己的引用模式也是大同小异。
King及其同事提出好几个假设，来解释男人为什么更可能引用自己。首先，研究表明，男人通常比女人更看高自己的能力。而且，他们通常在自我推销时面临更少的社会惩罚。对自我推销的看法的性别差异可能影响对自我引用的看法，自我引用可以被看作学术界的一种自我推销形式。原因当然还包括这样一个简单事实，即男人发表的东西更多，特别是在其学术生涯的早期，而这时，许多女性学者可能还在挣扎，应付着平衡工作和休产假带来的挑战。
尽管有深层的机制，自我引用的差距对女性学者的生涯产生着实实在在的影响。学者们更可能引用被常引用的论文，这样引用自己意味着来自别人的引用更多。而且，更多引用意味着更多职业升迁机会。这一现象可能导致女性在大学队伍中继续占比不高。
TEXT 18
Many adult assumptions and practices related to children take for granted that when kids misbehave，the reason is that they're not sufficiently motivated to follow the rules. The solution，therefore，seems obvious：Ramp up the incentives or consequences tied to the desired behavior.
The child psychologist Ross Greene upends this conventional wisdom in his new parenting book. He disputes the notion that “Kids do well if they wanna.” Instead，he maintains：“Kids do well if they can.” When adults see a misbehaving child，they should look for a problem in the environment or with the child's skills that is thwarting the expected behavior. This simple but dramatic shift in mindset underpins the discipline model that he developed in child psychiatric wards，moved into the juvenile-justice system，and implemented in schools. In each setting，his model dramatically reduced both discipline problems and punishments for the most challenging children and adolescents.
Another Greene concept that challenges preconceptions is “incompatibility”—that is，the idea that when children misbehave，what's going on is that their skills are incompatible with the expectations they're under or the environment they're in. But rather than viewing incompatibility as a problem，he sees it as an opportunity—indeed，struggling with a crisis is what helps people cement their identities and leads to the most growth. In that moment，adults can help the child identify the root of the incompatibility and find a solution.
So，many adult-child conflicts ultimately boil down to a power struggle. The child is doing something the adult doesn't like and resists attempts to make him change. By shifting the goal from power to collaboration，Greene opens a whole new world of possibilities. Instead of trying to be in charge，parents simply seek to influence their children. For example，he asserts that parents' job is “to figure out who your child is，get comfortable with it，and then help her live a life that is congruent with it.”
Overall，the book makes a powerful case for rethinking typical approaches to parenting and disciplining children. While most of the techniques and scenarios in Raising Human Beings relate to school-age children and older，the fundamental principles apply to all adult-child interactions. It's not just about solving problem behavior，it's about building a relationship with your child that will endure a lifetime. Parents' job is not to shape children into a particular mold，it's to see the children they have—with their strengths and challenges—and become their partner on the road to adulthood.
1.Many parents assume that_____.
[A] their children misbehave deliberately
[B] discipline is the only important thing
[C] their children lack proper discipline
[D] misbehavior is rooted in the environment
2.Contrary to conventional assumptions，Ross Greene believes_____.
[A] it is wrong to let children bear the consequences of their misbehavior
[B] there are objective reasons why children fail to behave in expected ways
[C] it is dangerous to put misbehaved children in child psychiatric wards
[D] misbehaved children or adolescents should not be treated as criminals
3.Struggling to overcome an obstacle_____.
[A] poses serious psychological threat to children
[B] offers children valuable opportunity for growth
[C] puts children into conflict with the environment
[D] helps children meet parents' expectation better
4.In his new book，Ross Greene outlines_____.
[A] the necessities for establishing an entirely new set of disciplines
[B] his plan for radically reforming school education for children
[C] his environmentally focused method for remedying misbehavior
[D] the influences parents may have on their children's growth
5.The main purpose of the text is to_____.
[A] present a radical idea about child education
[B] propose an entirely new education curriculum
[C] summarize the major findings of a case study
[D] review the main ideas of a newly published book
考研必备词汇
其他词汇
1.ramp up 增加，升级
2.upend 颠倒，颠覆
疑难长句注解
This simple but dramatic shift...in schools. （第二段）
句中shift in mindset指的是在看待孩子坏习惯上视角的转变，discipline model是Greene训练孩子纪律行为的模式，develop意为“形成，研制”，moved跟developed并列在that引导的定语从句中作谓语，是说这种模式被应用到其他情景下。这个句子的意思是：思维模式的变化构成Greene模式的基础，他通过研究精神病院的孩子，形成了一个训练孩子纪律的模式，他把这样模式搬出精神病院，推广到青少年犯罪和学生不良行为的矫治上。
译文
提到儿童问题，很多成人的假设和做法都理所当然地认为，当孩子不听话时，原因是他们没有足够遵守规则的动力。因此，解决方法似乎是明摆着的：增强刺激或后果，以便让孩子表现出成人想看到的行为。
儿童心理学家Ross Greene在自己的新育儿书中颠覆了这些传统看法。他质疑“如果孩子想表现好就能表现好”这种看法。相反，他坚持认为，“孩子能表现好的时候才能表现好。”当成人看到孩子不听话时，他应该在环境中寻找存在的问题，或孩子的技能上存在的问题，这个问题阻碍了孩子的预期行为。这种简单而明显的心态调整使Greene在儿童精神病病房研究后形成纪律模式，他把这一模式移植到未成年人司法体制中，也在学校进行了应用。在每一种情景下，他的模式都大幅度降低了纪律问题以及对最不服管教的儿童和青少年的惩罚。
Greene挑战成见的另外一个概念是“不相容性”，即当孩子不听话时，真正的理由是他们的技能与对他们的期望不相容，或者与他们所处的环境不相容。但是Greene并没有把不相容性看作一个问题，他把它看成一个机会——的确，竭力处理危机是人们增强自己的身份、获得最大成长的机会。在那个时刻，成人能帮助孩子找出不相容的根源，找到解决办法。
可见，成人与儿童的很多冲突最终都归纳为权力的争夺。孩子做的事情成人不喜欢，他对改变自己的企图加以抵制。通过把目标从权力的争夺改为合作，Greene打开了一个充满可能性的全新世界。家长不要把自己放在主管人的位置，他们只需要对孩子施加一些影响就够了。比如，Greene断言，家长的任务就是“搞清楚自己的孩子是什么样的人，心态平静地加以接受，然后帮助她以与那种人一致的方式去生活”。
总体来说，这本书为重新思考育儿和规训孩子的典型方法提供了强大的证据。虽然《养育人》中提到的大多数技巧和情景与学龄儿童或更大的孩子相关，但其基本原理也可以应用于成人与家长的互动关系。它不仅仅是为了解决有问题的行为，更重要的是为了与你的孩子建立一个能持续一生的关系。家长的职责不是按照某个模子塑造孩子，而是了解孩子的真正自我——包括其优点和挑战，并在通往成人的道路上成为他们的伙伴。
TEXT 19
When third-year New York University student Christina Isnardi landed an unpaid internship at a film production company, she found herself doing the exact same work as full-time employees—for free. So Isnardi did what dozens of disillusioned millennials do every day of the week. She posted an online petition, calling on NYU's Center for Career Development to “remove postings of illegal, exploitative unpaid internships from CareerNet”.
