The Importance of being Interested 1) Now I have recalled these beginnings of the careers of Franklin, Darwin and Mozart because they strikingly illustrate a profound psychological truth the significance of which can scarcely be overestimated. 2) It is fl truth, to be sure, that has long been partially recognized. 3)But its full meaning has not been--and could not be—appreciated until quite recently. 4)Only within the past few years has scientific research effected various discoveries which make its complete recognition possible and of supreme importance—of such importance that practical application of the principles involved would make for an immediate and stupendous increase in human happiness, efficiency, and welfare. 5)Stated briefly, the truth in question is that success in life, meaning thereby t he accomplishment of results of real value to the individual and to society, depends chiefly on sustained endeavor springing out of a deep and ardent interest in the tasks of one's chosen occupation.
Passage 1
[A] Time Away That Shapes Careers
[B] Faculty Weigh in
[C] Admissions Impact
[D] No Regrets
[E] Help Students Develop Strategies to Mingle
[F] Finding Opportunities
[G] Build Strong Sense of Responsibility
Data from the National Science Foundation indicate that over the last 25 years, there has been a fairly consistent 1- to 2-year time variance in the interval between an undergraduate degree and a Ph.D. So where does the extra time go?
Part of it is the “postbac”: recent graduates often take between the bachelor’s degree and graduate school. “Postbac” time allows recent graduates to mature, gain some perspective, and learn new skills before starting out on a long graduate program. A short hiatus before the long road, students and faculty members say, is almost always good.
(1) ______
Most faculty members agree that if students have a clear idea of what they want to study and what their goals are, they can make a successful direct transition to graduate school. “For the great majority of students, some time off is a good idea,” says Deborah Goldberg, a professor of ecology and evolutionary biology at the University of Michigan. Students with more life experience often have the maturity it takes to persevere through a Ph.D., she says. She has observed that students without that experience are more likely to feel burned out and to drop out of their Ph. D. programs than are students who take time off.
(2) ______
Faculty members agree that 1 to 2 years away does not hurt a student in the graduate-admissions process. But relevant work—especially research experience—often has a better-than-neutral effect on admissions prospects. As he considered graduate programs, Gries was able to discuss his research in one-on-one interviews with faculty members, and all of them, he says, considered his year of work an advantage. Maturity and life experience are the main selling points for “postbac” time, but the details of what you learn can matter, too. In addition, many faculty members appreciate the perspectives students with added life experience bring to their classrooms and laboratories.
(3) ______
Individuals we spoke to who had completed a “postbac” expressed no regrets about their decisions. Sarah Walker sees only advantages to the time that she spent in the Peace Corps and working in Africa. After she finished her undergraduate degree at Smith College in Northatmpton, Massachusetts, in 1994, she worked as a biology and mathematics teacher for 2 years in Lesotho. When she returned to graduate school at the University of Virginia, Charlottesville, in 1998, Walker found that her experience in the Peace Cows made teaching assignments easier. Her experience in Africa shaped her career goals: Her thesis research in environmental science examined the impact of land-use changes on ecological systems. Walker says her relationships with faculty members were also improved by her time away.
(4) ______
Finding a postgraduate position outside of organized programs such as the Peace Cows requires undergraduates to mine a diverse network of resources. Talk to as many people as possible, Goldberg says; faculty members might know of colleagues who are looking for research assistants. Regional and national meetings present great chances for undergraduates to scout for positions.
(5) ______
After completing the core requirements for her Ph.D. in 2005, Walker took a job at Winrock International, a nonprofit international development organization in Arlington, Virginia. Her job —advising projects that help limit carbon emissions and deforestation in the developing world-builds on both her Peace Corps experience and scientific expertise. Unsurprisingly, she’s a strong advocate of the postbac. “Taking 2 years off has zero negative impact on your ability to continue on in school,” she advises. It allows you to grow as a person and have a better sense of what it is that you want to do.
Passage 2 Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an occupation should be made even 1 choice of a curriculum in high school. 2 , however, most people make several job choices during their working lives, partly because of economic and industrial changes and partly 3 improve their position. The "one perfect job" does not exist. Young people should therefore enter into a broad flexible training program that will fit them for a field of work 4 than for a single job. Unfortunately many young people have to make career plans without benefits of help 5 a competent vocational counselor or psychologist. Knowing 6 about the occupational world, or themselves for that matter, they choose their lifework on a hit-or-miss 7 . 8 drift from job to job. Others stick to work in which they are unhappy and for which they are not fitted. One common mistake is choosing an occupation for its real or imagined prestige. Too many high school students or their parents for them choose the professional field, concerning both the relatively small proportion of workers in the professions and the extremely high educational and personal requirements. The prestige that people tend to attribute to a profession or a white-collar job is no good reason for choosing it 9 life's work. Moreover, these occupations are not always well paid. 10 a large proportion of jobs are in mechanical and manual work, the majority of young people should 11 serious consideration to these fields. Before making an occupational choice, a person should have a general idea of what he wants out of life and 12 hard he is willing to work to get it. Some people 13 social prestige, others intellectual satisfaction. Some want security; others are willing to take 14 for financial gain. Each occupational choice has its demands as 15 as its awards.
