Plagiarism Lines Blur for Students in Digital Age At Rhode Island College, a freshman copied and pasted from a Web site’s frequently asked questions page about homelessness―and did not think he needed to credit a source in his assignment because the page did not include author information. At DePaul University, the tip-off (爆料) to one student’s copying was the purple shade of several paragraphs he had lifted from the Web; when confronted by a writing tutor his professor had sent him to, he was not defensive―he just wanted to know how to change purple text to black. And at the University of Maryland, a student critisized for copying from Wikipedia in a paper on the Great Depression said he thought its entries―unsigned and collectively written―did not need to be credited since they counted, essentially, as common knowledge. Professors used to deal with plagiarism(抄袭) by warning students to give credit to others to follow the style guide for citations, and pretty much left it at that. But these cases―typical ones, according to writing tutors and officials responsible for discipline at the three schools who described the plagiarism―suggest that many students simply do not grasp that using words they did not write is a serious misdeed. It is a disconnect that is growing in the Internet age as concepts of intellectual property, copyright and originality are under attack in the ungoverned exchange of online information, say educators who study plagiarism Digital technology makes copying and pasting easy, of course. But that is the least of it. The Internet may also be redefining how students―who came of age with music file-sharing, Wikipedia and Web-linking― understand the concept of authorship and the singularity of any text or image. "Now we have a whole generation of students who’ve grown up with information that just seems to be hanging out there in cyberspace and doesn’t seem to have an author," said Teresa Fishman, director of the Center for Academic Integrity at Clemson University. "It’s possible to believe this information is just out there for anyone to take. " Professors who have studied plagiarism do not try to excuse it―many are champions of academic honesty on their campuses―but rather try to understand why it is so widespread. In surveys from 2006 to 2010 by Donald L. McCabe, a co-founder of the Center for Academic Integrity and a business professor at Rutgers University, about 40 percent of 14,000 undergraduates admitted to copying a few sentences in written assignments. Perhaps more significant, the number who believed that copying from the Web constitutes "serious cheating" is declining―to 29 percent on average in recent surveys from 34 percent earlier in the decade. Sarah Brookover, a senior at the Rutgers campus in Camden. N.J., said many of her classmates blithely (无忧无虑地) cut and paste without attribution. "This generation has always existed in a world where media and intellectual property don’t have the same gravity," said Ms. Brookover, who at 31 is older than most undergraduates. "When you’re sitting at your computer, it’s the same machine you’ve downloaded music with, possibly illegally, the same machine you streamed videos for free that showed on HBO last night. " Ms. Brookover, who works at the campus library, has pondered the differences between researching in the stacks and online. "Because you’re not walking into a library, you’re not physically holding the article, which takes you closer to ’this doesn’t belong to me,’" she said. Online, "everything can belong to you really easily. " A University of Notre Dame anthropologist, Susan D. Blum, disturbed by the high rates of reported plagiarism, set out to understand how students view authorship and the written word. or "texts" in Ms. Blum’s academic language. She conducted her ethnographic research among 234 Notre Dame undergraduates. "Today’s students have a new concept of conceiving texts and the people who create them and who quote them," she wrote last year in the book "My Word!: Plagiarism and College Culture," published by Cornell University Press. Ms. Blum argued that student writing exhibits some of the same qualities of pastiche(混成品) that drive other creative endeavors today―TV shows that constantly reference other shows or rap music that samples from earlier songs. In an interview, she said the idea of an author whose singular effort creates an original work is rooted in Enlightenment ideas of the individual. It is based on the Western concept of intellectual property rights as secured by copyright law. But both traditions arc being challenged. "Our notion of authorship and originality was born, it flourished, and it may be waning," Ms. Blum said. She contends that undergraduates are less interested in cultivating a unique and authentic identity―as their 1960s counterparts were―than in trying on many different personas(角色), which the Web enables with social networking. "If you are not so worried about presenting yourself as absolutely unique, then it’s O.K. if you say other people’s words, it’s O. K. if you say things you don’t believe, it’s O. K. if you write papers you couldn’t care less about because they accomplish the task, which is turning something in and getting a grade," Ms. Blum said, voicing student attitudes. "And it’s O. K. if you put words out there without getting any credit." The notion that there might be a new model young person, who freely borrows from the vortex of information to mash up a new creative work, fueled a brief disturbance earlier this year with Helene Hegemann, a German teenager whose best-selling novel about Berlin club life turned out to include passages lifted from others. Instead of offering a poor apology, Ms. Hegemann insisted, "There’s no such thing as originality anyway, just authenticity." A few critics rose to her defense, and the book remained a finalist for a fiction prize (but did not win). That theory does not wash with Sarah Wilensky, a senior at Indiana University, who said that relaxing plagiarism standards "does not foster creativity, it fosters laziness." "You’re not coming up with new ideas if you’re grabbing and mixing and matching," said Ms. Wilensky, who took aim at Ms. Hegemann in a column in her student newspaper headlined "Generation Plagiarism." "It may be increasingly accepted, but there are still plenty of creative people―authors and artists and scholars―who are doing original work," Ms. Wilensky said in an interview. "It’s kind of an insult that that ideal is gone, and now we’re left only to make paste-ups of the work of previous generations." In the view of Ms. Wilensky, whose writing skills earned her the role of informal editor of other students’ papers in her freshman dorm, plagiarism has nothing to do with trendy academic theories. The main reason it occurs, she said, is because students leave high school unprepared for the intellectual rigors of college writing. "If you’re taught how to closely read sources and synthesize them into your own original argument in middle and high school, you’re not going to be tempted to plagiarize in college, and you certainly won’t do so unknowingly," she said.Compared with their 1960s counterparts, the undergraduates in Ms. Blum’s research prefer to ______. A．challenge the notion of authorship and originalityB．establish a unique and authentic identityC．have a try on many different personasD．do more social work by Web-linking