“I didn't think it was going to be very big,” Isnardi said of the petition. But soon it garnered more than a thousand signatures and a modest amount of national media attention, and NYU agreed to work with Isnardi on increasing oversight. “I realized that this is the first initiative at holding a university accountable for basically being a pipeline for bringing these illegal unpaid internships to their students,” Isnardi said.
That was in May. This month, NYU's career center finally tightened its handle on what sort of internships, paid or otherwise, will be sent onto students' browser windows. According to James Devitt, an NYU media relations representative, the school will now require that prospective employers read and comply with schoolwide and federal internship regulations. Moreover, it will clarify compensation policies, expanding the categories from “paid” and “unpaid” to “paid” “unpaid in compliance with NYU and Department of Labor guidelines”“paid and academic credit” “academic credit” and “stipend”.
Isnardi's petition struck a nerve. Kelly, an NYU student who asked that her last name be withheld, told Newsweek about an unpaid newspaper internship where she pays out of pocket for travel costs incurred while reporting. “They told us we're not allowed to go on spring break without approval,” Kelly protested. Nicole Phillip, a fellow student whose resume boasts internships in broadcast journalism, shared similar complaints. “Employers having their interns stay later or do extra work while their paid employees go home—it's wrong, and I've had that happen to me before,” Phillip said. “I didn't know that there were certain guidelines you had to follow.”
At NYU, that gap between what's legal and what students believe to be legal might finally be resolved. Eric Glatt, one of the Black Swan production interns who took Fox Searchlight to court, sees university enforcement as a tipping point. Glatt, who has left the film industry, where his name has been blacklisted in some circles, now studies law at Georgetown. He said, “They have their hands on what now amounts to an open channel of free labor for employers who are willing to go that route of taking entry-level jobs and calling them internships.”
1.Unsatisfied with her internship, Isnardi_____.
[A] called on other students to resist exploitation
[B] sued the film company for exploiting students
[C] asked NYU to cut off its relation with CareerNet
[D] warned against online unpaid internship postings
2.Isnardi hadn't expected that_____.
[A] she should get herself into such a big trouble
[B] her petition should catch so much attention
[C] NYU should help her fight the film company
[D] the career center should ignore her petition
3.What did NYU do in reaction to Isnardi's petition?
[A] It began to discourage unpaid internship.
[B] It was slow in formulating new policies.
[C] It adjusted policies concerning internship.
[D] It ceased sending students career information.
4.The students interviewed seem to_____.
[A] put more blames on their university
[B] complain mainly of their working conditions
[C] echo and support Isnardi's petition
[D] be confused about the media industry
5.It is obvious that Eric Glatt_____.
[A] sees NYU's internship reform as a good initiative
[B] regards university enforcement as ineffectual
[C] accuses the film industry of cheating students
[D] calls on universities to close the channel of free labor
考研必备词汇
其他词汇
exploitative 剥削的，利用的
疑难长句注解
1.I realized that this is the first...Isnardi said. （第二段）
本句中，hold...accountable for意为“认为……应该为……负责”，pipeline指获得信息的渠道，bring...to their students指把实习信息带给/介绍给学生。
2.According to James Devitt...regulations. （第三段）
本句中，media relations representative实际上指纽约大学新闻发言人，the school指纽约大学，prospective employers指雇用实习生的公司；schoolwide指整个纽约大学，因为纽约大学有多个校区，故使用了该词。
3.Kelly, an NYU student who...reporting. （第四段）
本句中，asked that her last name be withheld的意思是她“要求不要透露自己姓什么”，其中be是虚拟式，在表示要求（ask）的动词带的宾语从句中使用。词组pay out of pocket意为“自行掏腰包”，incurred while reporting修饰travel costs，指采访时发生的费用。
4.They have their hands...internships. （第五段）
本句中，词组have one's hands on意为“获得，得到”；amount to意为“如同，等同于”，what amounts to an open channel of free labor for employers意思是“对雇主来说简直等同于获取免费劳力的公开渠道”；go that route指“利用这一渠道”，take entry-level jobs and call them internships是说雇主们把那些入行的初级工作拿来，把它们称作“实习”。
当纽约大学三年级学生Christina Isnardi在一家电影制作公司找到一份无报酬的工作时，她发现自己跟正式雇员干相同的工作，但却一分钱拿不到。像那些失望的“八零后”每周的每天所做的那样，她发出了一份网络请愿书，呼吁纽约大学就业发展中心“从就业网上清除那些非法的、剥削性的、不付酬的实习工作帖子”。
提到那份请愿书时，Isnardi说：“我起初没想到它会有什么了不起。”但是，它很快获得了上千人的签名，并在一定程度上引起了全国媒体的关注，纽约大学表示愿意与Isnardi一起，找出增加监督的办法。“我意识到，这是第一次行动，认为一所大学难逃责任，因为它几乎成为向学生推销不合法、无报酬实习工作的渠道，”Isnardi说。
那是5月份的事情。这个月，对于哪类实习工作——无论是付酬的还是不付酬的——能发送到学生的浏览窗口，纽约大学就业中心最终加强了控制。James Devitt是纽约大学媒体发言人，他说，学校现在要求，想招人的雇主读一下学校和联邦政府有关实习的规定，并遵守这些规定。而且，学校将澄清补偿政策，把原来“付酬”和“不付酬”两种分类扩展为“付酬”“依照纽约大学和劳动部指南不付酬”“付酬并获得学分”“获得学分”和“勤工俭学”。
Isnardi的请愿书触动了一个敏感问题。Kelly是纽约大学学生，她要求不提及她的姓，她告诉《新闻周刊》记者，她曾做过一份无薪报社实习，其间，她自己掏腰包支付采访期间的交通费。“他们告诉我说，我们未经批准不允许春季请假，”Kelly不满地说。Nicole Phillip是她的同学，她的简历上夸耀说在新闻广播界实习过，她也抱怨说，“雇主让实习生晚下班，或者做额外工作，而领薪水的雇员却可以回家——这样做不对，我以前碰到过这样的事情。我不知道有可依据的指南。”
在纽约大学，在什么是合法和学生认为什么合法之间存在差别，这可能最终获得解决。Eric Glatt是《黑天鹅》制作组的实习生之一，他们把福克斯探照灯电影公司告上法庭，他把纽约大学这次加强管理看作一个突破点。Glatt已经离开了电影制作行业，他在这个行业的一些圈子里被列入黑名单，他目前在乔治城大学读法律，他说，“他们现在掌握着一个几乎可以说是免费劳动力的开放渠道，随时能雇用那些愿意做初级工作的人——而这些人也认为自己是在实习。”
TEXT 20
Raymond Mar, a psychologist at York University reported that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective.A 2010 study by Mar also found the more stories they had read to them, the keener their “theory of mind,” or mental model of other people's intentions.
