Ⅰ On the first day of school I awoke with a scick feeling in my stomach. It did not hurt, it just made me feel weak. I heard my mother and father talking in the kitchen. oday is Antonio's first day at school," my mother said.
"Antonio goes to school, today, huh?" my father said. "Yes. And you must talk to him. He must know the value of education and what he can become. " "He will be all right. " "Ay! My man of learning!" my mother smiled when I entered the kitchen. She swept me in her arms and before I knew it she was crying on my shoulder. "My baby will be gone today," she sobbed.
I left home with my sisters, but somehow lost them at Main Street where it seemed as if a million kids were shouting, pushing, crying their way to school. I got to the school doors but was too afraid to enter. It was then that I felt a hand on my shoulder. I turned and looked into the eyes of a strange red-haired boy. He spoke English, a foreign tongue.
"First grade," was all I could answer. He smiled and took my hand, and with him I entered school and arrived at Miss Maestas' class. I told her I didn't speak English. In Spanish, she asked my name. "Do you want to write, Antonio?" She gave me a crayon and some paper and I sat in a corner alone and wrote. By noon I could write my name, and when Miss Maestas discovered that, she was very pleased. She took me to the front of the room and spoke to the class, pointing at me. The other boys and girls laughed and pointed at me. I did not feel so good.
At lunchtime, all the students had sandwiches and laughed at my small jar of beans and green chili wrapped in tortillas that my mother had packed for me. I gathered my lunch and slipped out of the room. The strangeness of the school and the other children made me very sad. I did not understand them. I went to the back of the school building and, standing against the wall, I tried to eat. But I couldn't. A huge lump seemed to form in my throat and tears came to my eyes. I yearned for my mother and at the same time I understood that she had sent me to this place where I was an outcast.
The pain and sadness seemed to spread to my soul, and I wanted to run away, to hide, to run and never come back, never see anyone again. But I knew that if I did I would shame my family name and that my mother's dream would crumble. I knew I had to grow up and be a man, but oh it was so very hard.
But no, I was not alone. Down the wall near the corner I saw two other boys who had sneaked out of the room. They were George and Willy. They were big boys. We banded together and in our union found strength. We found a few others who were like us, different in language and custom, and part of our loneliness was gone. Although many a meal was eaten in complete silence, we felt we belonged. We struggled against the feeling of loneliness that gnawed at our souls and we overcame it; that feeling I never shared again with anyone; not even with Jose, and Bones, or the Kid and Chico. (576 words)
今年は例年になく小説が多かったような。小説はまとまりがある英文という点では難点があり，これだけでは本当に新聞の端切れを読むような物足りなさが残ります。
この英文自体は結構有名なようで，インターネットで検索すると見つけることができます。
問題によれば，出典 Bless Me. Ultima by Rudolfo Anaya
Ⅱ
English must be currently the world's most broadly studied language, as befits, perhaps, a language which is not only one of the most widely spoken in the world but also the main medium of international communication. As a result we now know a great deal about both the form and the function of English in the many countries of the world in which it is used. Less broadly studied, however, has been the way in which English sometimes functions as a cultural symbol ––– in other words, not as a system of signs, but as a sign in itself. One of the few scholars who has focused on this aspect of English is Haarmann: his research in Japan shows how English is used symbolically in Japanese television advertisements, with no expectation that viewers will understand what they see or hear. The recent development of advertisements in Russia and other countries of the former Soviet Union also shows English being used in this way: advertisers presumably assume that Russian viewers or readers will associate the Roman alphabet and the English language with a particular set of implied messages, rather than that they will understand the particular English words or phrases that they see. In situations of this kind we are witnessing what has been called 'language display', where a language is used not in order to communicate linguistically, across linguistic borders, but to lay claims to the attributes associated symbolically with speakers of that language.
The question that then arises, of course, is which attributes English represents when it is used in this way. Does it symbolise certain characteristics that seem typical of speakers in one of the countries in which English is spoken as a native language, such as the USA? Or does the status of English as an international language allow it to act instead as a symbol of international appeal? Haarmann's analysis of Japanese television commercials found that when English was used in a visual setting that was clearly British or American, it might evoke a stereotype of that country; in general, however, the stereotyped reactions did not derive from an association with a country where the majority of the population speaks English as a native language, but instead from a more general association of the English language with ideas of modernity and social advance. Most Japanese have little sustained direct experience of foreign cultures, but the use of English in TV commercials, together with other foreign languages (mainly French), makes them feel that they are members of a modern, `global' society. Haarmann claims that the use of English in television advertisements in Japan does not, as might at first be thought, reflect the influence of America or of Europe in Japan, but is, instead, a special Japanese way of using the English language.
(467 words)
これが本年度最後の問題。4月には１校ぐらい担当することはありますが，今年は問題の到着が遅かったようで，すっかり終わった気持ちになってから３校も担当しました。最後がこの山口大学。高知大学はずいぶん易しくて，最後のゴッホは「基礎」とした英文です。
ところが，近くのこちら山口大学は「やや難」にしました。「やや難」は今年は数校しか付けていないので，結構な難易度です。なんといっても英文の一つ一つが長いので，読んでいると，後半を忘れてしまう感じ。授業で扱えばかなり苦労するものと思います。
"But you don't speak Osaka-ben," is
often one of the first things people say to me when they find out that I used
to live in Osaka. Then there are times
when I'll say something that I think is standard Japanese, only to have someone
express their surprise at my use of Osaka-ben.
My first experience of Osaka-ben was many
years ago when, as a high-school exchange student in Osaka, I started a
conversation with my host family. Although I had studied Japanese at my New Zealand high school for a number of years, after
talking with my host family, I thought I had accidentally boarded the wrong
plane and landed in a country other than Japan. The speed, intonation and vastly different
vocabulary my host family were using were unlike anything I had learned in my
textbook. It was fascinating, exciting
and a little intimidating.
For the next 12 months of my exchange, I
decided to throw away my textbook and speak the way those around me were
speaking. I grew to love, and more
importantly to understand, the way Osaka people communicate. I have lived in Tokyo for
just over two years now, and although I have grown accustomed to hearing standard
Japanese everyday, whenever I catch the odd Osaka-ben speaker, I feel like my
day has brightened somewhat.
You see, for me Osaka-ben adds a touch of pizzazz and flavor to the Japanese language. This view appears not to be shared by everyone.
A Kansai friend of mine said that her
parents grew up and worked in an age where they were told not to speak in their
dialect when they were job hunting in Tokyo, as it could result in employers
discriminating against them. This is
very unfortunate, as it seems like such a waste not
to showcase and be proud of the rich and
diverse local customs, dialects and cultures that Japan has. These days, Osaka-hen has gained more
acceptance, but for some Tokyo people I have met, even in this day and age,
they still find it vulgar and threatening.
Having grown up in Malaysia and New Zealand,
where the people around me would often be mixing languages and dialects, I find
both truly fascinating. In a way, Tokyo
is the perfect place to come in contact with
dialects from all over Japan. However,
the reverse seems to be true, as the culture and language of non-Tokyoites end
up diluted in the capital's melting pot.
It's quite common to see television programs
featuring a prefecture's specialty food, but not much focus is placed on the dialects of each region. I think it would be even more enriching to
celebrate not only what goes into our mouths, but also what comes out. (457 words)
(Samantha Loong,
"Dialect Diversity", ST, Friday, July 3, 2009, )
昔から西日本の大学，特に四国，九州地方の大学には好感を持っていました。穏当の問題が多く，決して背伸びをせず，受験生のレベルに合わせた問題が多かったからです。生徒にもまず西日本の問題から始めなさい，と助言してきました。今回の高知の問題はその点ではちょっと疑問符がつきます。長文はこの一題だけ。ＳＴからの採用で，英文の難易度は適当といえば適当。ただし，問題がいけません。現場の高校の先生が定期試験用に作ったような問題（実際，もと高校教師の方からもしれません）
典型的な「総合問題」総合問題とは，訳あり，説明問題あり，空所補充あり，さらに並べ替え，という精神分裂的な問題群。これが定期試験で主流なのは，すでに一度読んだ英文の理解度をチェックするには効果的であり，また，生徒は読んだ英文を徹底して暗記する，とい副次効果があります。ただ，実際の「英語能力検定」では存在していません。
読解は読解，文法は文法，と独立した問題にしています。
さらに大問３では会話の発言を並べ替える問題ですが，これもおそろしく時間がかかります。並べ替えも一部，語数が多く無理があります。ということで，問題全体にあまり感心しませんでした。
【4月6日】
① There are several places in the
world that are famous for people who live a very long time. These places are usually in mountainous areas,
far away from modern cities. Even so,
doctors, scientists, and public health experts often travel to these regions to
solve the mystery of a long, healthy life. In this way, the experts hope to bring to the
modern world the secrets of longevity.
② Hunza is at a very high altitude
in the Himalayan Mountains of Asia. There, many people over 100 years of age are
still in good physical health. Additionally, men of 90 are new fathers, and
women of 50 still have babies. What are
the reasons for this good health? Scientists believe that the people of Hunza
have these three main advantages or benefits: (1) a healthful unpolluted
environment with clean air and water; (2) a simple diet high in vitamins,
fiber, and nutrition but low in fat, cholesterol, sugar, and unnatural
chemicals; and (3) physical work and other activities, usually in the fields or
with animals.
③ People in the Caucasus Mountains
in Russia are also famous for their longevity. Official birth records were not available, but
the community says a woman called Tsurba lived until age 160. Similarly, a man called Shirali probably lived
until 168; moreover, his widow was 120 years old. In general, the people not only live a long
time, but they also live well. In other
words, they are almost never sick. Furthermore, when they die, they not only have
their own teeth but also a full head of hair, and good eyesight too. Vilcabamba, Ecuador, is another area famous
for the longevity of its inhabitants. This mountain region -like Hunza and the
Caucasus -is also at a very high altitude, far away from cities. In Vilcabamba, too, there is very little
serious disease. One reason for the good
health of the people might be the clean, beautiful environment; another
advantage is the moderate climate. The
temperature is about 70° Fahrenheit all year long; furthermore, the wind always
comes from the same direction. In
addition, the water comes from mountain streams and is high in minerals:
perhaps as a result of this valuable resource, the region is rich in flowers,
fruits, vegetables, and wildlife.
④ In some ways, the diets of the
inhabitants in the three regions are quite different. Hunzukuts eat mainly raw vegetables, fruit
(especially apricots), and chapatis-––a kind of pancake; they eat meat only a
few times a year. In contrast, the Caucasian
diet consists mainly of milk, cheese, vegetables, fruit, and meat; also, most
people there drink the local red wine daily. In Vilcabamba, people eat only a small amount
of meat each week; their diet consists mostly of grain, corn, beans, potatoes,
and fruit. Even so, experts found one
surprising fact in the mountains of Ecuador: most people there, even the very
old, consume a lot of coffee, drink large amounts of alcohol, and smoke 40 to
60 cigarettes daily!
⑤ However, the typical diets of the
three areas are similar in three general ways: (1) The fruits and vegetables
are all natural; that is, they contain no preservatives or other chemicals. (2) Furthermore, the population uses
traditional herbs and medicines to prevent and cure disease. (3) The inhabitants consume fewer calories
than people do in other parts of the world. A typical North American eats and drinks an
average of 3, 300 calories every clay, while a typical inhabitant of these
mountainous areas takes in between 1, 700 and 2, 000 calories.