As ______ volunteer at the Beijing Expo 2019 （园艺博览会），Lu Ming understands _______idea of green life better than before．（ ）A. a；anB. a；theC. the；anD. the；the

A few years ago, if a student got their phone out in a lecture, this was quite a clear sign that they were no longer paying attention. But today, using a phone or tablet in the lecture hall is actually encouraged by universities, many of which are asking students to use their own technology to access learning resources.What is the main idea of the article?A Many students have begun to use their phones during lectures since years ago.B Using a phone in a lecture has always been a sign of distraction.C Students are discouraged to use phones to show their attention in classes nowadays.D Many universities encourage students to use technology to learn these days.

It"s very ______ of you not to talk aloud while the baby is asleep.A. concernedB. carefulC. considerableD. considerate

The mysterious condition, called transverse myelitis, left John unable to walk for months.A. marrowB. bloodC. muscleD. urine

I believe that when an individual entrusts you with confidential (秘密) information, be it personal or not, one needs to keep that information to themselves and _______ from broadcasting it to other people.Failure to do so creates gossip, which can lead to the erosion (削弱) of relationships. Some people come to confide in (吐露个人隐私) you because they need to release their _______ to a friend, hoping that you are someone they can trust and rely on. When you _______ break their trust and tell everyone about their personal life or information, it leads them to think that you think little of their confidence in you. In so doing, you not only destroy the relationship, but also _______ yourself in the process. Thereafter, you may expect people to still confide in you, or regard you as a trustworthy person, but the truth is that your _______ will no longer be good.Gossip is not good, it is not healthy and it definitely does not make a situation better. Gossip only brings _______ among friends, colleagues and family. Gossip destroys trust, undermines credibility, and is one of the greatest enemies of a healthy _______ culture. It is a(n) _______ disease with great power to harm. You see people gossiping, and then you gossip about their gossip. How dare they speak so lowly of others? You believe, perhaps, that you are on higher ground, but, quite accidentally, you find yourself doing the very thing you _______.Undoubtedly, while engaging in gossip may seem harmless or even a fun way to connect and _______ with other people, the damage can go beyond what is seen. So, always try to be on your guard against the temptations of gossip!