“Deep reading”—as opposed to the often superficial reading we do on the Web—is an endangered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art. Its disappearance would imperil the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.
Recent research in cognitive science, psychology and neuroscience has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words. The immersion in the narrative is supported by the way the brain handles language rich in detail, allusion and metaphor: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.
Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual. The “reading circuits” we construct are recruited from structures in the brain that evolved for other purposes—and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.
The deep reader, protected from distractions and attuned to the nuances of language, enters a state that psychologist Victor Nelllikens to a hypnotic trance. Nell found that when readers are enjoying the experience the most, the pace of their reading actually slows. The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions. It gives them time to establish an intimate relationship with the author, the two of them engaged in an extended and ardent conversation like people falling in love.
1.Reading literary works has the effect of_____.
[A] building an intimate relationship with other people
[B] engaging the readers in the study of mental models
[C] encouraging the readers to read more literature
[D] putting the readers more in other people's shoes
2.The loss of deep reading would be a pity because it could_____.
[A] slow down our mental and emotional development
[B] impair our capability for critical thinking
[C] incur the demise of cultures with a long history
[D] affect the way we decode and understand words
3.The author believes that real-world experience_____.
[A] can better be acquired by slow, immersive reading
[B] can never be acquired by fast online reading
[C] exercises the brain in the way the literary world does
[D] is much more complicated than that in the novels
4.Unlike our linguistic ability, our capacities for deep reading_____.
[A] are trained with information-driven reading
[B] should be fostered with rigorous training
[C] are inherent in the structures of the brain
[D] vary from individual to individual
5.Deep reading is characterized by all of the following except_____.
[A] close attention to word meaning
[B] attention to details of description
[C] reflection and analysis during reading
[D] eagerness to initiate a dialogue with the author
考研必备词汇
其他词汇
1.imperil 危害,威胁
2.immersive 沉浸的
3.attune 调音;使协调
4.trance 昏迷状态
疑难长句注解
1.Its disappearance would imperil...apprehend them.（第二段）
本句很长，它的主干结构是Its disappearance would imperil the...development..., as well as the perpetuation...，其中冒号后部分是a critical part of our culture的同位语。这个句子的大概意思是：如果新的一代不再进行文学上的深层阅读，他们的身心发展就会受到严重影响，各种文学形式的存续要将受到威胁，因为阅读文学的能力是需要专门训练的。
2.The immersion in the narrative is supported...in real life. （第三段）
本句中，冒号后面部分是the way the brain handles language rich in detail, allusion and metaphor的同位语，其中“细节、暗示和隐喻丰富的语言”指文学作品中使用的语言，因此所谓大脑处理这里语言的方式，就是指读者阅读文学作品的深层阅读方式。阅读文学作品时读者在大脑中产生一种心理表象，这一表象是借助激活大脑中某些区域产生的，而读者在现实生活中遇到类似情景时，他们激活的也是大脑的这些区域。作者在这里还是在试图说明他的主要观点：阅读文学作品有助于提高读者的社会能力。
3.The emotional situations and moral...for empathy.（第三段）
本句的主干结构是The emotional situations and moral dilemmas...are vigorous exercise for the brain, propelling us inside...and...increasing...our real-life capacity...。这句话跟上一句话的基本意思差不多，只不过说得更具体。即：通过阅读文学作品中的情景与道德困境，读者能训练自己的社会能力，使自己学会站在小说人物的立场来看待问题，增强其同情心。
4.The “reading circuits” we construct...we use them.（第四段）
本句中，we construct是定语从句，修饰reading circuits；定语从句that...purposes修饰structures in the brain。动词recruit原意为“招募，征用”，这里be recruited from意为“取自，产生于”。本句的基本意思是：因为我们出生时并没有先天的阅读能力，因此阅读能力需要高强度的严格训练才能获得。
译文
约克大学心理学家雷蒙德·玛尔报告说，经常读小说的人似乎更善解人意，同情其他人，从其他人的视角来看待世界。玛尔在2010年做的一项研究也发现，人们读小说越多，其“心智理论”变得越敏锐——“心智理论”这里指对其他人意图的心理认知模式。
作为我们在网络上进行的通常是浅层阅读的对立面，“深层阅读”是一种濒临灭绝的活动，我们应该采取措施保护它，正像保护古建筑或有意义的艺术品一样。它的消失将威胁靠网络成长的几代人的智力和情感发展，也威胁到我们文化中的核心部分是否得以延续，这些核心部分包括小说、诗歌和其他类型的文学，它们能被大脑直接受过理解训练的读者所欣赏。
最近的认知科学、心理学和神经科学研究表明，作为一种慢速的、沉浸式的、细节感受丰富的、涉及复杂情感和道德感的活动，深层阅读给人以独特的体验，它在本质上不同于仅仅是对词语的解读。沉浸于故事中，这种状态受到了大脑处理语言方式的支持，文学语言在细节、典故、隐喻上很丰富：它创造出一个心理表象，这个表象出现的区域，恰恰就是真实生活中类似场景发生时被激活的大脑区域。作为文学素材，情感状态和道德困境能为大脑提供强劲的训练，把我们驱赶进小说人物的大脑中，甚至像研究所证明的那样，能增强我们在现实生活中的同情心。
阅读能力不像理解和生成语言的能力，后者在正常情况下将根据基因设定的程式发展，而阅读能力必须由每一个人花大力气去获得。我们创建的“阅读线路”是从大脑结构中建成的，这些结构也为其他目的进化而成，而且，这些线路既可以弱，也可以强，取决于我们使用它的频率和强度。
从事深层阅读的人不受干扰，专注于语言的细节，他进入一种状态，心理学家维克多·奈尔把它比作催眠昏睡状态。奈尔发现，当阅读者最欣赏自己的经历时，他们阅读的节奏实际上会慢下来。一方面是快速、流利解读词语的过程，另一方面是在每页上不紧不慢的推进过程，二者的结合给了深层阅读者充分的时间，让他通过反思和分析丰富自己的阅读，丰富自己的记忆和见解。它给他们时间来确立自己与作者的亲密关系，二者进入一场长时间的热情对话，就像堕入爱河的情侣。
TEXT 21
One of the reasons so few women work in tech is that few choose to study computer science or engineering. At a few top college programs, though, that appears to be changing. At Carnegie Mellon University, 40 percent of incoming freshmen to the School of Computer Science are women, the largest group ever. At the University of Washington, another technology powerhouse, women earned 30 percent of computer science degrees this year. At Harvey Mudd College, 40 percent of computer science majors are women.