⑥ Inhabitants in the three regions
have more in common than their mountain environment, their distance from modern
cities, and their low-calorie natural diets. Because they live in the countryside and are
mostly farmers, their lives are physically hard and extremely active. Therefore, they do not need to try to exercise.
In addition, the population does not
seem to have the stress of fast city work and recreation. As a result, people's lives are relatively
free from worry ––and therefore, illness or other health problems. Thus, some experts believe that physical
movement and a stress-free environment might be the two most important secrets
of longevity. An additional health
advantage of life in these long-lived communities may be the extended family
structure: the group takes care of its members from birth to death.
(732 Words)
正直易しくてびっくり。長寿問題は名古屋工業でもやったので，ちょっと重複気味。
内容はしごく穏当。そういえば，Hunzaのカタカナ表記を確認するためにネットで検索したら次のようなブログに行き当たりました。http://www.tabisora.com/index.html
なんか，アジアを長期間に旅行されている方のようで，写真がきれいで素晴らしいです。
そんなわけで，英文そのものには全く記憶に残る部分がなさそうです。せめて，3地区について，カーバできればいいのでしょうが…
【3月31日】
Ⅰ
If you've ever lived anywhere along the
west coast of North America, you might know that each year hundreds of species
of birds migrate seasonally up and down for various distances along that
continental shelf. One particular
species of bird in this group are the white-crowned sparrows*, whose particular
route takes them in the fall from Alaska all the way to northern Mexico, and
then back again every spring. Unlike
most other birds, this type of sparrow has a highly unusual capacity for
staying awake for as long as seven days during their migrations, which enables
them to fly and navigate by night and forage* for nourishment by day without
rest.
It might, then, seem curious that the
United States Defense Department* has been spending large amounts of money over
the past five years to study these creatures. University researchers with military funding
at various universities, especially in Madison, Wisconsin, have been
investigating the brain activity of the birds during these long sleepless periods,
in the hope of acquiring knowledge applicable to human beings: that is, the aim
is to discover ways to enable people to go without sleep yet function
productively and efficiently. The
initial goal here, quite simply, is the creation of the sleepless soldier, and
the white-crowned sparrow study project is only a small part of a much broader
military effort to achieve at least limited mastery over human sleep.
Initiated by the advanced research division
of the Pentagon, which is credited with the beginnings of the internet and the
Stealth fighter bomber, scientists in various labs are conducting experimental
trials of sleeplessness techniques, using neurochemicals* gene therapy* and
even transcranial magnetic stimulation*. The short-term objective is the production of
a combatant who can go for a minimum of seven days without sleep; in the longer
term perhaps at least double that time. They also aim to achieve a state of
sleeplessness without the cognitive* or psychic* deficits associated with the use
of amphetamines* in most 20th-century wars.
For the last twenty years, with early
results that have been chillingly evident, the strategic logic of future
military planning has been to extract* the living individual from most parts of
the command, control and execution circuit. However, the need for large numbers of human
agents is not going to be eliminated in the foreseeable future, and what we are
seeing here is a recognition that it will be necessary to design soldiers whose physical capabilities will
more closely approximate to the temporalities* of non-human machines and
networks. Ironically, the white-crowned sparrows have been
plucked* from the seasonal rhythms of a biosphere* to facilitate the imposition
of a machinistic or robotic model of time, efficiency, and functionality onto
the human body.
However, as many studies have shown, most war-related innovations are inevitably
assimilated* into a broader social sphere, and the sleepless soldier would
be the forerunner of the sleepless worker or consumer. Non-sleep, when
aggressively promoted by pharmaceutical* companies, would become first a
lifestyle option, and eventually for many a necessity. The worldwide infrastructure for 24-hour
non-stop work and consumption has been in place for at least a decade and a
half: the missing ingredient* is a human subject shaped to coincide* with it
more intensively. 【535 words】
名古屋大学と同時期に担当したので，冒頭の部分はテーマがかぶった感じ。しかし，こちらは人間の睡眠の克服というテーマ。ただし，ちょっと危険な臭いも。大体，眠らない動物や他の方法で眠らなくてもよい薬を作るなんてあまりに危険すぎ。出典はOn the ends of sleepというもの。
多少訳しにくいところが何カ所かあって，辞書も結構ひいたので，今期2回目の「やや難」のレーベルです。単語にはたっぷり注がついていますが，それでも，その注をいちいち参照するのは面倒くさいです。できるだけ原文を読ませようという配慮からでしょうか？
Ⅱ
It goes without saying that China is the
original home of the habit of tea drinking. In the Tang dynasty (618-907) of China, tea
drinking had already flourished to the extent that a book called the Tea Sutra
was published. It was written by the
Tang man of letters, Lu Yu, in 760, and discusses the history of tea in China,
its method of manufacture, utensils*, the method of preparation, and the way
tea is drunk.
The word `brick tea' is written in the Sutra. This is tea whose leaves are steamed, put in a
tea mill and pounded, and are then compressed into a round brick. The right amount of tea is shaved off the brick
and hot water is poured on to the shavings. It is the resulting liquor which is drunk. Tea in this form is easy to carry and can also
be preserved for a long time. It seems
that brick tea is still used in the interior of China.
There are no accurate materials which
survive to tell us when tea was first imported from China. But we may surmise that tea was imported in the Nara period
through Buddhist priests coming from China and India and through the Japanese
envoys who crossed to Tang China.
The monk Saicho went to China in 804 and
returned some years later bringing with him the seeds of the tea plant. These he planted in Sakamoto at the foot of
the holy mountain of Hieizan he had inaugurated, and on which he built Enryaku-ji
Temple.
The tea plant takes about five years for the
seeds to be sown, the buds to sprout and the bush to be cultivated before tea
leaves may be picked. By 815 the tea
plants Saicho had planted at Sakamoto had grown splendidly.
In June of that year the Emperor Saga
visited Karasaki in the province of Omi and called in on the way at the
Sufuku-ji Temple. It is said that on
this occasion the abbot of Sufuku-ji, Eichu, offered the Emperor tea he had infused himself. Eichu went to Tang China at the end of the
Nara period and returned in attendance on the Japanese envoy at the beginning
of the Heian period. It therefore seems
probable he learnt the method of tea production and tea drinking. The tea he offered the Emperor Saga was
probably infused from leaves picked at Sakamoto which he had refined himself. It moreover appears that this was not the
brick tea hitherto employed, but was a tea hardly different to green tea
(sencha), which, like today, was drunk from hot water poured on to tea leaves.
The tea plantation in Sakamoto still remains
as the oldest in Japan. Tea production
increased because the Emperor, who had learnt the flavour from Eichu,
encouraged the making of tea plantations in the various provinces near the
imperial palace. The habit of tea
drinking then widened among the monks and nobility -–– that is, among the
aristocratic class.
The contemporary manner of tea drinking
closely resembled that for making brick tea, but, in the case of this
sencha-like tea, the leaves were first dried and ground into a powder on a hand
mill, they were then hardened by kneading and dried again. It was stored in the form of brick tea which
was flaked off as necessary, boiled and drunk with sweeteners like sweet arrowroot, and
aromatics like ginger.
Poems were written and recited whilst
drinking tea, since the period was one of the imitation of Chinese culture
among aristocrats, monks and literati*. The Chinese style of tea drinking spread in
this way up to the beginning of the Heian period. But when the dispatch of envoys to China was abrogated* in 894, the
light of Chinese learning was gradually extinguished. In its place there was a sudden rise in
Japanese literature which had not been worthy of attention since the Manyoshu
poetry anthology. The custom of drinking
tea, which had been connected to Chinese learning, died out as well. 【673 words】
こちらはどういうわけか日本のbrick teaというものの紹介の文。最初，中国の茶の話から入ったので，よくあるものの歴史（その誕生と現在の姿）かと思ったら辞書では大辞典でしか確認できない磚茶(（たんちや）) の紹介でした。 「茶の葉を四角い塊りに固めたもの; 削って用いる」というもののよう。途中，遣唐使やら，最澄，延暦寺，坂本など日本に関わる固有名詞が登場して，なんでこの英文を読んでいるのだろう？という感じ。
Ⅲ
Where does news come from? The answer, much
of the time, is from newswires. Many of
the stories in newspapers, on television, radio and online are based on
dispatches filed by the big news agencies. The biggest international newswires,
Associated Press (AP) and Reuters, date back to the expansion of the telegraph
in the mid-19th century, when rapid newsgathering first became possible. The agencies have usually been wholesalers of
news; newspapers, broadcasters and websites act as retailers, repackaging and
selling news to consumers alongside material generated in-house.
Some, such as AP (a co-operative owned by
its subscribers) and the state-backed French News Agency (AFP), have stuck to
that model. But Reuters, like the Dow
Jones newswire (which grew out of the Wall
Street Journal), has developed a huge business providing information to
financial-services firms, for which rapid, accurate news is highly valuable. A more recent arrival, Bloomberg, started out
as a provider of such information but has turned into a news agency as well,
creating a worldwide network of bureaus and syndicating stories to newspapers.
The financial crisis is taking a terrible toll on both
financial-services firms and newspapers, so you might expect the news agencies
that serve them to be in trouble too. Not so. Christoph Pleitgen, a senior Reuters
executive, says the big newswires have been staffing up in the past year. The journal's owner, News Corp, announced job
cuts at the newspaper earlier this month, but said that the Dow Jones newswire
was adding journalists at its bureaus, especially in India. Likewise, Bloomberg's recent announcement of
around 190 job cuts at a foreign-language television venture got more attention
than its promise to create 1, 000 jobs elsewhere, including in its news bureaus.
And CNN, a television-news network,
plans to set up a new international agency to rival AP and Reuters.
A few struggling newspaper groups have
stopped subscribing to newswires. Many
others, having cut their own newsrooms, have become more dependent than ever on
regurgitating agency
copy. The proliferation of news
websites, hungry for content, but lacking staff to produce it themselves, has
also boosted the agencies. Last year
printed newspapers contributed only 25% of AP's revenues, says its boss, Tom
Curley, down from 55% in 1985. Mr
Pleitgen says that in developing regions, such as the Gulf, new television
stations, websites and even newspapers are springing up, compensating for the
newswires' loss of customers elsewhere.
But if newswires are thriving and newspapers
are making ever more use of wire copy, why don't the wire services supply news
direct to the consumer? The risk that newspapers will be disintermediated is
noted in a new report by, of
all people, the Reuters Institute for the Study of journalism at Oxford University.
In some ways, it is already happening. Reuters and Bloomberg offer their top stories
direct to consumers on advertising-financed websites.