[A] Time Away That Shapes Careers
[B] Faculty Weigh in
[C] Admissions Impact
[D] No Regrets
[E] Help Students Develop Strategies to Mingle
[F] Finding Opportunities
[G] Build Strong Sense of Responsibility
Data from the National Science Foundation indicate that over the last 25 years, there has been a fairly consistent 1- to 2-year time variance in the interval between an undergraduate degree and a Ph.D. So where does the extra time go?
Part of it is the “postbac”: recent graduates often take between the bachelor’s degree and graduate school. “Postbac” time allows recent graduates to mature, gain some perspective, and learn new skills before starting out on a long graduate program. A short hiatus before the long road, students and faculty members say, is almost always good.
1. ____________________
Most faculty members agree that if students have a clear idea of what they want to study and what their goals are, they can make a successful direct transition to graduate school. “For the great majority of students, some time off is a good idea,” says Deborah Goldberg, a professor of ecology and evolutionary biology at the University of Michigan. Students with more life experience often have the maturity it takes to persevere through a Ph.D., she says. She has observed that students without that experience are more likely to feel burned out and to drop out of their Ph. D. programs than are students who take time off.
2. ____________________
Faculty members agree that 1 to 2 years away does not hurt a student in the graduate-admissions process. But relevant work—especially research experience—often has a better-than-neutral effect on admissions prospects. As he considered graduate programs, Gries was able to discuss his research in one-on-one interviews with faculty members, and all of them, he says, considered his year of work an advantage. Maturity and life experience are the main selling points for “postbac” time, but the details of what you learn can matter, too. In addition, many faculty members appreciate the perspectives students with added life experience bring to their classrooms and laboratories.
3. ____________________
Individuals we spoke to who had completed a “postbac” expressed no regrets about their decisions. Sarah Walker sees only advantages to the time that she spent in the Peace Corps and working in Africa. After she finished her undergraduate degree at Smith College in Northatmpton, Massachusetts, in 1994, she worked as a biology and mathematics teacher for 2 years in Lesotho. When she returned to graduate school at the University of Virginia, Charlottesville, in 1998, Walker found that her experience in the Peace Cows made teaching assignments easier. Her experience in Africa shaped her career goals: Her thesis research in environmental science examined the impact of land-use changes on ecological systems. Walker says her relationships with faculty members were also improved by her time away.
4. ____________________
Finding a postgraduate position outside of organized programs such as the Peace Cows requires undergraduates to mine a diverse network of resources. Talk to as many people as possible, Goldberg says; faculty members might know of colleagues who are looking for research assistants. Regional and national meetings present great chances for undergraduates to scout for positions.
5. ____________________
After completing the core requirements for her Ph.D. in 2005, Walker took a job at Winrock International, a nonprofit international development organization in Arlington, Virginia. Her job —advising projects that help limit carbon emissions and deforestation in the developing world-builds on both her Peace Corps experience and scientific expertise. Unsurprisingly, she’s a strong advocate of the postbac. “Taking 2 years [off] has zero negative impact on your ability to continue on in school,” she advises. It allows you to grow as a person and have a better sense of what it is that you want to do.
(此文选自Science 2007年刊)
Passage 2
Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an 1 should be made even before choice of a curriculum in high school. Actually, 2 , most people make several job choices during their working lives, 3 because of economic and industrial changes and partly to improve their position. The “one perfect job” does not 4 . Young people should 5 enters into a broad flexible training program that will 6 them for a field of work rather than for a single 7 .
Unfortunately many young people have to make career plans 8 benefit of help from an 9 vocational counselor or psychologist. Knowing 10 about the occupational world, or themselves for that matter, they choose their lifework on a hit-or-miss basis. Some 11 from job to job. Others 12 to work in which they are unhappy and for which they are not fitted.
One common mistake is choosing an occupation for 13 real or imagined prestige. Too many high-school students-or their parents for them-choose the professional field, 14 both the relatively small proportion of workers in the professions and the extremely high educational and personal 15 . The imagined or real prestige of a profession or a white-collar job is no good 16 for choosing it as life’s work. 17 , these occupations are not always well-paid, since a large 18 of jobs are in mechanical and manual work. The 19 of young people should give serious 20 to these fields.
1. A. identification B. entertainment C. accommodation D. occupation
2. A. however B. thus C. though D. thereby
3. A. entirely B. mainly C. partly D. possibly
4. A. fade B. vanish C. survive D. exist
5. A. since B. therefore C. furthermore D. for
6. A. make B. fit C. take D. leave
7. A. job B. way C. means D. company
8. A. with B. for C. without D. to
9. A. competent B. competitive C. aggressive D. effective
10. A. little B. few C. much D. more
11. A. turn B. drift C. leave D. float
12. A. apply B. appeal C. stick D. turn
13. A. our B. its C. your D. their
14. A. concerning B. following C. considering D. disregarding
15. A. preferences B. requirements C. tendencies D. ambitions
16. A. resource B. background C. reason D. basis
17. A. So B. Nevertheless C. But D. Moreover
18. A. rate B. thickness C. proportion D. density
19. A. majority B. minimum C. minority D. multitude
20. A. proposal B. suggestion C. consideration D. appraisal