These examples provide a road map for how colleges can help produce a more diverse group of computer science graduates. They also help answer a controversial question: Does the substance of computer science instruction need to be adjusted to attract women, or does recruitment and mentorship? It's an important question because tech companies have so many jobs to fill, and because computer science skills have become necessary in almost every other industry, too.
So how have these colleges changed the ratio? One factor is that more students of both sexes are choosing to major in computer science. That's simply because they see plentiful jobs, the applicability to many professions and the attention tech is receiving in the business pages and in pop culture.
But at the colleges with the most significant increases in female majors and graduates, there is more going on. The University of Washington and Carnegie Mellon, along with other interested parties like Google, have programs to train high school teachers to teach computer science and host camps and mentoring sessions for young students. The programs are not all gender-specific, but end up recruiting girls because they are less likely to pursue technology classes otherwise.
Some of the colleges recast their programs to try to appeal to a broader group of people. The University of Washington revamped its introductory course to emphasize the creative and real-world applications of computer science. But Carnegie Mellon has made a point of not changing its courses, Ms. Blum said. She disagrees with one commonly held stereotype—that women care more about the real-world applications of technology, while men care more about computer programing.
This summer, for the first time, several Silicon Valley companies published numbers about the demographic makeup of their employees, which revealed that a startlingly small percentage were women. The contributing factors are many. But one reason is that if just 18 percent of computer science graduates are women, there are only so many women with the qualifications to work in technical jobs. If colleges can produce more of them, the next move will belong to the companies who are hiring.
1.Some universities crack code in_____.
[A] taking measures to graduate more girls
[B] giving women preferred recruitment
[C] changing their computer science programs
[D] drawing women to computer science
2.Which of the following is NOT a “controversial question”?
[A] Should computer science be taught in a different way?
[B] Should a roadmap of reform be sketched out for colleges?
[C] Should the enrollment policy be adjusted for girls' sake?
[D] Should the way students are taught be changed to attract girls?
3.More girls now choose to major in computer science because_____.
[A] they find it hard to enter other industries
[B] computer finds ever wider applications
[C] many professions pay attention to girls
[D] more girls work in pop cultural businesses
4.While trying to attract girl students, Carnegie Mellon University_____.
[A] tries not to recast programs in students' favor
[B] changes the ways girl students are mentored
[C] changes its stereotype about men and women
[D] encourages girls to learn computer programing
5.The small number of women in tech firms is blamed mainly on_____.
[A] tech companies
[B] high school education
[C] colleges and universities
[D] women themselves
考研必备词汇
其他词汇
1.powerhouse 动力室，发电站
2.recast 重铸；改变
3.revamp 修订，修改
疑难长句注解
1.They also help answer...mentorship?（第二段）
本句中，or之后为省略成分，省略了need to be adjusted to attract women这个谓语。
2.That's simply because...pop culture.（第三段）
本句中see有三个宾语，一是“充分的就业机会”，二是计算机科学“在许多职业领域里的应用”，三是the attention tech is receiving in the business pages and in pop culture，其中tech is receiving是定语从句，修饰attention，即“在商业书刊和大众文化中正在受到的关注”。
3.But one reason is that...technical jobs.（第六段）
这个句子的基本意思是：由于计算机科学领域女生比例小，所以造成有能力从事技术工作的妇女少。因此下一句说，只有当大学招收更多女生后，下一步我们才能讨论公司在雇用员工上是否存在性别歧视，才能督促技术公司多雇用妇女。
译文
妇女在技术领域里工作的人数少，其中一个原因是她们很少有人选择计算机科学或计算机工程。可是，在几个顶级大学项目上，这种形势似乎正在改观。在卡耐基梅隆大学，计算机科学学院入学新生中，有40%是女生，这是女生人数最多的一次。华盛顿大学是另一所工科很强的大学，今年毕业拿到计算机科学方面学位的女生占30%。在哈维穆德学院，40%计算机科学专业的学生是女生。
对于大学如何帮助培养更多样化的计算机科学毕业生来说，这些例子提供了一个路线图。这些例子也帮助回答了一个有争议的问题：计算机科学教育的核心内容是否需要调整，以便吸引女生？抑或是招生方式和指导学生的方式需要调整？这个问题很重要，因为技术公司需要填补如此多的岗位，也因为计算机科学技能几乎在每一个行业都成为必需的。
那么，这些学校是怎样改变了女生的比例呢？一个因素是，更多的男女学生在选择计算机科学作为专业。这仅仅是因为他们看到有很多就业机会，看到[计算机科学] 在许多职业领域里的应用，看到技术正在商业书刊和大众文化中受到关注。
但是，在学计算机专业的女生和毕业的女生人数增加最显著的那些大学里，还有更多的招数。华盛顿大学和卡耐基梅隆大学，与像Google这样的相关方设立了培训项目，培训高中教师教计算机，他们举行夏令营，为学生上指导课。这些项目并不针对某个性别的学生，但是最终却招来女生的参加，因为不采用这种方法她们不太可能上技术类的课。
一些大学改造了他们的项目，试图吸引更广泛的人群。华盛顿大学重新设计了其导论课，更强调计算机科学的创新和实际应用。但是Blum夫人说，卡耐基梅隆大学刻意不改变自己的课程设置。她不赞成一种常人拥有的刻板印象，即女人更关注技术的实际应用，而男人更关注计算机程序的设计。
这个夏天，几个硅谷公司第一次公布了其雇员的人口结构数字，数字显示，其中妇女少得令人震惊。导致这一现象的因素很多。但是其中一个理由是，如果只有18%的计算机科学毕业生是女生，那么有资格在技术岗位上工作的妇女肯定多不了哪里去。如果大学能培养更多女生，下一步才属于公司雇不雇她们的问题。
TEXT 22
We know what the current system of accountability looks like, and it's not pretty. Ever since the passage of No Child Left Behind 12 years ago, teachers have been judged, far too simplistically, based on standardized tests given to their students—tests, as Marc S. Tucker points out in a new report, Fixing Our National Accountability System, that are used to decide which teachers should get to keep their jobs and which should be fired. This system has infuriated and shamed teachers, causing even many of the best teachers to abandon the ranks.