It is unclear how good news agencies will be
at marketing direct to consumers. But as
they continue building their worldwide news bureaus and providing more
comprehensive coverage*, they may be more likely to survive in the long term
than those newspapers which, through constant rounds of cuts, risk becoming
ever less distinctive. 【526 words】
最近，国際情勢について議論する準備があって，そのおりEconomistが良いと推薦する方がおりました。私はなんでエコノミスト？という感じ。国際情勢だったらタイムとかニューズウィークでは？と思ったのですが，他の方もエコノミストを推薦。結局イギリス発の記事の方がアメリカ発より有益ということか？あるいは信頼できる，ということなのか？あるいは議論する相手の情報源に近いのか？理由はよくわかりませんでした。ただ，偶然にもエコノミストからの記事。これは当然難しかったので「やや難」のレーベル。
問題はこの英文を読んでからnewswireが記事の言うとおり伸びていくのか，衰退していくのか，あるいはそれとも変化なしか，なんと50語で書け，という指示。設問はいいのですが50語でそんなこと書けるわけなく，ほんのちょっと書いたらすぐに語数に到達しそうです。
最近ネット上のニュース配信には課金されるようになりました。昔だったら，ほぼ無制限に閲覧できたのに，今回も14日間の無料お試し期間，その後は課金。ネットでも情報には新聞と同様にお金を払う時代がきそうです。そうなれば，ネット上の情報の閲覧対新聞，テレビでの情報受信のどちらかを取ることになります。すでに新聞は購読しない。ニュースはネットでという人もたくさんいますが，もし，大手の配信が課金されるようになれば，ニュースの質は確実に下がるでしょう。そうした掘り下げた記事というものを多くの人に伝える手段がなくなり，ニュースの見出しだけを追うようなことになりかねません。
【3月２２日】
Ⅰ
It is known as the globe skimmer or wandering glider, but no one ever knew
just how far this remarkable dragonfly could actually travel. Now a British
naturalist living in `the Maldives has claimed that Pantala flavescens may hold
the record for the longest migration of any insect. If it is confirmed, his theory would mean that
this dragonfly, which measures no more than 5 cm, migrates from southern India
to Africa and then back.
"It's an amazing story," said the
naturalist Charles Anderson, speaking by telephone from his home in Male,
capital of the Maldives. "But what
is beautiful is that the pieces of the puzzle fit together. "
Mr. Anderson first started thinking about
the dragonflies after he arrived in the Maldives in 1983. Every year in October, millions of the
creatures arrive in swarms, a phenomenon that is well known to local people and
which they say marks the beginning of the northeast monsoon.
What the naturalist found particularly
strange was that the Maldives ––a string of more than 1, 200 coral *atolls
located off the southwest coast of India –––possessed only a tiny amount of
fresh water on its surface. Fresh, rather
than salt, water is essential for the breeding and life-cycle of dragonflies. Intrigued by the appearance of these
creatures, he began collecting data and maintaining records about the
dragonflies’ arrival and departure.
He
discovered that the dragonflies in the Maldives arrived somewhat after similar
swarms of the insects appeared in southern India. On the more southerly atolls of the Maldives,
they appeared later still. The numbers
peaked in November and December.
Mr. Anderson believes the dragonflies are heading
to southern and east Africa, slowly making their way westwards on the
tradewinds. In the northern Seychelles,
around 1, 700 miles from India, the dragonflies appear in November. In Uganda
they appear twice a year - in March and April and again in September --- while
in Mozambique and Tanzania they arrive in December.
Mr. Anderson, who has published his findings in
the Journal of Tropical Ecology,
believes the creatures are making the most of the weather system of the
so-called Intertropical Convergence Zone (ITCZ) that moves southwards by way of
the Maldives every year. It follows
those winds at a height of more than 3,000 feet. "Circumstantial evidence suggests that
the dragonflies fly with northeasterly tail winds, within and behind the ITCZ,”
he writes.
The naturalist said he had also collected
circumstantial evidence to suggest the dragonflies returned to the Maldives in
the spring en route back to Africa. In
all, the journey would total around 12,000 miles and would involve the
dragonflies passing through four generations.
Mr. Anderson said not only did the dragonflies'
journey make use of rain-providing weather systems that would create temporary
pools of fresh water for the *larvae to grow, but that the life-cycle of the insect had been modified
to allow it to make this journey. Whereas the life-cycle of most dragonflies
involves a larval stage in which they live underwater for up to a year, the
globe skimmer is able to climb out of the water and metamorphose within just
six weeks. "These guys take a
different approach to the typical dragonfly," he said.
As they make their way westwards to Africa,
the dragonflies attract company. Mr. Anderson says that many medium-sized migratory
birds including falcons, cuckoos, and nightjars make a similar journey as they
head for their wintering grounds. He said that these birds probably flew at
about the same altitude as the
dragonflies, made use of the same winds, and ate the insects as they went. The significance of the birds' journey had not
previously been noticed, he said.
While remarkable, the journey postulated by Mr. Anderson is not without precedent in the
insect world. For years, there was a
mystery about *monarch butterflies, which are found in large numbers in the
northeast of the US and southern Canada during the summer. It was not until 1975 that scientists were
able to confirm that–––unable to winter in a northern climate–––the butterflies
migrated south to Mexico. Again, this
remarkable journey of up to 4,500 miles takes place over four generations of
the insect.
Professor Karen Oberhauser, a monarch
butterfly specialist at the University of Minnesota, said that when the
monarch's journey was confirmed, people were astounded. "It was beyond ｃcomprehension that they could do it,"
she said.
While she said she had not yet studied Mr.
Anderson's theory in detail, she was ready to keep an open mind. "Animals and plants do amazing
things," she added. "This is
another example of wonderful things they can do to evolve to make their way in
the world. " (782 words)
名古屋大学も久しぶりの担当。前回と同じく（おそらく12，3年前）１番が理系的な英文が，2番が文系的な英文。前回はたしか恐竜の祖先は鳥であった，という当時としては新しい話題。今回も自然系で，オオカバマダラにつづき，トンボの長距離の移動。ただし，現在の所まだ証明されていない話題。
Ⅱ
The chaos in their classes *demolished Mr. Levin's and Mr. Feinberg's assumptions that their charm,
intelligence, and energy would guarantee their success. *Anarchy reigned. Children raced up and clown the halls. Few of them did their homework. Noise was a constant problem. Students were unimpressed with the new
teachers' *Ivy League degrees and clever talk.
Quincy, for instance, was in Levin's class
at Bastian Elementary School. He was a
sixth grader but didn't look it. Five
feet ten inches tall, he was often angry and mean. He teased, taunted, and slapped other children.
He paid no attention to teachers who
told him to stop. He saw no reason to do
anything asked of him by Levin, who had almost no experience disciplining
children.
Levin sought advice from his principal and
the mentor teacher assigned to him. Much
of what they told him was vague or didn't work. The general disorder at the school convinced
him that the principal, despite her good heart and sincere desire to make
things better, was not going to be much help with Quincy.
It occurred to Levin and Feinberg, in their
weary conversations, that they were trying too hard to be what they thought
teachers should he, and not trying hard enough to be themselves. They had good instincts in other parts of
their life. Why not in their classes? On a particularly tense day,
Levin responded disastrously to this insight without considering that it might
conflict with rules for teacher behavior, and with the law. As usual, Quincy was wandering around the
room, harassing other students. "Sit clown, Quincy," Levin said.
Quincy acted as if Levin did not
exist.
"Sit down now!"
No response.
Levin walked up to the boy in the middle of
the classroom, grabbed him under both armpits, picked him up, and carried him
back to his seat. Levin had never lifted
a child that heavy. He wondered, in a
panic, if he could make it all the way to Quincy's chair without dropping him. His strength gave in just as he got there. Instead of gently lowering the boy into his
place, he dropped him into it, with more force than he had intended. *Mortified, Levin retreated to his desk and
began to wonder exactly when he would be fired.
He had been told, more times than he could
count, not to touch kids. It was a huge
no-no, an invitation to lawsuits and a cause for dismissal. He worried about his job. He worried about Quincy. What did it say to a child who had probably been mistreated from
an early age that a teacher could slam him into his chair?
But Levin noticed that the class quieted
noticeably after Quincy had been put on his place. The boy was a bully. Levin wondered if his failure to protect other
children from Quincy had contributed to the sour mood that usually enveloped
his class.
Levin decided to visit Quincy's parents and
apologize, even though home visits were another thing he had been told not to
do. The rule was that contact with
parents had to be limited to the telephone and their visits to the school.
Levin didn't care. He felt bad about what he had done and could
see no alternative to making a personal visit and apology. He found the small wood-frame house where
Quincy lived, not far from the school. He knocked. Quincy's mother came to the door. She was heavyset, shorter than her sixth-grade
son. She looked weary. "Good evening, ma'am," he said. "I am Mr. Levin, Quincy's teacher. May I come in?"
She looked surprised to find him on her
doorstep. She seemed apprehensive. Conversations with teachers about her son were
rarely pleasant. But she invited him in.
Levin sat down on the couch and gave her
an honest look of sadness. "Ma'am," he said, "I feel
really bad. Something came up today in
class. I don't know if you know that
your son has been slapping other kids. "
“I know my boy,” she said in a neutral tone.
"Well, today he wouldn't listen to me,
so I had to carry him back to his chair. "
She nodded.
"I hope
you don't mind me doing that. I hope I
don't have to do it again. "
"Do whatever you have to do," she
said. She saw the relief in his face. "Listen," she said, "you're the
first teacher that ever came to the house. Do whatever you have to do to my son. He doesn't listen to me. Do whatever you have to do. "
(782 words)
なかなか感動しました。よくまとまった物語です。感動したのは当然私が教師だから。なんか，すごく共感できます。ところで，この問題，解答が代ゼミ，河合塾が発表していますが，3問（正確には2題）間違えました。1題は間違えようもない前置詞の選択問題。1度しか同じ前置詞ない問題で次の2題が問題となりました。
His strength gave ( ） just as he got there.
Quincy had been put ( ) his place.
私はまずgave inを選択しました。それで，put in his placeが入らずput on his placeとしました。placeが 机だからいいと思いました。しかし，実際には put in his placeが優先。gave upとしました。実は依然としてgive inのほうがいいと思っていますが，put on his placeが正解でした。大変残念！！！
【3月20日】
Ⅰ
In 1984, Dr Norman Rosenthal and his team at
the National Institute of Mental Health, USA, described a condition they called
seasonal affective disorder, or SAD. Dr
Rosenthal found there was a link between the decreased hours of sunlight during
winter and the occurrence of depression. Most people are aware of the "winter
blues," where tiredness, difficulty in getting out of bed and weight gain
become common as autumn turns into winter. But for some people these blues can become so
serious they pose a serious health problem.
Symptoms of SAD include a decrease in
physical activity, sometimes with
almost any effort seeming too much. Associated with this is an increase in time
spent asleep. Often there is a greater
desire for high-energy *carbohydrate foods such as cakes. As a result, weight gain is often reported in
SAD sufferers. However, it is not the
physical symptoms of SAD that are the most dangerous. Common mood changes include depression and
anxiety. These, in turn, can lead to poor concentration, breakdowns in
relationships, troubles in the workplace, and decreased immunity to infection.
What makes certain people more likely to
feel SAD? Without doubt, the most
important factor is the person's body chemistry, that is, how the chemicals in their
brain respond to decreases in light. Next come the external factors. The further you live from the equator, the
more likely you are to suffer from the condition, because winters have fewer
daylight hours. In fact, any condition
that reduces exposure to light during winter increases the likelihood of SAD,
for example, working in an office for long hours. Based on two major research studies in Italy
and Switzerland, it appears that around 9-10 per cent of the population is
affected by SAD to varying degrees. However, for every individual with actual SAD,
there are many more with milder winter blues, which can nevertheless still
impact on a person's quality of life.
Dr Rosenthal pioneered the use of special
artificial lights for the treatment of SAD, and this has proven to be the most
successful therapy. The amount of light
needed varies from one individual to another. Generally, commercial light boxes put out 10,
000 lux (a lux is a measure of light intensity). This amount of light would be roughly
equivalent to outdoor light. For most
people, between 30 and 60 minutes in front of the light is sufficient to get a
positive response. However, it is important
for a person to discuss various treatment alternatives with a doctor in case
the depression is due to some other medical condition.