The Web Way to Learn a Language The young woman seated next to us at a bar revealed a vaguely (异国的) air; her looks and style, we thought, made it likely that she was not American born. But then she spoke in perfect American English, even ending her declarative sentences in that rising questioning tone of many young Californians. As it turns out, however, she wasn’t from these parts after all; she was born in Iran and spoke only (波斯语) until her arrival here two years ago. What classes, we wondered, had she attended to learn the language so well "I didn’t," she said. "I used RosettaStone." Those yellow boxes sold at shopping-mall may be the most recognizable example of PC-based language learning, but it certainly isn’t the only one. With the growth of Internet connectivity and social networks, companies have introduced a wide range of Internet-based language learning products, both free and fee-based, that allow students to interact in real time with instructors in other countries, gain access to their lesson plans wherever they are in the world, and communicate with like-minded virtual pen pals who are also trying to remember if bambino means baby. Learning a language sometimes seems as difficult as dieting. The solution is to figure out how to stay interested after the novelty wears off. To counter boredom, online language programs have introduced crossword puzzles, interactive videos and other games to reward users for making progress. Online courses are either fee-based, free or a combination. Starter packages of fee-based programs may cost just a few hundred dollars, but the cost to reach higher levels of comprehension and speaking can easily be 1,000. While that may sound expensive, language company executives say it isn’t; college courses often cost many thousands of dollars to reach the same level. So, cost aside, how do you choose which program to use The answer is that one size doesn’t fit all. "The quality of feedback is important," according to Mike Levy, head of the school of languages and linguistics at Griffith University. "Sites with human contact work best," he said. "This shows the advantage of humans compared to computers. A computer is never as subtle or intelligent." Pay and learn RosettaStone, the best-known language program, now offers a 1,000 product that includes RosettaCourse, a traditional lesson-based module; RosettaStudio, a place where a user can talk to a native speaker via video chat; and RosettaWorld, an online community where you can play language-related games. "We offer modern-day pen pals facilitated with voice," said Tom Adams, the company’s chief executive. RosettaStone uses things like colorful flash cards to help students first learn basic words, and then connect those words to concepts and sentences. The idea, according to Mr. Adams, is for the user to let go of the adult "technical questions and just get into a comfort zone, learning new sounds and trying to make sense of them." One of RosettaStone’s main competitors, TellMeMore, believes it has an advantage because its software not only teaches words and phrases, but includes a speech recognition component that analyzes pronunciation, presents a graph of speech, and suggests how to perfect it. Other videos show students how to shape their mouths to create sounds difficult for native English speakers, like the rolling R in Spanish. With 10 levels of content, a 10,000-word vocabulary, videos of native speakers and more than 40 practice activities, TellMeMore believes it has enough material to keep a user motivated. TellMeMore charges 390 for a year’s access to its resources for six languages; those looking for a quick refresher can buy a 10 daily pass. Weekly, monthly and half-year passes are also available. The company’s product is currently available only on CD-ROM, but online versions for both Mac and Windows that will include real-time coaching are coming later this year. Free now, pay later Livemocha, a two-year-old Web start-up, offers free basic lessons in 30 languages. Users can apply for advanced courses with additional features on a monthly or six-month basis. For 20 a month, students can submit up to eight voice recordings to a native-speaking tutor, who will then review and make recommendations for improvement within 24 hours. For 70 every six months, students can submit up to two examples a lesson. All students, whether using the pay or free model, can join social networking groups and speak live to people around the world who are native speakers interested in learning English. As with all social networking sites, this feature is open to misuse. Within hours of signing up for Livemocha, I received a note from a young woman, (假装的) from Poland, "wanting to meet me." The company says it has "the world’s largest community of people learning languages," with five million registered users in 200 countries. Financed in part by the European Union, Babbel offers paid instruction (and a free trial lesson) in English, French, German, Italian, and Spanish for 12 a month, or 6.62 a month for a six-month commitment. In addition to extended grammar and vocabulary, users can communicate with others in their desired language via private or public chats, or arrange to get in touch via voice. Free language learning If money is truly an object, a variety of free language learning is available from a number of sites. The British Broadcasting Corporation offers varying levels of instruction for 36 languages, with features including audio and video playback and translation. Looking to visit Deutschland The German television network, Deutsche Welle, can help you make yourself understood. And for those who not only want to learn another language but another alphabet as well, try japanese-online.corn, or Applications for a smartphone No program would be complete without an accompanying smartphone application, and many exist for the iPhone and other devices. Several are simple providers of useful phrases, including the Lonely Planet Phrasebooks, the Oxford Translator Travel Pro, and World Nomads. The Ultralingua Translation Dictionary offers simultaneous translation of English and six languages. Both RosettaStone and TellMeMore say that they are developing smartphone applications as supplements to their online programs, but neither has announced a release date. Livemocha expects to have an application later this year for both the Android and iPhone operating systems. The company plans on integrating text with a native speaker pronouncing the language, and providing the option for voice recording and live video feeds.Online language programs keep students interested by ______. A．supplying them with healthy dietB．rewarding them With lower tuitionC．shortening the learning periodD．offering funny games as rewards

6. Computer technology will ________ a revolution in business administration.A. bring aroundB. bring aboutC. bring outD. bring up