All of which might be worth it if this form of accountability truly meant that public school students were getting a better education. But, writes Tucker, “There is no evidence that it is contributing anything to improved student performance.” Meanwhile, he adds, test-based accountability is “doing untold damage to the profession of teaching.”
Several years ago, Tucker began taking a close look at countries and cities that were re-engineering successfully. What he came away with were two insights. First was a profound appreciation for the fact that most of the countries with the best educational results used the same set of techniques to get there. And, second, that the American reform methods were used nowhere else in the world. “No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says. “We are entirely on the wrong track.” His cri de coeur has been that Americans should look to what works, instead of clinging to what doesn't.
The main thing that works is treating teaching as a profession, and teachers as professionals. That means that teachers are as well paid as other professionals, that they have a career ladder, that they go to elite schools where they learn their craft, and that they are among the top quartile of college graduates instead of the bottom quartile. Tucker envisions the same kind of accountability for teachers as exists for, say, lawyers in a firm—where it is peers holding each other accountable rather than some outside force. People who don't pull their own weight are asked to leave. The ethos is that people help each other to become better for the good of the firm. Those who successfully rise through the ranks are rewarded with higher pay and status.
Tucker is working with the State of Kentucky to implement some of the reforms he has outlined in his report. If it works there—and there is no reason it shouldn't—perhaps we'll finally get over our fixation with test-based accountability, and finally re-engineer our educational system.
1.The new accountability system_____.
[A] has helped teachers to improve student performance
[B] holds teachers responsible for student performance
[C] calls for a new form of tests to assess students
[D] isolates the best teachers from the rest of the faculty
2.In his report, Marc Tucker_____.
[A] proposes setting up an accountability system for America
[B] explains why American students get better education
[C] opposes making a test-based evaluation on teachers' work
[D] objects to the idea of accountability in assessing teachers
3.It is implied in the third paragraph that_____.
[A] engineering students perform better on standardized tests
[B] no techniques in fixing education are adaptable to all countries
[C] accountability for bad education should not be placed on teachers
[D] America can learn from other countries in reforming its education
4.In a law firm, lawyers evaluate each other by_____.
[A] one's ability to earn higher pay and status
[B] the contribution each makes to the firm
[C] the competitiveness each has against others
[D] the rank each holds in the firm
5.The author's attitude to Tucker's proposal is one of_____.
[A] approval
[B] suspicion
[C] pessimism
[D] apprehension
考研必备词汇
其他词汇
1.come away with 得出，获得
2.cri de coeur 大声疾呼，强烈抗议
3.quartile 四分位值
4.pull one's weight 尽职尽责
疑难长句注解
1.Ever since the passage...should be fired.（第一段）
句子很长，但主干结构很简单：since the passage..., teachers have been judged...based on standardized tests...—tests...that are used to decide...，即根据标准考试的结果评价老师，决定哪些老师继续留人，哪些老师走人。No Child Left Behind是2001年布什总统签署的一项法律文件，主要涉及中小学的教育。
2.That means that teachers...bottom quartile.（第四段）
本句中，professionals主要指医生、律师、会计等从事专门行业的人，career ladder指“职业阶梯”，即升迁途径，learn their craft原意为“学习手艺”，这里指专业方面的学习，among the top quartile of college graduates指他们是毕业生中的佼佼者。
译文
我们知道目前的问责体制是个什么样子，它很丑陋。自12年前“不让一个孩子落伍”通过以来，老师们被过于简单化地评估，依据的是学生所做的标准化考试，像Marc S. Tucker在《整顿我国的问责体制》这份新报告中指出的那样，这种考试被用来决定哪些教师应该保留他们的工作，哪些应该被辞退。这种体制激怒并羞辱了教师，甚至使其中许多最好的老师离开了教师队伍。
如果这种问责形式真正意味着公立学校学生正在获得更好的教育，那么一切都是值得的。但是Tucker写道：“没有证据表明，它正在为提高学生成绩做出任何贡献。”他同时补充说，以测试为基础的追责正在“对教学职业带来难以诉说的损害。”
几年前，Tucker开始仔细研究整改成功的国家和城市。他由此获得的是两个见解。第一，教育成果最好的大多数国家使用同样的整改技巧获得了成功，他对这样一个事实大为欣赏。第二，美国的改革方法是世界其他国家不使用的。他说，“其他国家都不相信，仅仅通过设立问责体制就能带来高质量的教育体制。我们完全走错了路。”他大声疾呼，美国应该看看那些有效的东西，而不是顽固执着于无效的东西。
一个有效的主要东西是，把教学当作一个职业，把教师看作从业者。这意味着，教师也应该像其他从业者一样获得良好的报酬，他们应该有一个职业阶梯，他们走进精英学校学习教学，他们是大学毕业生中最好的25%的学生，而不是垫底的25%。Tucker认为，对教师的问责方式应该类似于对在律师事务所工作的律师的问责方式，即进行同行之间的问责，而不是让外人来问责。不能做好自己分内事情的人被要求走人。其中的风气是，人们互相帮助，为事务所的利益提高自己的水平。能成功升入高级别的人获得更高工资和更高地位作为奖赏。
Tucker正在与肯塔基州合作，实施其报告中开列出的某些改革。如果它能发挥作用——没有理由相信它不会发生作用，我们也许能最终打破依据考试成绩的问责方式所带来的僵局，并最终能把我们的教育体制整顿好。
TEXT 23
Large-scale cheating has been uncovered over the last year at some of the nation's most competitive schools, and, most recently, Harvard. Studies of student behavior and attitudes show that a majority of students violate standards of academic integrity to some degree, and that high achievers are just as likely to do it as others. Moreover, there is evidence that the problem has worsened over the last few decades.