(427
words)
九州大学は研究社時代の初期に担当したことがあり，当時としては難易度が適当，また，扱った話題が興味深いもので，「風邪薬の運転への影響」といった英文がその後数社の問題集に採用されていました。このSADは偶然，昨年上梓した長文問題集に採用した英文と同趣旨。全く同じというわけではありませんでしたが，方向性はほぼ同じでした。SAD自体はウィキペディア日本版でも取り上げられているので，それほど新味があるわけではありませんが～
Ⅱ
It had been after dinner when Oskar
suggested to the boy that they go out on the lake. He and Margret had eaten salad and lamb,
drinking white wine with the salad and red with the meat. They were content.
Jonas was their only child, just turned six.
He was named after Margret's father and
was thought to have his features. His
grandparents had given him a fishing rod for Christmas, and a couple of times
Oskar had taken him out on the water to fish from their boat. Jonas had caught his first fish the prior
weekend, a small *trout that Margret fried for lunch. He had been very proud of it.
"Wouldn't it be better to go tomorrow
morning?" she asked, "It's already eight thirty. "
"We won’t be long,” answered Oskar. “I promised him.”
She did the dishes, and Oskar finished his
wine as he cleared the table. It had
been a rule when Margret was growing up that people shouldn't go out on the
lake when they had been drinking, but she decided not to bring that up now. She had mentioned it before, and Oskar hadn't
hidden his opinion that her father's rules had no place in their home. He was far from drunk, anyway, and Margret
made sure that Jonas's life jacket was securely fastened before father and son
went down to the shore.
There was a breeze, and the boat rocked a
little as they fished. They had no luck
in the first spot and motored farther out. They got nothing there either. When the wind picked up, Oskar told Jonas they
should be getting home. Jonas begged to
stay just a little longer. Oskar agreed,
but the trout still weren't biting. "The fish have gone to bed," he said.
"and so should we. "
Jonas hung his head, disappointed.
"I never catch any fish with you,"
he said, "and you never do anything fun like the man in the white boat. You never spin around or anything. "
The man in the white boat was Vilhelm. He sometimes amused himself by making tight
turns on the lake, and Jonas would watch him, excited. "Bloody fool," said Margret's
father, but this had no effect on Jonas, who saw the white boat sending big
waves up the beach.
"Shall we do a few turns?" Oskar
asked.
"You never do," said Jonas. "You never do turns like the man in the
white boat. "
They weren't far from land when Oskar turned
round, headed out into the lake, and increased his speed. Keeping within what he thought a safe limit,
he turned sharply to the left and right before slowing down again.
"Wasn't that fun?" he asked.
"No," said Jonas, "not like the
man in the white boat. It was boring. "
Oskar sped up again, heading for land this
time. He was feeling irritable and
wanted to go home. He opened the
throttle as far as he could, then thrust the tiller hard right.
The boat turned over.
They went under. Oskar surfaced and then gasped. He couldn't see Jonas anywhere. Oskar splashed round the boat and found Jonas,
coughing up water. Oskar gripped the
side of the boat with one hand and pulled Jonas to him with the other. The water was too cold for them to swim to
land. The boy was crying and kept
choking on water every time a wave washed over them. (575 words)
小説の一節。JonasはJonah（ヨナ《ヘブライの預言者, 旧約聖書の「ヨナ書」の主人公, 海上のあらしの責任を取らされ犠牲として海に捨てられるが, 大魚にのまれ陸上に吐き出された）を想起させます。一つは大変中途半端なところで，物語が終わっており，なぜ，このような部分的な英文を取り上げたのか不思議。このあとどうなったのか知りたくなる，という意味では映画館で予告編をみるようなもの。あるいはテレビドラマの最終回を中途半端に終えて，続きは次回のシーズンで（アメリカ風），あるいは映画館で（日本風）という感じ。
ところで，何でもないような問題で躓きました。
He had been proud of it.のitを指すものを説明しなさい，という問題は。私は最初疑わず「彼はそのことを大変誇りに思っていた」→初めてマスを釣ったこと，と解釈しました。いわゆる旧帝国大学の問題は代ゼミ，河合塾でその答を公表していますので，一応解答してから，答を照合しました。すると代ゼミは「１週間前に釣って，昼食に母が料理してくれたマス」とありました。当初考えてもなかったので，ちょっとびっくり。たまたまいたALTに英文を見せて，itは何だと思う？と聞きました。そしてら，最初の直感はtroudでした。それで，the fact that he ahd caught a troutということはないのか？と聞きました。答は"It could be."ただ，何度か読んでみて，やはり，itはtroutを指し，本当は"I am proud of myself"と言いたいところだけど，それでは，威張っているようなので，I am pround of the trout.と言っている，という返事でした。ところが河合塾では，「１週間前に初めてマスを釣って，そのマスを母が料理してくれたこと」答え全般には河合塾版に近かったので，こちらを採用したいところですが，直前に名詞があってitとなれば，それはtrout優先かなと思い返しました。いずれにしろ曖昧な設問で想定した答を知りたいところです。
Ⅲ
The house cat is the most popular pet in the
world. A third of American households
have cats, and more than 600 million live among humans worldwide. Yet, as familiar as these creatures are,
understanding their origins has proved difficult. Whereas other once-wild animals were
domesticated to serve humans, cats contribute virtually nothing in the way of
food or work to help us. How, then, did
they become common features
of our homes?
Scholars had believed that the ancient
Egyptians were the first to keep cats as pets, starting around 3, 600 years ago.
But research over the past five years has generated fresh
insights into both the ancestry of the house cat and how its relationship with
humans evolved. In 2004, Jean-Denis
Vigne of the National Museum of Natural History in Paris reported finding the
earliest evidence of humans keeping cats as pets on the Mediterranean island of
Cyprus. He found that 9,500 years ago an
adult human of unknown gender was buried in a shallow grave there. In its own tiny grave just 40 centimetres away
was an eight-month-old cat, its body oriented in the same westward direction as
the human's. This indicates that people
had a special relationship with cats nearly 10, 000 years ago.
With an approximate age of the beginning of
cat domestication established, we can begin work on the old question of why
humans ever developed a special relationship with cats. Whereas other domesticated animals were
recruited from the wild by humans who bred them for specific tasks, cats
probably chose to live among humans because of opportunities they found for
themselves there. For example, it is
almost certain that house mice attracted cats into homes. Over time, those wild cats adapted to human
environments.
Because small cats do little harm, people
probably did not mind their company. They might have even encouraged the cats to
stay around when they saw them killing mice and snakes. Cats may have held other appeal, too. Some experts think that cats possess features
that might help them to develop a relationship with people. In particular, cats often have
"cute" features, which are known to attract nurturing from humans. In all likelihood, then, some people took kittens home simply
because they found them adorable and tamed them, giving cats an entry into the
human family. (387 words)
最初の読み出しは「また猫か！」というもの。猫がエジプトで初めてペットになったというテーマは頻出中の頻出で，昔から存在します。ところが読み進めると，それは誤りで，キプロス島が始まり，とあり，新しい情報。後半の何故ペットになったのか，というのはちょっとゴチャゴチャして，また，新味にも欠けますが，中盤は新しいので，どこかの長文問題集に採用されることでしょう。
【3月16日】
Ⅰ
1
Many
animals––pigeons, dolphins, even raccoons–––have shown off their numerical
abilities in research experiments. But
few studies have ever examined insects, like honeybees.
Honeybees can tell which items are similar to
each other and which are different. They
can even count the landmarks they pass on the way to get their food. "I have been studying honeybees since
1980, and I am often surprised by our experimental results," says Shaowu
Zhang at the Australian National University in Canberra.
Zhang
and his team trained about 20 honeybees to fly through a tunnel. The entrance of the tunnel was marked with
either two or three dots. At the other
end of the tunnel, there was a chamber with two exits. Each exit was marked with a pattern of either
two or three blue dots. If the bees
remembered the number of dots at the entrance to the tunnel and picked the exit
with the same number of dots, they received a sugary treat. By repeating this training, the bees learned
that if they matched the number of dots, they would get a reward. The honeybees got their sugar snack about 70
percent of the time. This confirmed for
the researchers that the bees were able to detect “sameness.”
The
scientists wanted to see whether the bees could apply that matching rule to new
patterns. The bees might have to match
two blue dots to two yellow lemons and later on, three green leaves to three
yellow stars. Even in these more
difficult tests, the bees could tell the difference between two objects and
three.
(258 words)
2
Nearly
everyone has experienced a moment when a slight smell brings back a memory in
the past. It may be the perfume worn by
a long-forgotten friend, or the smell of chemicals from summer months idling
away by the pool. It is amazing that a
few simple molecules can bring about such clear images.
According to Dr. Alan Hirsch, who is carrying
out research into immediate recall of childhood memories by a particular smell,
the details given by the smells are not as important as the emotions they
recall. Our minds change these memories,
sending them through a filter that changes them to "good times
Experiences that may have seemed bad at the
time can be reconstructed in our minds to seem better because they represent
periods in our life that are now gone forever.
Childhood memories, for example, represent times when we were free from
responsibilities, so we may change them in an idealized way, even though many
of the experiences we went through were difficult at the time.
(170 words)
3
Henry
Faulds was born in Scotland on June 1st, 1843.
After finishing medical training, he was sent to Japan in 1873 and
founded Tsukiji Hospital in Tokyo
In the
late 1870s, Faulds participated in the examination of historical remains in
Japan and noticed on a broken cup the fingerprints of the person who had made
it. He began to study modern
fingerprints and wrote to Charles Darwin with his ideas. Darwin forwarded the letters to a relation, Francis Galton.
In
1880, Faulds published a paper in Nature magazine on fingerprints, observing
that they could be used to catch criminals and suggesting how this could be
done- Shortly afterwards, Sir William Herschel published a letter in the same
magazine, where he explained that he had been using fingerprints as a method of
signature.
In
1886, Faulds returned to Britain and offered his fingerprinting system to the
London Police, who declined the offer. Two
years later, Galton delivered a paper, stating that Herschel had suggested the
usage of fingerprints before Faulds. This
caused a battle of letters between Faulds and Herschel that would continue
until 1917, when Herschel admitted that Faulds had been the first to suggest
using fingerprints for catching criminals.
(200 words)
4
Sea
turtles have been on Earth for millions of years, but they are in danger of
going extinct. The main threat to them
is people who kill them for food, according to Dr. Wallace J. Nichols of the
California Academy of Sciences
Some
recent news may slow turtle hunting. Dr.
Nichols and other scientists have found that sea turtles absorb a lot of
pollution from the ocean, including pesticides and heavy metals like mercury
and cadmium. These toxins are health hazards for both
turtles and humans and can cause permanent damage to their bodies––– Sea
turtles also carry the bacteria salmonella, which can cause severe diarrhea in
people. Research shows that many people
get sick and even die from eating turtle meat -
If you
are from the United States, chances are you have not had sea turtle on your
dinner plate. All seven species of sea
turtle are protected by the United States Endangered Species Act, which makes
it illegal to harm or kill these animals.
