2. 外语
  3. It was supposed to be a quick diversion, Katie Inman told herself last week as she flipped open her laptop. She had two tests to

It was supposed to be a quick diversion, Katie Inman told herself last week as she flipped open her laptop. She had two tests to

admin2016-11-09  63
问题     It was supposed to be a quick diversion, Katie Inman told herself last week as she flipped open her laptop. She had two tests to study for, three problem sets due, a paper to revise. But within minutes, the MIT sophomore was drawn into the depths of the Internet, her work put aside.
"I had just closed Facebook, but then I reopened it. It’s horrible," said Inman, a mechanical engineering major. "I would type a sentence for my paper, and then get back on Facebook."
    Desperate for productivity, Inman did something many of her classmates at one of the most wired campuses would find inconceivable. She installed a program that blocks certain websites for up to 24 hours. No social networking. No e-mail. No aimless surfing.
    While Inman took matters into her own hands, some MIT professors are urging college leaders across the country to free students from their binding to technology. Over the past decade, schools raced to connect students to the Internet—in dorms, classrooms, even under the old oak tree. But now, what once would have been considered abnormal is an active point of discussion: pulling the virtual plug to encourage students to pay more attention in class and become more skilled at real-life social networking.
    "I have been a bit suspicious about the value of making an entire campus wireless," said Lawrence Bacow, former chancellor of MIT, where he was a professor when it began wiring all classrooms in the mid-1990s. "It seems like everyone is always plugged in and always distracted."
    At MIT, where the Internet is accessible even near the banks of the Charles River, students’ eyes obsessively wander, midconversation, down to laptops and cellphones, checking for missed updates from friends.
    In class, professors complain about students trading stocks online, shopping for Hermes scarves, showing one another video clips on YouTube—leading some faculty to call for the unwiring of all lecture halls.
    "Students are totally shameless about how they use their computers in class," said David Jones, an MIT professor. "I imagine having a Wi-Fi jammer in my lecture halls to block access to distractions."
    While MIT has yet to unwire a single lecture hall, some law schools have in recent years blocked wireless access in classrooms to keep students engaged in Socratic discussions instead of their classmates’ Groupon and eBay activities.
    Since digital monsters have come, can hunters be far behind?
The word "productivity" in Paragraph 3 probably refers to the ability to________.
选项 A、finish school assignments quickly
B、get online as soon as possible
C、block the access to the Internet
D、return to Facebook immediately
答案A
解析 首先要理解desperate for的含义，否则就无法正确理解productivity(生产效率或工作效率)在此句中的含义。desperate for的意义是“迫不及待地要得到……”或“不择手段得到……”。然后要考虑到本段后面的描述：她安装一个软件阻止自己上某些网站，不上社交网站，不用电子邮件，不漫无目的地浏览。这表明productivity与上网无关，而是与学习的效率相关。
转载请注明原文地址:https://kaotiyun.com/show/RFHO777K
0

研究生英语学位课统考（GET）

相关试题推荐
随机试题
最新回复(0)