Internet access has made cheating easier, enabling students to connect instantly with answers, friends to consult and works to plagiarize. And generations of research has shown that a major factor in unethical behavior is simply how easy or hard it is. The Internet has changed attitudes, as a world of instant downloading, searching, cutting and pasting has loosened some ideas of ownership and authorship. Students are surprisingly unclear about what constitutes plagiarism or cheating, said Mr. Wasieleski, an associate professor of management.
Howard Gardner, a professor at the Harvard Graduate School of Education, said that over the 20 years he has studied professional and academic integrity, “the ethical muscles have atrophied,” in part because of a culture that exalts success, however it is attained. He said the attitude he has found among students at elite colleges is: “We want to be famous and successful, we think our colleagues are cutting corners, we'll be damned if we'll lose out to them, and some day, when we've made it, we'll be role models. But until then, give us a pass.”
Numerous projects and research studies have shown that frequently reinforcing standards, to both students and teachers, can lessen cheating. But experts say most schools fail to do so. Institutions do a poor job of making those boundaries clear and consistent, of educating students about them, of enforcing them, and of giving teachers a clear process to follow through on them. A 2010 survey of Yale undergraduates by The Yale Daily News showed that most had never read the school's policy on academic honesty, and most were unsure of the rules on sharing or recycling their work.
Mr. McCabe's surveys, conducted around the country, have found that most college students see collaborating with others, even when it is forbidden, as a minor offense or no offense at all. Nearly half take the same view of paraphrasing or copying someone else's work without attribution. And most high school teachers and college professors surveyed fail to pursue some of the violations they find.
Experts say that along with students, schools and technology, parents are also to blame. They cite surveys, anecdotal impressions and the work of researchers like Jean M. Twenge, author of the book Generation Me, to make the case that since the 1960s, parenting has shifted away from emphasizing obedience, honor and respect for authority to promoting children's happiness while fueling their ambitions for material success. “We have a culture now where we have real trouble accepting that our kids make mistakes and fail, and when they do, we tend to blame someone else,” said Tricia Bertram Gallant, author of Creating the Ethical Academy, and director of the academic integrity office at the University of California at San Diego.
1.Studies find more students cheating_____.
[A] with the best students no exception
[B] even with standards made quite clear
[C] with that in high schools going rampant
[D] with academic competition becoming fiercer
2.Technology has caused the increase of cheating by_____.
[A] providing confusing content on the Internet
[B] obscuring the standards of ethical behavior
[C] enabling students to plagiarize more sources
[D] making students reluctant to read extensively
3.By saying “the ethical muscles have atrophied”, Gardner means_____.
[A] the moral standards have loosened
[B] academic integrity has been reinforced
[C] culture has not developed alongside morality
[D] ethical behavior has been over-emphasized
4.The increased cheating is also caused by schools' failure to_____.
[A] give teachers more freedom in delivering penalties
[B] mark a clear boundary between teachers and students
[C] give teachers a clearly specified guideline to follow
[D] make rules in regard to healthy academic behavior
5.Tricia Bertram Gallant seems to_____.
[A] put students' happiness over material gain
[B] emphasize obedience from the students
[C] be less tolerant of authority and schools
[D] support Howard Gardner's conclusion
考研必备词汇
其他词汇
1.atrophy 衰退，萎缩
2.cut corners 走捷径，投机取巧
3.lose out 失败，损失
4.paraphrase 解释（说话人）的意思
5.anecdotal 轶事的，趣闻的
疑难长句注解
They cite surveys...material success.（第六段）
本句的主干框架是：They cite surveys, anecdotal impressions and the work of researchers...to make the case that...parenting has shifted away from...to...。其中，anecdotal impressions指常识性的印象，而不是系统获得的认识；make the case意为“为……而辩论，提出……论点”；that引导的从句作case的同位语；fuel是动词，意为“激起”。
译文
在这个国家大部分高度竞争的学校里，过去一年来发现了大规模的作弊，最近在哈佛大学也是如此。对学生行为态度的研究表明，绝大多数学生在某种程度上违反了学术上对诚实的要求。而且，有证据表明，问题在过去几十年里已经变得更严重。
互联网的使用使得作弊更容易，让学生能立刻在网上搜到答案，或找到朋友咨询，找到能剽窃的著作。而且，数代人的研究已经说明，在不道德的行为中，一个重要因素是做坏事有多么容易或多么困难。互联网改变了态度，因为这样一个即时下载、搜索、剪切、粘贴的世界淡化了所有权或著作权的概念。管理学副教授Wasieleski先生说，令人吃惊的是，学生不清楚什么样的行为构成了剽窃或作弊。
哈佛大学教育学研究院教授Howard Gardner说，20年来，他一直研究专业或学术方面的诚实，“道德的肌肉已经萎缩，”部分是因为一个崇尚不惜一切获得成功的文化。他说，在精英学校的学生中发现的态度是：“我们想要出名和成功，我认为自己的同事都在图省事，我们绝不能败给他们，某一天，当我们成功时，我们就会成为行为模范。但是在成功之前，请让我们考试通过。”
大量其他项目和研究都表明，不断地向师生强调标准能减少作弊。但是专家们说，大多数学校没有这样做。学校没有能够把这些界限标准讲清楚，这些标准也前后不一致，没有让学生学会掌握并实施这些标准，没有给教师一个清晰的步骤，让他们依此行事。《耶鲁每日新闻》对本科生在2010年做了一项调查，结果显示，大多数学生从来没有阅读过学校对学术诚实的要求，他们拿不准在共享或传看作业时应该遵循的规范。
McCabe先生在全国做了多项调查，他发现，大多数大学生把同其他人合作——即使在这样做被禁止的情况下——看作一种小罪过或根本不算什么罪过。几乎一半的人以同样的观点看待不注明出处地解释或抄袭其他人的著作。大多数被调查的中学教师和大学教授没有对他们发现的违规行为做进一步处理。
专家们说，除了学生、学校和技术之外，家长也难辞其咎。他们引用调查成果，个人见闻以及像《我的时代》的作者Jean M.Twenge这样的研究者所做的研究，以便说明下述道理：自20世纪60年代以来，家庭教育已经从强调服从、荣誉和尊重权威转向孩子的幸福，并激发他们取得物质成功的雄心。Tricia Bertram Gallant是《创建有道德的学术机构》的作者，也是加州大学圣迭戈分校学术诚信办公室的主任，她说，“我们现在有这样一种文化范围，我们不愿意接受自己的孩子会犯错误、会失败这样的观念，当他们犯错误或失败时，我们倾向于责备其他人。”
TEXT 24
In my public school 40 years ago, teachers didn't lay their hands on students for bad behavior. They sent them to the principal's office. But in today's often overcrowded and underfunded schools, where one in eight students receive help for special learning needs, the use of physical restraints and seclusion rooms has become a common way to maintain order. It's a dangerous development.