"There are kids and adults around the
world who do still eat them," explains Nichols. "Our first goal was to save turtles; now
we want to raise awareness of the potential dangers of toxic chemicals in the
sea, too." He wants to get
the word out to people who still think turtle steaks or soup make good
eating. And he wants people to
understand a bigger message that we should protect the oceans. "The health of the ocean, the health of
the animals in the ocean, and our own health are all connected. For a long time we didn't really make those
connections," explains Nichols. "Now
it's clear that a clean ocean is really good for us too because of the food we
eat from there. " (284 words)
5
C. People use automobiles every day, but few
people understand the four steps that must take place in order for the internal
combustion engine to move an automobile.
A. During the intake step, a mixture of gasoline and oxygen
is placed in the combustion chamber.
E. Then, this mixture is placed under pressure.
D. While under pressure, the mixture of oxygen and fuel is burned
or exploded making it expand and press on the moving parts of the engine.
B. Finally, the cooling waste products are exhausted into the
atmosphere. Without these four steps cars would not move.
(98 words)
名工大の担当久しぶり。前回は４年ほど前，このときは絵が提示されて，その絵を説明する英文を選ぶ問題でしたが，この問題が分からずに友人に聞いたり，結局「疑問点解決用紙」と提出することになりました。今回はそのような奇問はありませんでした。表紙やら白紙のページを含めて２８ページ。１問あたり，５分ぐらいで，さっさと解く問題。英文の概要を即座に捉えることを目指しています。分野も工業大学らしい理系をカバーしていて好もしいです。
Ⅱ
Getting
to Andorra, a tiny country squeezed in the mountains between France and Spain,
is not easy. No airport, no train
station, and the nearest city Toulouse is at least a two-hour drive away.
What is
the secret of this tiny country high up in the Pyrenees Mountains? Perhaps, its
quiet location has created a relatively stress-free life-style which has made
Andorra the world champion in the global competition for long life, at least
according to the latest US Census Department estimates
The
average Andorran today can expect to live at least 85 years ––––longer than
anywhere else on the planet. Meeting
Andorrans, it soon becomes clear that the concept of living longer was not on
everyone's mind, but the idea of living well and living healthy came up in
nearly every conversation. From doctors
in town to the elderly man who lives with sheep in the mountains, they speak of
eating good natural food and of the exercise which comes naturally in walking
up and down the hillsides.
Dr. Albert Font, director of an Andorran clinic
for old people, is convinced that living in the mountains is, in general,
healthier both for mind and body. "It
is because we have this natural environment that we have such good
health," he said.
But
even in this land-locked
little country, times are changing and the older generation worries that the
slow spread of fast food, video games, and the like, may have a negative impact
on the life length which young people can expect.
(253 words)
知らないことはたくさんあります。ちょっと年のわりにありすぎ！という感じもします。このAndoraという国も知りませんでした。したがって，興味深く読むことができました。空所補充問題で，やはり，さっさと読んで，さっさと答える，という問題。今回は記録しませんでしたが，Ⅲは算数の問題。１）7時に分速40メートルで出かけた妻で分速120メートルの自転車で追いつくのは何時？2)総額50000円の食事会の会費を先輩10人は新入部員5人の倍を負担。新入部員の会費は？3)糖分9%のオレンジジュースに水を加えて糖分6%のジュース150cc作るには水は何cc必要？こういった問題は受験生はどのくらいできるでしょうか？
Ⅴ
① "Go Tigers!" someone in the crowd
shouted, hoisting a sign with Princeton spelled out in orange and black. The enthusiastic fan was one of about 60 who
had gathered on a recent Friday night to watch the first international
exhibition match for the newly created Collegiate Star League, a recent
addition to the university's roster of sports.
The face-off
between Princeton and Tsinghua University, which is in Beijing, was not taking
place on a field or a court, but in a residential hall lounge on a large
screen, where the science-fiction video game StarCraft was being projected from
an online stream- As Mona
Zhang, a freshman, offered play-by-play, Princeton's player, hunched over his
computer, was in a separate room, his opponent 6, 800 miles away.
② Welcome to the next generation of collegiate
competition: electronic sports. In
recent months, 27 colleges and universities-including Harvard, Yale,
Massachusetts Institute of Technology (MIT), Ohio State, Texas, Cal-Berkeley,
Johns Hopkins, and Oberlin- have joined the league to play StarCraft. Four made it to the semifinals, which take
place this weekend. The finals should
take place by the end of this month. Although
Princeton's 13-member team, SmashCraft Heroes, was knocked out in an earlier
round, Zhang, the driving force behind the new league, seems very excited about
the prospects of competitive gaming. "We're
helping bring StarCraft to the United States as a spectator sport," she
said.
③ StarCrafl, developed by Blizzard Entertainment
and introduced in 1998, involves a three-way galactic war among Terran (human
beings), Zerg (alien insectoids), and Protoss (alien humanoids). Each race has specific characteristics, weapons,
and technology. Gamers choose one, then
build up an economy, research, and military abilities for every battle. In the college league, matches are composed
of five rounds.
④ Although video games are a $ 20 billion industry
in the United States, the scene is nothing like in South Korea, where
professional StarCraft teams have corporate sponsors and e-sports generate
millions of dollars. Top players, who
can draw tens of thousands of fans to tournament finals, are as familiar to
South Korean audiences as professional baseball players are to Americans. Zhang, 18, is a Chinese-American born in
Maryland who became hooked on the game after watching Korean matches with
English commentary on YouTube.
⑤ Ke Wan, a graduate student from China who is
studying engineering, detailed each world's characteristics: Zergs are numerous
and fast, Terrans are intelligent strategists, and individual Protoss units are
extremely powerful. Wan compared each to
a country in the real world. "Zerg
is like China," he said. "It
depends a lot on its large population. The
US is Protoss because it emphasizes the value of the individual. And Terran is Russia or the former Soviet
Union, a huge high-tech war machine. "
He plays as Terran. Zhang is Zerg. "You pick the one most similar to your
personality," she said.
⑥ When Zhang first brought up the idea of a
StarCraft league at Princeton, she was laughed at. But she managed to find other gamers––-mostly
engineering students––-here and elsewhere.
"What really did it was the Princeton versus MIT match that we
organized and broadcasted," she said of the league's kickoff match in
February. Zhang set up the contest with
a friend from elementary school, Yang Yang, who was at MIT. "Princeton and MIT both made promotional
videos, and we all advertised the event on Youf'ube, StarCraft communities, and
campus news," Zhang said.
⑦ For this exhibition match, spectators snacked on
chips and doughnuts. About a dozen
brought their laptops to follow the action or play their own games. Peter Liu, a junior and chemistry major who
was doing live commentary with Zhang, said he could manage 200 APM, or actions
per minute (an action is any keyboard or mouse click). "My fingers get sore," said Liu, a
Protoss. Professional South Korean
players have up to 500 APM. Yang Mon,
20, a junior and economics major from Houston, is the team's coach. "There's a lot of mental
preparation," said Mou, a Protoss, who estimated he spent 5 to 10 hours
preparing for his game that night. Each
strategy has its advantages and disadvantages.
It is like "rock, paper, scissors.
" Zhang, the only woman on the Princeton team, was going up against
the sole woman on Tsinghua's team. Mou
took over the mike. "It's going to
be a battle for female dominance," he said. The match began as green (Princeton) and
beige (Tsinghua) robots, fluttering triangles with tails, and jellylike
spawning pools, started filling up the screen.
⑨ "Here we go, here we go," Liu said
excitedly as Princeton's legions of green-winged Zerglings started attacking
Tsinghua's half-built defenses. Flames
shot up from Tsinghua's bases. Standing
now, the audience hooted and clapped. It
was Princeton's first win of the evening.
A few moments later, Zhang came back in, a broad smile on her face, and
double high-fived a few teammates. Of
course, compared with, say, the Princeton football team, the group is small;
fans and players could probably easily crowd into the Tigers' locker room. But the club has big ambitions. "It's definitely a very beautiful
game," Liu told the crowd, keeping up the standard between-game banter. "We're looking to get more people off
the athletic field and into the gaming room.
"
(875
words)
問題そのものは難しくありませんでした。scanningが主なスキル。しかし，この記事そのものはわかりにくかったです。それは単に本文で紹介されているオンラインゲームStarCraftがよく分からないからです。韓国が先進国というのも頷けます。最近の経済の変動を考えると，日本が韓国に追いつかれ，かつ追い抜かれている分野が徐々に増えている感じがします。韓国の国一丸となっての取り組みは脅威です。
【3月12日】
１
Perhaps the most wonderful century in all of
Europe's two thousand years is the fifteenth century. Then lived the greatest painters, great poets,
great architects, sculptors, scientists and men of learning, such as had not
been seen before. Then men were alert and keen, full of
enthusiasm, full of imagination, full of life.
This splendid century was most glorious in
Italy. But the beginnings of the glory
lay in the two centuries preceding. Already in 1250 the noble citizens of Florence
were resplendent in
their palaces, the guilds were formed, the city was alert and alive, ready for
great things. In 1265 was born the first
world-famous Florentine, Dante Alighieri. "
He was the son of a well-to-do citizen, and
he was given the best education the times afforded. In those days the schools were all attached to
monasteries. Even in the universities
monks were the chief teachers. For in
the peace and seclusion of their monastic fortresses the monks had been able
for hundreds of years to study all the existing books. In the monastery libraries the books of
Europe, all written by hand upon parchment, were carefully stored. Seated in silence at their benches, the monks
slowly and beautifully copied the old books, all in the Latin tongue, making
new, clean volumes, often beautifully decorated in colours. And as they copied they studied. Then the most learned would teach daily in the
school within the peaceful bounds of the monastery, or they would go forth, to
lecture in a university, or to teach groups of young people in some palace, or
to be the tutors in some rich family.
Dante was first taught by a priest, then he
went to one of the schools, then to various masters who instructed him in
various subjects. All the time, till he
was thirty-five he stayed in Florence, never departing to a university. This was unusual in those days. In the Middle Ages, when a man had heard the
teachers and doctors of his own university, say of Oxford, he set off on foot
or on horseback, wearing the grey robe of a student, and travelling peacefully
along the wild roads, to another university. So many Englishmen came from the north to
Oxford, and from Oxford, after their term, set off southwards for France and
Italy: Everybody knew a student by his dress, and respected him for his
learning. If he came to a monastery, he
would at once be admitted as a guest. Then
he would spend a few days in seclusion, discussing learned subjects with the
abbot and the more book-loving brothers, would study some book in the library,
and then, perhaps having written a Latin poem in praise of the monastery, he
would take the road again, and travel till he came to the famous University of
Paris, where he would settle down to hear the great teachers. Then on from Paris he would go, down to Italy,
walking slowly or riding towards the great universities of Bologna, Padua,
Salerno. He needed very little money
indeed. Some he could earn by writing
letters or doing other clerical work. When he came to a university he was sure of a
welcome.
Europe then was not like Europe now. If a man were a Christian, all countries were
his, for everywhere was the one Church of which he was a son. If he were at all educated, he spoke Latin,
and Latin was the speech of all churchmen, of all Europeans of any standing. What did it matter if a man were English or
French or Spanish? He was a European, a
member of Christendom. He travelled
along the roads where all travelled, and on the full high-road every European
was at home. People took no notice of
foreigners and foreign tongues, for the civilised countries were always full of
outlandish troops,
and priests might belong to any nation. So the student leaving Italy would calmly take
the great north road, to come home through the Alps to Germany, walking often
on foot without any fears. He would make
his way to the great monastery of St. Gall, near the Lake of Constance, and
there call his greeting to the gate-keeper. Nobody asked if he were English or Irish or
German or Italian. He spoke in Latin to
the monks and was received as one of
themselves. Then in the evening
they would gossip and talk. So we know
many English and Irish, Spanish and Italian came to St. Gall. Some stayed and became monks, some even became
parish priests to the German peasants. So there was a great, quiet interchange going
on all the time; Europe was one realm of the Church as it has never been since
the fifteenth century, when national
boundaries began to make fixed barriers.