句子翻译背诵假如时间允许，我们就去购物。(permit)你对待他人要有耐心。(be patient with)迟到并不是我们的错。(It is not ... fault)老实说，正是因为我太累了所以才没有给你回信。(to be honest，强调句型, 强调原因状语从句, it is/was because….that…..)我偶然间在现场发现了大量的钱.(a large amount of = a large sum of money, on the scene, by chance)6. 马克吐温以幽默的小说而闻名，这导致他在读者中很受欢迎.(accountfor, 非限制性定语从句)因为Tom由姐姐拉扯大, 他目前一直期盼找到一份满意的工作来谋生以及回报姐姐的恩情。(bring up, seek，earn one’s living, reward sb. for sth. )事实上，公共场合喧哗是不礼貌的. 但相反的是，许多人忽视了这一点。(As a matter of fact/ In Fact, it's impolite to do sth.…, on the contrary, neglect)9. 夜晚来临的时候，我发现自己被一阵强风刮进了海里。(find + 宾语+宾补的句子结构)10. 正是那艘船把你带到了英国。(强调句型,it is/was….that…..)11. 第二天早上，我正感到绝望的时候，一艘船发现了我。(…had done sth….when….刚做完某事这时…)12.大家都知道美国人喜欢吃很多。(It is well known that….句型)13. 众所周知，吃太多脂肪和含糖食品容易使人变胖。(It is well-known that….句型)14. 尚不清楚会议是否会按计划举行.(go ahead, 表语从句,是否用whether引导从句)15.无论何时我要进行演讲，在开始前我都会极其紧张。(whenever= at any time引导让步状语从句)16.教授认为那位年轻的工程师提出的想法值得考虑。(bringup, be worth doing)16.确实地，为了还清债务，这些年他们日夜不停地工作，这就是他们为什么看起来很苍老的原因了。(indeed,in the hope of = inorder to , pay offone’s debts, account fo)17.在陌生的城市里漫游时，他偶然遇到了一位老同学。(wander,by accident = by chance)18.至于水污染，当地政府已经采取了行动来处理，不久后你将会发现河水又干净了。(asfor, take action. deal with, before long)19.一个衣衫褴褛、冻得发抖的可怜女人在一条孤独的路上挣扎，无情的雨不停地打着她。(bedressed in, in rags,struggle, merciless rain, beating, without pause )20.“你喜欢吃甜食。”这是过去妈妈经常对我说的话。(Youhave a sweet tooth , That’s what引导的表语从句。从句缺少tell的一个宾语，因此用what引导。)21.我发现简坐在桌旁认真地做作业.22.没有什么能比躺在草地中央凝视着夜空让人感到更高兴的事儿了.(there is no pleasure than doing sth.,. lie on, stare at)23.李医生建议我多吃膳食纤维，避免无限制地吃含糖小食品。(It is …who…强调句型,advise sb. to do sth...fiber, avoid doing sth, without limits)24.每当我出错时，老师总是耐心地给我指出.(whenever 引导的时间状语从句,point sth. out, with patience)25.生在一个有三个兄弟的家庭里，戴维被教育要珍惜分享意识.(Born into, was brought up)26.与许多人想像的正想反，这位毕业生来这儿不是为了追求名誉与金钱，而是为了追求生命的真正价值。(Contraryto, seek fame, graduate)27.事故发生时,他正在现场.(on the scene)28.别冒险把车看得那么快.(take a chance) 29.我是作为一个不拿工资的帮手赚来我的船费，这就是我为什么会衣冠不整的原因了。(earnedmy passage, work as , an unpaid hand, accountfor, “, which 引导非限制性定语从句)30.雨停之后，我们继续工作。(goahead with sth.)31.请允许我说几句话。(Permit)32.你曾和你的朋友们打过赌吗？(makea bet with sb/ make a bet on sth.)33.雨停之后，我们继续工作。(go ahead)

