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TEXT B For admissions officers, reviewing applications is like final-exam week for students except it lasts for months. Great applications tell us we’ve done our job well, by attracting top-caliber students. But it’s challenging to maintain the frenetic pace without forgetting these are all real people with real aspirations--people whose life stories we are here to unravel, if they will let us. The essay is a key piece of learning those life stories. I live near Los Angeles, where every day screenplays are read without regard for human context. The writer’s life and dreams don’t matter--all that matters is the writing, the ideas, the end product. On the other hand, in reading essays, context does matter: who wrote this We are driven to put the jigsaw puzzle together because we think we are building a community, not just choosing neat stories. When I pick up a file, I want to know whether the student has sib lings or not, who his parents are, where he went to high school. Then I want the essay to help the rest of the application make sense, to humanize all the numbers that flow past. I am looking for insight. A brilliantly written essay may compel me to look beyond superficial shortcomings in an application. But if no recommendation or grade or test score hints at such writing talent, I may succumb to cynicism and assume the writer had help--maybe too much. In the worst cases, I may find that I have read it be fore--with name and place changed--on the Internet, in an essay-editing service or a "best essays" book. The most appealing essays take the opportunity to show a voice not rendered homogeneous and pasteurized. But sometimes the essays tell us too much. Pomona offers this instruction with one essay option: "We realize that not everything done in life is about getting into college. Tell us about something you did that was just plain fun. "One student grimly reported that nothing was fun because in his family everything was about getting into college. Every activity, course choice and spare moment. It did spark our sympathy, but it almost led to a call to Child Protective Services as well. Perfection isn’t required. We have seen phenomenal errors in essays that haven’t damaged a student at all. I recall a student who wrote of the July 1969 lunar landing of-I kid you not--Louis Armstrong. I read on, shaking my head. This student was great--a jazz trumpeter who longed to study astronomy. It was a classic slip and perhaps a hurried merging of two personal heroes. He was offered admission, graduated and went on for a PhD in astrophysics. He may not have been as memorable if he had named "Neil" instead of "Louis" in his essay’s opening line. Hey, we’re human, too. An essay that is rough around the edges may still be compelling. Good ideas make an impression, even when expressed with bad punctuation and spelling errors. Energy and excitement can be communicated. I’m not suggesting the "I came, I saw, I conquered" approach to essay writing, nor the "I saved the world" angle taken by some students who write about community service projects. I’m talking about smaller moments that are well captured. Essays don’t require the life tragedy that so many seem to think is necessary. Not all admission offers come out of sympathy! Admissions officers, even at the most selective institutions, really aren’t looking for perfection in 17 and 18-year-olds. We are looking for the human being behind the roster of activities and grades. We are looking for those who can let down their guard just a bit to allow others in We are looking for people whose egos won’t get in the way of learning, students whose investment in ideas and words tells us in the context of their records--that they are aware of a world beyond their own homes, schools, grades and scores. A picture, they say, is worth a thousand words. To us, an essay that reveals a student’s unaltered voice is worth much, much more. Which of the following statements is TRUE about the essay
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在本节中，你将听到15个对话，每个对话有一个问题。请从A、B、C三个选项中选出答案，并标在试卷的相应位置。每段话后有15秒钟的停顿，以便回答问题和阅读下一问题及其选项。每段对话读两遍。 下面，请听这些对话。 How long did the children play
Passage Two Many objects in daily use have clearly been influenced by science. However, their form and function, their dimensions and appearance, were determined by technologists, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process, pyramids, cathedrals, and rockets exist not because of geometry or thermos-dynamics (热动力学), because they were first the picture in the minds of those. The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might express individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber Where should the valves be placed Would it have a long or short piston Such questions have a range of answers that are supplied by experience, by physical requirement, by limitations of available space, and not in the least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component design remains primary. Design courses, then should be an essential element of engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, which is the special technique of the artists, not the scientist. Because perceptive processes are not assumed to need "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal mathematical thought. If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early modes of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because the fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics. In the passage, what is the writer primarily concerned with
已知数据文件IN14.DAT中存有300个四位数，并已调用读函数readDat()把这些数存入数组a中。请编制一个函数jsValue()，其功能是：求出所有这些四位数是素数的个数cnt，再把所有满足此条件的四位数依次存入数组b中，然后对数组b中的四位数按从小到大的顺序进行排序，最后调用写函数writeDat()把结果输出到OUT14.DAT文件。 例如：5591是素数，则该数满足条件存入数组b中，且个数cnt=cnt+1。 9812是非素数，则该数不满足条件，忽略。 注意：部分源程序已给出。程序中已定义数组：a[300]、b[300]；已定义变量：cnt。请勿改动主函数main()、读函数 readDat()和写函数writeDat()的内容。 [试题程序] #include＜stdio.h＞ int a[300],b[300],cnt=0； int isP(int m) int i； for(i=2;i＜m;i++) if(m%i==0)return 0； return 1； void jsValue() main() int i； readDat()； jsValue()； writeDat()； for(i=0;i＜cnt;i++)printf("b[%d]=%d＼n",i,b[i])； readDat() FILE *fp； int i； fp=fopen("IN14.DAT","r")； for(i=0;i＜300;i++)fscanf(fp,"%d,",&a[i])； fclose(fp)； writeDat() FILE *fp； int i； fp=fopen("OUT14.DAT","w")； fprintf(fp,"%d＼n",cnt)； for(i=0;i＜cnt;i++)fprintf(fp,"%d＼n",b[i])； fclose(fp)；
在本节中，你将听到15个对话，每个对话有一个问题。请从A、B、C三个选项中选出答案，并标在试卷的相应位置。每段话后有15秒钟的停顿，以便回答问题和阅读下一问题及其选项。每段对话读两遍。 下面，请听这些对话。 What did the boy’s father do last week
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