【800 words】
英文の難易度は適当。問題は大変少なく，下線部の単語の意味，訳が一つ，そして日本語による内容一致問題が１０。易しい感じです。
内容的には１３世紀のヨーロッパということで，新鮮でした。内容は簡単に言えば，１３世紀ヨーロッパの学生はキリスト教徒でラテン語を話せれば，比較的自由にいろいろな場所で勉強ができ，また，旅費もかからなかった。この自由さが１５世紀に花開くルネッサンスの基礎を築いた，というもの。内容的にはなかなか興味深いものでした。
２
Our bodies are designed to burn off or waste
excess calories (calories we don't need and would otherwise store as fat) by
the production of excess heat. This
tendency is called the thermic (heat-producing) effect of food. It's used to explain why some thin people can
eat very large quantities of food and not gain weight.
It's not so much the food we eat, but what
our bodies do with it –––our metabolism–––that determines our size. That's why although a calorie of carrot is
potentially identical to a calorie of carrot cake, in reality one person may
have more left of her calories to store as fat than another person, depending
on how her body handles (metabolizes) the calories. That is also why lowering the amount of fat in
our diets will not make everyone thin.
The ways that metabolism differs among
individuals are largely determined by the genes we got from our ancestors, who
were also different sizes. These
differences account for the fact that some of us are thinner and some of us are
fatter, even though we eat roughly the same amount of food. Willpower can't
change our genetic makeup. It can only
force us to keep trying to fight it in ways that cause more harm than the weight
we are trying to lose.
Some people gain large amounts of weight
during short periods of time, usually correlated with some kind of external
stressful situation, sometimes with pregnancy. But this is not the way most people become
large. "For most, obesity is a
gradual progressive condition in which weight gains and losses are alternated. "
And for most of us, these losses were the result of restrictive dieting.
Our metabolisms have been with us since the
day we were born and have played a major part in determining our real body size.
As children, when we are growing, we
need lots of nutrients to form our bodies. During this time, our bodies store fat at
varying rates from the baby fat of infancy to the shaping of our womanly selves
during puberty. How
much fat our bodies store during this growth is determined mainly by the
differences in metabolism. That's why we
can see both thinner and fatter children who eat the standard, rather high-fat
American diet. Once we've reached
adulthood, if we are eating until we are satisfied and doing a moderate amount
of physical activity, our bodies will remain fairly stable in size, with some
weight gain occurring as a natural result of the aging process and further
slowing down of metabolism.
The amount of weight that is normal to gain
as we get older seems to vary according to body type. In Making
Peace with Food, Susan Kano tells us that William Sheldon and his
colleagues tracked weight and age over a twenty-year period and found that our
body type may predict how much our weight will change with aging. "In general, ectomorphs (people who are
light boned and thin) gain little weight with age, while endomorphs (people who
tend to fuller, softer figures) and some mesomorphs (muscular people) gain
considerably, despite normal caloric intake. Thus it seems that an increase in weight with
age is natural for some and not for others. "
Imagine, for a moment, living in a society
where there was no cultural imperative to be thin, where we were all encouraged
to eat for health and pleasure until we were satisfied, exercise moderately for
strength, stress reduction, and fun, and lovingly accept the glorious diversity
of body sizes that result. We would
probably see a population of people with different body sizes, but healthy
individuals wouldn't be fluctuating wildly from fatter to thinner and back
again. Most of us would enjoy a stable,
comfortable body that is allowed to show the normal changes, including some
slow weight gain, that come with aging.
Unfortunately, we live in a culture that
pressures people to alter their weights continuously in an attempt to get thin.
Many of us have practiced restrictive
dieting and have suffered through a resulting lose-regain cycle that we have
repeated many times. We need to face the
effects of that cycle on our body size. (699 words)
こちらも第一問と同じく，英文の難易度としては穏当。説明は発音問題に語い問題（同意語，反意語）さらに下線部訳と，日本語による内容一致問題。内容的には私に勇気を与えてくれるようなもの。無理なダイエットはするな，個々の体重や体型は遺伝子で決まっているし，年を取れば，太るのは当然。まぁ，当たり前とも言えますが，「ダイエット志向」に警鐘を鳴らした，というところがやや新鮮。それから大昔にやった体型による性格分類も登場しました。
【３月１０日】
[A] Social norms are unwritten rules that govern the
way that people behave within a society or group. These norms provide stability in the long run,
preventing the society from decaying into chaos, and ensuring that even monumental change happens
slowly. But they also strongly influence
individuals to conform to society. For
instance, one study in the 1950s showed this very clearly. New students at a university were randomly
assigned to live among either conservative students or liberal students. The researchers observed that these new
students gradually adapted their values and beliefs
[B] Other studies have shown that people
followed group norms even when they had direct evidence that contradicted the
norm. For example, in one study, people
were asked to estimate the length of a line drawn on a piece of paper. People's estimates followed a group norm even
in cases when people could see with their own eyes that the group was wrong.
[C] Social norms often stifle creativity in
groups. To the extent that creativity is the result of
"thinking outside the box," groups do not normally reward creative
individuals, but instead ignore them or even push them out of the group
completely. This often works to the detriment of many
businesses who strive to attract creative talent to their organization only to see them
become unproductive under the pressure of conformance to norms.
[D] Not only businesses, but also
educational systems suffer from this institutional tendency. The science adviser to the Japanese
government, Kiyoshi Kurokawa, declared to The Chronicle of Higher Education,
"I am almost exploding at the way the university system bangs down the
nail that sticks up. " He further complains, "Our young people are
not being allowed to excel."
[E] One way to encourage creativity (and
overcome the influence of social norms) can be taken from a study by
Adarves-Yorno, et al. (2006). In one part of the study, they asked two
groups of participants to create posters and subtly gave each group a norm about words and
images: for one group, the importance of words was emphasized, while for the
other group, the importance of images was emphasized. The researchers also heightened the participants' group identity
by emphasizing their group membership. Afterward, the two groups judged a leaflet
provided by the researchers which consisted of 90% images. In their judgments, participants equated
creativity with following the group norm; the `words' group rated the leaflet
as less creative than the `images' group did. A second part of the study with different
participants was similar to the first, but the participants' individual rather
than group identity was heightened. As a
result, the participants’ judgments were the opposite: Creativity was perceived as being
inconsistent with the group norms.
[F] Kiyoshi Kawashima, former president of
Honda, found another way to encourage creativity: by removing the conforming
influences of norms. He was concerned
that Honda was losing its vitality because senior managers couldn't understand
what kinds of cars young people wanted. So, he assembled the youngest members of his
staff to design a car that would appeal to young customers. He promised that senior managers would not
interfere with the team's operation--- effectively reducing the influence of social norms. The result was the hot-selling car, Honda City.
(521 words)
13.
If you want a creative organization,
inaction is the worst kind of failure-and the only kind that deserves to be
punished. Researcher Dean Keith Simonton
provides strong evidence from multiple studies that creativity results from
action. Renowned geniuses like Picasso,
da Vinci, and physicist Richard Feynman didn't succeed at a higher rate than
their peers. They simply produced more,
which meant that they had far more successes and failures than their less
famous colleagues. In every occupation
Simonton studied, from composers, artists, and poets to inventors and
scientists, the story is the same: Creativity is a function of the quantity of
work produced. These findings mean that
measuring whether people are doing something-or nothing-is one of the ways to
assess the performance of people who do creative work Companies should demote,
transfer, and even fire those who spend day after day talking about and
planning what they are going to do but never do anything.
- - - - - - - - - - - -
14.
Although some researchers may argue that
creativity is widespread among a large number of employees, in most
organizations, that perception could not be further from the truth. Creative idea generation does not appear to be
common for most individuals in organizations. The available evidence shows that creativity
is supported by positive role modeling, by positive non-controlling feedback
behavior, by employee perceptions that creativity is valued, and by goal
setting associated with creativity.
早稲田大学・理工を担当するのは本当に久しぶりです。前回担当したのは上智と同じく研究社時代で，理工の問題は大変基本的で，好ましい問題に思えました。従って七割ぐらいできないと英語での合格は難しい感じ。最近担当した法学はそれとはうってかわってかなりの難問でした。この早稲田の問題のおかげで環境問題のBest Seller を知ることもできました。
今年も出だしはそれほど難しいと感じませんでした。ところがどっこい，設問が大変工夫されているというか，独りよがりというか，「英文が読めて，意味がわかってもダメですよ。私たちが知りたいのはそのことを本当にどのくらい理解できているからです」ということで，本文の理解をもとにして，さらに別の英文を提示し，類推する問題を出題してきました。遠くで思うのは近年のセンター試験の第六問に大変似ていて，それをより先鋭化した感じ。もしかしたらセンターの作問委員に早稲田からも出ているのでしょうか？
13,14は本文に関連した英文。これと本文の関係を問う問題でした。どうも英文そのものも作問者が書いたもののようで，英文作成にあたって参考にした文献一覧がのっておりました。内容そのものは，個性は社会通年に押しつぶされる，といった感じで，しごく穏当な内容でした。
Ⅱ
You have three midterm examinations next
week and a paper due in sociology. To
make matters worse, you are scheduled to work an extra six hours at your
part-time job, and your car is beginning to make some strange noises. ( A ) you have weeks like this one, you are
probably feeling the effects of stress. Fortunately, stress can be reduced with the
help of a simple three-step plan.
The first step to dealing with stress is exploring your situation
and changing your attitude. What is
causing your stress? Like many people, you may have taken on so many activities
that you feel overwhelmed. To deal with
this problem, make a list of everything that is contributing to your stress. Then rank each item according to how serious
the consequences would be if you did not do it. For example, you need to do
well on your midterms, and you need a car to get to school and to work. So as much fun as a video game would be, you
should spend the weekend studying and getting your car repaired. As you accomplish the things on your list, cross them off. This technique will help you to manage your
time more efficiently and will give you a sense that you are in control of your
life.
The second step to reducing stress is to
exercise regularly. When people are
under a great deal of stress, their bodies produce extra adrenalin, which
quickens the heartbeat and increases the sugar level in the blood. These bodily changes, in turn, cause people to
sweat and to feel nervous. However, if
you exercise for 20 to 30 minutes a day, you will use up the extra energy
produced by the high sugar level, and the physical symptoms of stress will
probably disappear. Exercise on a
planned schedule so that it becomes a habit, and do not exercise too near
bedtime so that it does not interfere with sleep. Exercise will calm you and give you a feeling
of well-being that will allow you to deal more effectively with your busy
lifestyle.
To reduce stress still further, do mental
exercises every day. In a quiet room,
sit up straight in a comfortable chair with your feet resting on the floor. Close your eyes and listen to your breathing. Slowly inhale through your nose, hold your
breath for several seconds, and then exhale slowly through your mouth. With your eyes still closed, visualize a
beautiful tropical beach. There you are, floating in the clear blue water. As the gentle current
carries you along, you look up at the white clouds crossing the sky. You hear the gentle breeze. You feel calm and peaceful. If you do this
mental exercise twice a day for 20 minutes each time, your mind and body will
become more relaxed.