According to national Department of Education data, most of the nearly 40,000 students who were restrained or isolated in seclusion rooms during the 2009—2010 school year had learning, behavioral, physical or developmental needs, even though students with those issues represented just 12 percent of the student population. African-American and Hispanic students were also disproportionately isolated or restrained.
Joseph Ryan, an expert on the use of restraints who teaches at Clemson University, told me that the practice of isolating and restraining problematic children originated in schools for children with special needs. It migrated to public schools in the 1970s as federal laws mainstreamed special education students, but without the necessary oversight or staff training. “It's a quick way to respond but it's not effective in changing behaviors,” he said.
State laws on disciplining students vary widely, and there are no federal laws restricting these practices, although earlier this year Education Secretary Arne Duncan wrote, in a federal guide for schools, that there was “no evidence that using restraint or seclusion is effective.” He recommended evidence-based behavioral interventions and de-escalation techniques instead.
The use of restraints and seclusion has become far more routine than it should be. “They're the last resort too often being used as the first resort,” said Jessica Butler, a lawyer in Washington who has written about seclusion in public schools.
Among the recent instances that have attracted attention: Children in Middletown, Conn., told their parents that there was a “scream room” in their school where they could hear other children who had been locked away; last December, Sandra Baker of Harrodsburg, Ky., found her fourth-grade son, Christopher, who had misbehaved, stuffed inside a bag, its drawstrings pulled tight, and left outside his classroom. He was “thrown in the hall like trash,” she told me. And in April, Corey Foster, a 16-year-old with learning disabilities, died on a school basketball court, as four staff members restrained him following a confrontation during a game. The medical examiner ruled early last month that the death resulted from the student's having a heart problem, and no charges were filed.
The physical and psychological injuries to children as a consequence of this disciplinary system is an issue that has found its way to Congress. Legislation to ban these practices has been introduced in the House and the Senate, but no vote is expected this year.
1.It can be inferred that most of the students restrained or isolated_____.
[A] are actually good students who are eager to learn
[B] are students with physical or mental problems
[C] are African-American and Hispanic students
[D] have offended the teachers but meant no harm
2.In the last sentence of Paragraph 3, the word “it” refers to_____.
[A] isolating and restraining children[B] the federal law made in the 1970s
[C] the necessary oversight of the staff[D] the training of the school staff
3.Education Secretary Arne Duncan seems to_____.
[A] be indecisive about the use of restraints and seclusion
[B] emphasize evidence for the wrongdoings of the students
[C] suggest using restraint and seclusion as the last resort
[D] regard restraints and seclusion as scientifically unsound
4.The events in Paragraph 6 are mentioned to indicate_____.
[A] disciplining children often means physical punishment
[B] restraint and seclusion may lead to children's death
[C] restraints and seclusion have now been overused
[D] no law is applicable to protecting disabled children
5.The federal law addressing the problem of restraint and seclusion_____.
[A] is now in the making
[B] varies vastly when it is applied
[C] has done little in protecting children
[D] is made based on school disciplines
考研必备词汇
其他词汇
1.de-escalation 使降级（或缓和）
2.drawstring （衣服或口袋缝边的）束带，拉绳
疑难长句注解
1.It migrated to public schools...staff training.（第三段）
本句中，it指上一句中的the practice of isolating and restraining problematic children；这里，所谓“把需要特殊教育的学生主流化”，指的是让学习有问题的学生进入正常的公立学校学习。说明：“特殊教育”是一个特定的概念，它原本指由特殊学校提供的、旨在满足学生的特殊需要的教育，这些学生包括students with severe learning difficulties, physical disabilities or behavioural problems。相应地，教这些孩子的教师也必须接受专门的培训。
2.The medical examiner ruled...were filed.（第六段）
本句中，medical examiner指“法医”，rule作动词，意为“裁决，裁定”，file a charge意为“提起诉讼”。
译文
40年前我上公立中学时，老师不因为学生行为不端而打他们。老师让学生去校长办公室。但是，在今天经常是拥挤、缺钱的学校里，有1/8的学生才能就其特殊学习需要获得帮助，使用对身体的控制和禁闭室已经成为维持秩序的常用手段。这一趋势很危险。
根据教育部在全国的调查数据，在2009—2010学年，有近4万曾被控制或关禁闭的学生中，其中大多数学生有学习、行为、身体或发展方面的需要，即使有这些问题的学生仅代表学生总数的12%。非裔美国学生和拉丁裔学生被隔离或控制的人数比例更高。
Joseph Ryan在克莱姆森大学教书，是研究控制的专家，他告诉我说，隔离和控制有问题的儿童的做法起源于为有特殊需要的儿童设立的学校。在20世纪70年代，根据联邦法律，接受特殊教育的儿童被编入正规学校的班级，这种做法被搬用到公立学校，但却没有进行必要的监管或教师培训。他说：“这种做法是一种快速反应方式，但在改变行为方面效果不佳。”
各州在制定管束学生的纪律方面有很大差别，没有联邦法律限制这些做法，虽然今年早些时候，教育部部长Arne Duncan在为学校制定的联邦指南中这样写道：“没有证据表明使用控制或禁闭是有效的。”相反，他推荐使用以证据为基础的行为干预模式以及各种缓解技术。
控制和禁闭的使用已经太过经常，这是不应该的。Jessica Butler是华盛顿的一名律师，她写过有关公立学校关禁闭方面的书，她说：“它们应该是最后的手段，却太经常地被用作第一手段。”
在最近引起关注的事例中有这样一件事：康涅狄格州米德尔顿市的孩子告诉他们的家长说，学校里有一个“尖叫房间”，他们从那里能听到被关在其中的其他儿童尖叫；去年12月，肯塔基州哈罗兹堡的Sandra Baker发现，她四年级的儿子克里斯托弗在行为不端后被装进一个口袋，口袋被紧紧地扎着，被放在了教室外面，她告诉我，他被“像垃圾一样丢在大厅内”。在4月，Corey Foster这个16岁有学习障碍的孩子，死在了学校的篮球场上，因为三位老师在一场比赛发生冲突后控制了他。上个月早些时候，法医裁定，死亡是由这个学生有心脏病造成的，因此也没有提起控诉。
由于这种纪律体制对孩子造成的身心伤害已经成为国会争论的一个问题。禁止这些做法的立法在众议院和参议院都已经提出，但是今年还别指望能投票表决。
TEXT 25
Too many high school graduates don't attend—or drop out—of college, which has become the prerequisite for a middle-class existence. That is why the publication of a new book, entitled How Children Succeed, written by Paul Tough, is such a timely reminder that education remains the country's most critical issue. Tough argues that simply teaching math and reading—the so-called cognitive skills—isn't nearly enough, especially for children who have grown up enduring the stresses of poverty. In fact, it might not even be the most important thing.