Exercise does more than build muscles and help prevent heart disease. New science shows that it also boosts brainpower--and may offer hope in the battle against Alzheimer(痴呆症). The stereotype of the "dumb jock" has never sounded right to Charles Hillman. A jock himself, he plays hockey four times a week, but when he isn’t body-checking his opponents on the ice, he’s giving his mind a comparable workout in his neuroscience and kinesiology lab at the University of Illinois. Recently he started wondering if there was a vital and overlooked link between brawn and brains--if long hours at the gym could somehow build up not just muscles, but minds. With colleagues, he started an experiment. He rounded up 259 Illinois third and fifth graders, measured their body-mass index and put them through classic PE routines: the "sit-and-reach", a brisk run and timed push-ups and sit-ups. Then he checked their physical abilities against their math and reading scores on a statewide standardized test. Sure enough, on the whole, the kids with the fittest bodies were the ones with the fittest brains, even when factors such as socioeconomic status were taken into account. Sports, Hillman concluded, might indeed be boosting the students’ intellect. Hillman’s study, which will be published later this year, isn’t definitive enough to stand alone. But it doesn’t have to: it is part of a recent and rapidly growing movement in science showing that exercise can make people smarter. Other scientists have found that vigorous exercise can cause nerve cells to form dense, interconnected webs that make the brain run faster and more efficiently. And there are clues that physical activity can stay away from the beginnings of Alzheimer’s disease, ADHD and other cognitive disorders. No matter your age, it seems, a strong, active body is crucial for building a strong, active mind. Some scientists have always suspected as much, although they have not been able to prove it. Now, however, armed with brain-scanning tools and a sophisticated understanding of biochemistry, researchers are realizing that the mental effects of exercise are far more profound and complex processes than they once thought. The processes start in the muscles. When the exercise is available, the muscle sends out chemicals, including a protein called IGF-1 that travels through the bloodstream, across the blood-brain barrier and into the brain itself. And then the brain issues orders fuels almost all the activities that lead to higher thought. With regular exercise, the body builds up its levels of BDNF, and the brain’s nerve cells start to branch out, join together and communicate with each other in new ways. This is the process that underlies learning: every change in the junctions between brain cells signifies a new fact or skill that’s been picked up for future use. BDNF makes that process possible. Brains with more of it have a greater capacity for knowledge. On the other hand, says UCLA neuroscientist Fernando G6mez-Pinilla, a brain that’s low on BDNF shuts itself off to new information. Most people maintain fairly constant levels of BDNF in adulthood. But as they age, their individual neurons (神经)slowly start to die off. Until the mid-90s, scientists thought the loss was permanent-that the brain couldn’t make new nerve cells to replace the dead ones. But animal studies over the last decade have overturned that assumption, showing that "neurogenesis" (神经发生)in some parts of the brain can be induced easily with exercise. Last week’s study, published in the Proceedings of the National Academy of Sciences, extended that principle to humans for the first time. After working out for three months, all the subjects appeared to regain new neurons. This, too, might be BDNF at work, transforming stem cells into full-grown, functional neurons. "It was extremely exciting to see this exercise effect in humans for the first time," says Scott Small, a Columbia University Medical Center neurologist who coauthored the study with Salk Institute neurobiologist Fred Gage. "In terms of trying to understand what it means, the field is just exploding." As far as scientists know, the new neurons created by exercise are produced in only one place: the dentate gyrus, an area that controls learning and memory. This region helps the brain match names to faces--one of the first skills to erode as we age. New neurons can’t grow throughout the rest of the brain. But other regions benefit from exercise in many secondary ways. Blood volume, like brain volume, increases with exercise. Active adults have less inflammation in the brain. They also have fewer "little possibility of strokes that can impair cognition without the person even knowing," says Kristine Yaffe, a neuroscientist from University of California. Still other researchers have found that athletes have more cells that support neurons and increase neurotransmitters after they’re used to send messages from cell to cell. And even the levels of those neurotransmitters are higher in people who exercise frequently. Unlike neurogenesis, which can take weeks to occur, most of these additional effects appear almost immediately. Get off the treadmill (踩单车) after a half-hour workout, says Hillman, and "within 48 minutes" your brain will be in better shape. But alas, these benefits are somewhat transient(短暂的). Like weight, mental fitness has to be maintained. New neurons, and the connections between them, will stick around for years, but within a month of inactivity, "it will shrink down, and then the neurons don’t function as well anymore," says William Greenough, a psychologist at the University of Illinois. Let your body go, then, and your brain will follow. To keep the effects, you’ve got to keep working out. "If you’re thinking that by exercising at age 20 you’re going to have some effect on what you’re like at age 70," Greenough adds, you’d better be willing to commit to 50 years of hitting the gym. Unless, that is, you’re a kid. Most studies of exercise and cognition have focused on older people--the folks who are just starting to worry that their minds aren’t what they used to be--but the effects of physical exertion on the brain aren’t limited to that group at all. In fact, in young children, they’re even more potent. Exercise probably has "a more long-lasting effect on brains that are still developing," says Phil Tomporowski, a professor of exercise science at the University of Georgia. In kids, as in adults, the brain reaps many benefits from exercise. This won’t surprise parents of kids with ADHD, many of whom already use physical activity as a substitute or supplement for drugs.Those animals studies have shown that the "neurogenesis" in some parts of the brain can be regained by ______. A．doing exerciseB．taking medical treatmentC．having a good restD．learning more knowledge