(460 words)
As you accomplish the things on your list, cross them off.
As the gentle current carries you along, you look up at the white clouds crossing the sky
Section B
この空所に共通の１語を入れます。選択し候補はwhenとasです。これはちょっと困ったという感じ，なぜなら，whenにはasと同じくらい同時性があるので，asでなければならない，という感じは大変持ちにくい。ましてやそれを根拠を持って説明できるのか？早稲田，慶応に関しては３大予備校（河合塾，駿台，代ゼミ）がその解答を公表しています。私は一応自分で問題を解いた後，この解答と照合します。最近は当然ほとんど一致，もし違ったとしても私の勘違いであったり，マークミス。このasについては２社がasを，そして一社はwhenを選択していました。「う～ん，どっちでもいいか！！」という感じです。
[B] When fuels such as coal, gasoline, and
oils are burned, they emit oxides of sulfur, carbon, and nitrogen into the air.
These oxides combine with moisture in
the air to form sulfuric
acid, carbonic acid, and nitric acid. When it rains or snows, these acids are
brought to Earth in what is called acid rain.
【A】During the course of the 20th century, acid rain
came to be recognized as a leading threat to the stability and quality of the
Earth's environment. Most of this acidity was produced in the industrialized
nations of the Northern Hemisphere–––the United States, Canada, Japan, and most
of the countries of Eastern and Western Europe. Environmental agencies implemented plans to reduce emissions, and these
were somewhat successful: Between 1980 and 1999, sulfur dioxide (SO2) emissions
decreased by roughly 40 percent in the United States and approximately 65
percent in Europe. Despite these efforts, however, massive damage was done to
ecosystems around the world.
[C] The effects of acid rain can be
devastating to many forms of life, including human life. Its effects can be most vividly seen, however,
in lakes, rivers, and streams and on vegetation. Acidity in water kills virtually all life
forms. By the early 1990s tens of
thousands of lakes, particularly in Norway, Sweden, and northeastern North
America, had been destroyed by acid rain.
[D] The threat posed by acid rain is not
limited by geographic boundaries, for prevailing winds carry the pollutants
around the globe. For example, much
research supports the conclusion that pollution from coal-powered electric
generating stations in the midwestern United States is the ultimate cause of
the severe acid-rain problem in eastern Canada and the northeastern United
States. Nor are the destructive effects
of acid rain limited to the natural environment. Structures made of stone, metal, and cement
have also been damaged or destroyed. Some of the world's great monuments, including
the cathedrals of Europe and the Colosseum in Rome, have shown signs of damage
caused by acid rain.
内容は酸性雨の影響を紹介したごく平均的な入試英文。【A】はばらばらになった英文を並べ替えて一つの段落にし，その後【A】～【D】を並べ替えて英文全体を再構築するもの。パラグラフリーディングを強く意識した設問になっています。
(335 words)
Ⅲ
Making mistakes is central to the education
of future scientists and artists of all kinds, who must have the freedom to
experiment, try this idea, fail, try another idea, take a risk, be willing to
get the wrong answer. One classic example, once taught to American
schoolchildren and found on many inspirational Web sites in various versions,
is Thomas Edison's reply to his assistant, who was lamenting Edison's ten
thousand experimental failures in his effort to create the first light bulb. "I have not failed," he told the
assistant. "I successfully
discovered 10,000 elements that don't work. " Most American children,
however, are denied the freedom to think creatively, experiment, and be wrong
in ten ways, let alone ten thousand. The
focus on constant testing, which grew out of the reasonable desire to measure
and standardize children's accomplishments, has intensified their fear of
failure. It is certainly important for
children to learn to succeed; but it is just as important for them to learn not
to fear failure. When children or adults
fear failure, they fear risk. They can't
afford to be wrong.
(211 words)
これは並べ替え問題。並べ替えとしては難しくなっています。
Ⅳ
When you read, you must evaluate all
arguments for logic and fairness. Many
arguments can stand up to critical
examination. Often, however, a
line of argument that at first seems reasonable turns out to be logically
mistaken, unfair, or both. For example, when we draw a conclusion, it
must be based on evidence that is sufficient, representative, and relevant. The fallacy known as a hasty generalization is a conclusion based on insufficient or unrepresentative evidence. A stereotype is a hasty generalization about what a particular group of people is like.
Arguments, furthermore, must include claims that are taken to be true. However, some arguments fail to state a claim
that is clearly controversial. This type of fallacy is called Argument with missing claim. When the missing claim is
a statement few would agree with, a
writer is said to be guilty of a non sequitur. Of course, it is unfair to suggest in any
argument that there are only two
alternatives when in fact there are more. A writer who sets up a false choice between
his or her preferred option and one that is clearly unsatisfactory is guilty of the either . . . or fallacy. (197 words)
問題の主旨は本文で紹介した誤りやすい論理に従って，ではそれは具体的にはどの英文が本文で定義された誤った論理に当たるのか問うています。誤りは５つ。１）飛躍した結論 ２）偏見 ３）都合のよい論理 ４）都合の良い理由から引き出された結論 ５）不当な二者択一 ところが，提示された英文が大変不透明。特にargument with missing claim/ non sequturの例が曖昧でした。実はこれは３社とも違う選択肢を答にしていました。
Argument with missing claimとは，反対意見や見解がある主張を無視して議論を構築するもの。それは次のどれでしょうか？
１）暴力犯罪が増えている。従って，死刑制度を実施すべきだ。
２）喫煙は肺がん死の主な原因である。従って喫煙は止めるべきだ。
３）平均気温が世界中で急激に上昇している。ゆえに，地球温暖化は取り組むべき緊急な問題だ。
４）年を取れば，とるほど，新しい外国語の学習はより難しくなる。
non sequturとは【論理】 (与えられた前提からは導出できない結論を導き出す)不当な推理《三段論法における誤謬推理の一種》（研究社大英和）という専門用語。ただし，本文の定義ではこのことがはっきりとは伝わってきません。本文の定義は「故意に導き出された結論で同意する人が少ない主張」という感じ。
1)教授は全ての学生から尊敬されている。（暴論？）
２）メアリは数学を専攻している。ゆえに代数や幾何が得意に違いない。
３）スージーはおいしい料理が好きだ。ゆえにかれは素晴らしいシェフになるだろう。
４）スミス教授は彼女のすべの学生に尊敬されている。故に彼女は日本人の大学生に尊敬されている。
さて，どれでしょうか。１）は暴論ですが，これはargument with missing claimsだろうと考えられます。従って２文で構成されている２）～４）が正解候補。２）は数学の専攻と，その数学の分野が得意である可能性は大変高いでしょうから問題なし。問題は３）と４）です。「おいしい食べ物が好きなことと料理がうまいこととは関係がありそうな，なさそうな。４）は日本人の大学生とスミス教授に関係があるのか。スミス教授が教えている学生が彼女を尊敬しているからといって，日本人学生に尊敬されるのかどうか？
おなじことを予備校講師も考えたのでしょう。見事に答が割れています。特に３）はa,c,dと三社とも違いました。こうなると問題の悪さを指摘せざる得ません。この問題を解いてから生徒に話したこと。
「大学は問題の正解を公表しません。私が知っているのは現在はどうかしりませんが，東京外語大と京都か関西外国語大学。なぜなら，このような問題があったとき，正解と違う選択肢を正解とした人からクレームがくるからです。特に今回のように各予備校が違う答を提示した場合，異論が続出するのは必至。予備校によるボーダーに何百人もいる，という事態が起きているとすれば，この選択肢のどれを正解とするかは大問題となります。だから，大学は正解は公表できないのです。」
Section B
Imagine you are running a successful ice
cream company and several other companies have expressed interest in buying
franchises to pack and sell your ice cream. ("Franchise" means permission given
by a company to someone who wants to sell its goods or services. ) Your company
currently has a 10% share of its market ("market share"), and it will
earn $10 million in the year just ending. You have two key objectives for the coming
year: to increase profits and expand market share. You estimate that franchising would reduce
your profits to $5 million due to start-up costs, but it would increase your
market share to 20%. On the other hand,
if you do not franchise, you anticipate your profits will rise to $20 million,
but your share will increase to only 15%. You put this all down in a table as
below:
|
|
Alternatives |
|
|
Objectives |
Franchising |
Not Franchising |
|
Profit (in millions of $) |
5 |
20 |
|
Market Share (%) |
20 |
15 |
Which is the smart choice? The decision boils
down to whether the additional $15 million profit from not franchising is worth
more or less than the additional 5% market share you would gain from
franchising. To resolve that question,
you can apply what is known as the "even-swap method.
First, determine the change necessary to
cancel out an objective. If you could
cancel out the $15 million profit advantage gained by not franchising, the
decision would depend only on market share.
Second, assess what change in another
objective would compensate for the needed change. You must determine what increase in market
share would compensate for the profit decrease of $5 million. After a careful analysis, you determine that a
3% increase would make up for the lost $5 million.
Third, make the even swap. In the table, you reduce the profit of the
not-franchising alternative by $15 million while increasing its market share by
3%. The restated consequences ($5
million profit and ( 9 )% market share) are equivalent in value to the original
consequences ($20 million profit and 15% market share).
Fourth, cancel out the now-irrelevant
objective. Now that the profits for the
two alternatives are equivalent, profit can be eliminated. The decision boils down to( 7 ).
Finally, select the dominant alternative. The franchising alternative is the obvious
choice. However, the franchising
alternative would not be a better choice if you determined that a ( 10 )%
increase would make up for the lost $15 million.
これも結構苦労しました。これを１０分ぐらいで解答するのは大変なこと。これがすらすらできる受験生の英語力はたいしたもので，合格しても当然でしょう。
(412 words)
【３月９日】
１
[ 1 ] Human beings are
social creatures. We are social not just in the trivial sense that we like
company, and not just in the obvious sense that we each depend on others. We
are social in a more elemental way: simply to exist as a normal human being
requires interaction with other people.
Children provide the clearest demonstration of
this fact, although it was slow to be accepted. Well into the nineteen-fifties,
psychologists were encouraging parents to give children less attention and
affection, in order to encourage independence. Then Harry Harlow, a professor
of psychology at the University of Wisconsin at Madison, produced a series of
influential studies involving baby rhesus monkeys.
【2】 He happened upon the
findings in the mid-fifties, when he decided to save money for his
primate-research laboratory by breeding his own lab monkeys instead of
importing them from India. Because he didn't know how to raise infant monkeys,
he cared for them the way hospitals of the era cared for human infants-in
nurseries, with plenty of food, warm blankets, some toys, and in isolation from
other infants to prevent the spread of infection. The monkeys grew up sturdy,
disease-free, and larger than those from the wild. Yet they were also
profoundly disturbed, given
to staring blankly and rocking in place for long periods, circling their cages
repetitively, and mutilating themselves*.
At
first, Harlow and his graduate students couldn't figure out what the problem
was. They considered factors such as diet, patterns of light exposure, even the
antibiotics they used. Then, as Deborah Blum recounts in a fascinating
biography of Harlow, "Love
at Goon Park," one of his researchers noticed how tightly the
monkeys clung to their soft blankets. Harlow wondered whether what the monkeys
were missing in their Isolettes was a mother. So, in an odd experiment, he gave them an
artificial one.