Rather, tapping into a great deal of recent research, Tough writes that the most important things to develop in students are “noncognitive skills,” which Tough labels as “character.” Many of the people who have done the research or are running the programs that Tough admires have different ways of expressing those skills. But they are essentially character traits that are necessary to succeed not just in school, but in life. Jeff Nelson, who runs a program in partnership with 23 Chicago high schools called OneGoal, which works to improve student achievement and helps students get into college, describes these traits as “resilience, integrity, resourcefulness, professionalism and ambition.”
On some level, these are traits we all try to instill in our children. （Indeed, Tough devotes a section of his book to the anxiety of many upper-middle-class parents that they are failing in this regard.） But poor children too often don't have parents who can serve that role. They develop habits that impede their ability to learn. Often they can't even see what the point of learning is. They act indifferently or hostile in school, though that often masks feelings of hopelessness and anxiety.
What was most surprising to me was Tough's insistence, bolstered by his reporting, that character is not something you have to learn as a small child, or are born with, but can be instilled even in teenagers who have had extraordinarily difficult lives and had no previous grounding in these traits. We get to meet a number of children who, with the help of a program or a mentor who stresses character, have turned their lives around remarkably.
OneGoal takes disadvantaged students when they are juniors in high school—most of whom believe that college is an unattainable goal—and transforms them into responsible young adults who can succeed in good universities. OneGoal has a “persistence rate,” as Nelson calls it, of 85 percent. By comparison, nationally, around only 8 percent of the poorest students ever graduate from college.
Tough's book is utterly convincing that if disadvantaged students can learn the noncognitive skills that will allow them to persist in the face of difficulties—to reach for a goal even though it may be off in the distance, to strive for something—they can achieve a better life. It is easy to get discouraged about the state of education in America. Maybe that's why the presidential candidates aren't stressing it. Which is the other thing about HowChildren Succeed. It's a source of optimism.
1.Tough insists on_____.
[A] training practical cognitive skills in students
[B] fostering students' ability to face life bravely
[C] teaching both cognitive and noncognitive skills
[D] training students' character by subjecting them to tough life
2.All of the following character traits are mentioned except_____.
[A] the adaptability to pressure and change of fortune
[B] the quality of being honest and morally upright
[C] the ability to act efficiently in difficult situations
[D] the willingness to go into a profession after graduation
3.The problem with the training of poor children's character is that_____.
[A] they do not have the means to go into a good school
[B] their schoolmates are indifferent or hostile to them
[C] their parents are unable to take up this responsibility
[D] they are resistant to the training of character traits
4.Tough has the most optimistic belief that_____.
[A] everyone has an essentially good disposition
[B] bad habits can be corrected with school education
[C] character training is possible during adolescence
[D] any difficulty can be overcome with enough courage
5.The text is most likely to be_____.
[A] a review of a new book
[B] a scientific report
[C] an introduction to a program
[D] a memo on children education
考研必备词汇
译文
太多高中毕业生不上大学——或者中途退学，但是学生要想将来过中产阶级的生活，上大学已经成为一个前提。这就是为什么新近出版的由Paul Tough写的一本名为《儿童如何成功》的书可以被看作一个及时的提醒，它提醒人们，教育仍然是这个国家最重大的问题。Tough争论说，只是教数学和阅读——所谓的认知技能是不够的，特别是对忍受着贫困压力长大的儿童来说。事实上，教这些东西甚至不是最重要的事情。
相反，Tough利用大量最新的研究提出，在孩子身上要培养的最重要的东西是“非认知技能”，Tough名之为“性格”。做过或正在做Tough欣赏的那些研究或项目的人在表达这些技能时用了不同方式。但是，从根本上来说，这些非认知技能指的是对学习和生活成功所必需的性格特征。Jeff Nelson在同23所芝加哥高中合作做一个项目，称作“同一个目标”，旨在改进学生成绩，帮助学生进入大学，他描述说，这些特征包括“韧性、诚信、足智多谋、做事在行、有雄心”。
从某种程度上可以说，这些是我们都想在孩子身上注入的品质。（的确，Tough用他的书中的一节谈到许多中上层家庭家长的焦虑，他们担心自己在这个方面没有做好。）但是，穷孩子通常没有能担当这种角色的家长。他们形成的习惯妨碍了他们的学习能力。经常，他们甚至看不到学习有什么意义。他们在学校表现冷漠或充满敌意，虽然这经常掩盖他们绝望和焦虑的心情。
令我感到最为吃惊的是Tough坚持认为——这受到他的报道的支持，性格不是儿时学会的东西，也不是生而有之，而是在青少年身上练就的，他们有特别艰难的生活经历，在这些性格特征上没有受过基本训练。有许多孩子在某个项目或某位强调性格培养的导师的帮助下，已经实现了华丽的转身，见过这些孩子后我们就明白了他的意思。
“同一个目标”项目在弱势群体家庭的学生上初中时就接纳他们——他们其中大多数人认为上大学是一个不可及的目标，然后把他们转变为能在好大学中取得成功的负责任的青年成人。Nelson提到，“同一个目标”项目有85%的“毕业率”。相比之下，在全国范围内，只有约8%最贫困的学生能从大学毕业。
Tough的书十分具有说服力，即如果弱势群体家庭的学生能学会非认知技能，使他们能面对困难时不放弃——伸手去把握哪怕是离他们很远的目标，为某个东西去奋斗，那么他们就能成就更好的生活。人们很容易对美国的教育状况感到沮丧。也许这就是总统候选人不强调它的原因。这也是《儿童如何成功》的另一个值得称颂的方面：它是乐观主义的源泉。