【3】 In the studies, one artificial mother was a doll
made of terry cloth*; the other was made of wire. He placed a warming device inside
the dolls to make them seem more comforting. The babies, Harlow discovered,
largely ignored the wire mother. But they became deeply attached to the cloth
mother. They caressed* it. They slept curled up on it. They ran to it when
frightened. They refused replacements: they wanted only "their"
mother. If sharp spikes were made to randomly thrust out of the mother's body
when the rhesus babies held it, they waited patiently for the spikes to recede
and returned to clutching it. No matter how tightly they clung to the
surrogate* mothers, however, the monkeys remained psychologically abnormal.
In a
later study on the effect of total isolation from birth, the researchers found
that the test monkeys, upon being released into a group of ordinary monkeys.
usually go into a state of emotional shock, characterized by ... autistic*
self-clutching and rocking. Harlow noted, "One of six monkeys isolated for
three months refused to eat after release and died five days later." After
several weeks in the company of other monkeys, most of them adjusted -but not
those who had been isolated for longer periods. "Twelve months of
isolation almost obliterated
the animals socially," Harlow wrote. They became permanently withdrawn, and they lived
as outcasts-regularly
set upon, as if
inviting abuse.
【4】 The
research made Harlow famous (and infamous, too–––revulsion at his work helped
spur the animal-rights movement). Other psychologists produced evidence of
similarly deep and sustained
damage in neglected and orphaned children. Hospitals were made to open up their
nurseries to parents. And it became widely accepted that children require
nurturing human beings not just for food and protection but also for the normal
functioning of their brains.
We
have been hesitant to apply these lessons to adults. Adults, after all, are
fully formed, independent beings, with internal strengths and knowledge to draw
upon. We wouldn't have anything like a child's dependence on other people,
right? Yet it seems that we do. We don't have a lot of monkey experiments to
call upon here. But mankind has produced tens of thousands of human ones,
including in our prison system. And the picture that has emerged is profoundly
unsettling.
Among
our most benign* experiments are those with people who voluntarily isolate
themselves for extended periods. Long-distance solo sailors, for instance,
commit themselves to months at sea. They face all manner of physical terrors:
thrashing storms, fifty-foot waves, leaks, illness. Yet, for many, the single
most overwhelming difficulty they report is the "soul-destroying
loneliness," as one sailor called it. Astronauts have to be screened for
their ability to tolerate long stretches in tightly confined isolation, and
they come to depend on radio and video communications for social contact. (786 words)
上智大学，国際関係法の問題は久しぶりです。前回担当したのは研究社時代の最後の数年。おそろしく難しい問題があったのを覚えています。たしか，映画のスクリプトから出題，空所補充でした。何回も考えてもなかなか確信を持てませんでした。また，当時世界史必修になったばかりで，世界史に関わる英文も出題されていました。世界史は必修だから出題してもかまわないだろう，という感じの非常に狭い年代の細かい出来事を紹介していました。
ほぼ１０年ぶりに担当した今回の問題は全体としては穏当。むしろ，標準的な問題でちょっと驚きました。問題の【研究】にはそれぞれ記述する行が割り当てられます。これまでの例だとこの行数制限が厳しくて，なかなか書くことが書けなくて苦労しましたが，今回は与えられた行数が210行。書いても書いても210行に到達しません。というのもの問題の多くが下線部の同意表現の選択やら空所補充で，それほど解説するところがないからです。そんなわけで，久しぶりに書くことに苦労しました。
内容は典型的な入試問題の内容。動物実験あるいは動物の観察から人間について学習する。それも人は他者と関わらないと生きていけない，という穏当すぎる内容。あまり感想を持ちにくい英文でした。
２
【1】 We are in a muddle about
literacy. We worry endlessly that children in Britain are not becoming readers.
Report after report reveals that we are slipping further and further behind in
child literacy levels when compared with other countries. Interesting that
Finland finds itself at the top of a recent child happiness table as well as
child literacy levels. More of Finland and happiness later.
I'm thinking that education itself is in
part to blame. Ironically, it may be responsible both for the great blossoming
of our literature, and at the same time for leaving so many with the impression
that literature is not for them, but the preserve of a certain educated elite.
As a consequence, much of our society has become separated from its own
stories. This alienation can happen all too easily. Let me tell you a story.
【2】 There was once a boy
brought up with books all around him. There were no walls in the house: just
books, it seemed. At bedtime his mother would sit on the bed and read to him-Masefield, Kipling, Lear, De la
Mare, Shakespeare* -and the boy loved it because his mother loved it. He
could hear it in her voice, in her laugh, in the tears in her eyes. He loved
the fun, shared the sadness. He loved the music in the words. He never wanted
storytime to end.
Then
"unwillingly to school" he went, trudging the leafy pavements through
pea-souper London smogs. From then on the stories were not magical, and they
weren't musical either. Words were to be properly spelled, properly punctuated,
with neat handwriting. They were not story words any more, but nouns and
pronouns and verbs. Later they were used for dictation and comprehension, and
all was tested and marked. A multitude of red crosses and slashes covered his
exercise books, like bloody cuts. A fear of words, a fear of failure, banished
all the fun, all the magic. Every day more words died, until the evening this
boy was taken to see Paul
Schofield play Hamlet at the Phoenix Theatre, in London. He heard the
music in the poetry and loved it again. And then as a student at university he
had a professor who sat on the corner of his desk and read Gawain and the Green Knight. As the
professor read it he lived every word, loved every word. So did the student.
Later, as a teacher in a primary school, the young man would read stories to
his class at the end of the day, but only stories he loved. When he ran out of
these, he made up stories of his own, and he became a story-maker and a writer.
Now he cannot imagine a life without stories, reading them, making them.
【3】 After many years of
teaching and writing he knows the difference stories can make to children's
lives, and he has some ideas about how to renew the old association between
ourselves and stories.
Our
mindset has to change. We have to stop proclaiming reading as a ladder to
academic success. Treated simply as an educational commodity, some kind of pill
to be taken to aid intellectual development, it is all too often counter-productive
and ultimately alienating.
Of
course we must and should study literature in our schools, but first we have to
imbue our children with a love of stories.
And to
do that, parents and teachers have to have a passion for stories themselves:
they have to pass it on. The children have to know that you mean it, you feel
it, you love it. And a teacher needs to find the space–––correction, the
Government needs to give them the space in the curriculum-so that she or he can
read stories to the children for at least half an hour a day. Our teachers need
the chance at college or university to come to know and love books. Let us
train our teachers, not blame them. We have to unchain them, and trust them.
It's the tests and the targets that inhibit them, that bring fear into the
classroom when children are too young to cope with it.
【4】 In Finland they do
things differently. Finnish children stay at home much longer. They play and
tell stories years after ours are sitting down in school to a target-driven
curriculum. Maybe that's partly why Finnish children are happier, and maybe
that's why they rate higher in the literacy stakes. Maybe they haven't put the
cart before the horse as we do. They give their children time and space to grow
up with stories, to enjoy them, so that the association develops slowly,
organically, is not imposed.
We get
ourselves all hot and
bothered about the teaching of reading, about synthetic phonics and the
like, and we forget that none of it is much use unless children want to read in
the first place. The motivation must come first, horse before cart. We all know
that unless a child is motivated to learn, then there will be apathy or
resistance in the learning process. They are much more likely to want to deal
with the difficulties of learning to read if they know it is these words that
give them access to all these wonderful stories. If we really want our children
to become readers for life, we would do well to remember that horses are much
more fun than carts anyway.
(914 words)
途中の固有名詞を除くと内容はしごく穏当。結局読書好きにするには，まず，本の楽しさを教えるべきで，「楽しい」「好き」という気持ちなくして，読書の力は伸びない，といった感じ。ちょうど定期試験の時期と重なり，自分の担当したクラスだけ平均点が低く，やはりやる気がなければ，どんなに教え込んでも力は伸びないものだ，といった反省をしていたところのなので，多少教訓的でした。ただ，文学にいそしませよう，という筆者の主張は【２】が自分の反省を語っているようで，今は作家をしているとすれば，ちょっと説得力に欠ける気がします。フィンランドの例も「読み書きの成績が高い」「幸福度が高い」よって，「読み書きがしっかりすれば，幸福度が増す」とも解釈され，それはどうかと？あるいは「フィンランドは就学年齢が高く，家にいて遊ぶ時間が長い。よって，入学後読書が好きになる」これもどうかと。１年ぐらいの違いがそれほど大きいのか。また，家にいればいるほど本好きになるのか？ちょっと議論が乱暴
３
There
were all kinds of stories told about the war that made it sound as if it was
happening in a faraway and different land. It wasn't until refugees started passing
through our town that we began to see that it was actually taking place in our
country. Families who had walked hundreds
of miles told how relatives had been killed and their houses burned. Some people felt sorry for them and offered
them places to stay, but most of the refugees refused, because they said the
war would eventually reach our town. The
children of these families wouldn't look at us, and they jumped at the sound of
chopping wood or as stones landed on the tin roofs flung by children hunting
birds with slingshots. The adults among
these children from the war zones would be lost in their thoughts during
conversations with the elders of my town. Apart from their fatigue and malnourishment,
it was evident they had seen something that plagued their minds, something that
we would refuse to accept if they told us all of it. At times I thought that some of the stories
the passersby told were exaggerated. The
only wars I knew of were those that I had read about in books or seen in movies
such as Rambo: First Blood, and the one in neighboring Liberia that I had heard
about on the BBC news. My imagination at
ten years old didn't have the capacity to grasp what had taken away the
happiness of the refugees. (254 words)
４
Jesus spent a lot of time teaching and
preaching. When he did so, he often told stories with a special meaning-parables'".
Here is one.
One
day, as on so many days, a crowd of people came to hear Jesus speak. There were
all kinds of people in the crowd.
Some of
the people who came were very religious. They were the kind of people who
studied hard to make sure they understood God's laws. They were decent people,
who really tried to do what they thought was right. Unfortunately, some of them
had grown rather proud of themselves and they looked down on people who did
wrong things.
Some of
the people who came to see Jesus were not very religious. In fact, there were a
great many in the crowd who had a reputation for doing wrong things. They
seemed to like Jesus, and that was probably because he made them feel welcome.
‘Well,’
grumbled the religious people, 'what kind of teacher can Jesus be if he has
friends like THEM? By spending so much time with them, he's making himself as
bad as they are!'
Jesus
knew what they were saying about him, and he told them this story: 'Imagine that you're a shepherd,' he said, 'a
shepherd with one hundred sheep.'
A good number, the listeners
thought, nice size of flock.
‘Imagine’ Jesus continued, ‘that one day you lose a sheep.’
Ninety-nine left, thought the listeners. Still
a good flock but, ooh, how annoying to lose one,
'What do you do?’ asked
Jesus.
'Find
the lost sheep!' called someone in the crowd. 'Leave someone else to look after
the flock. There's always a couple of children
perfectly able to do that!'
'Of
course,' said Jesus. 'You leave the rest of the sheep safely nibbling away in
the pasture and you go and find that lost sheep.'
'And you don't give up!' called a shepherd.
'Those
runaway sheep can go a long way,’ added another. 'You have to keep looking.
I've walked miles sometimes, You can't get a paid farmhand to put in that kind
of effort, I can tell you!’
'Exactly,’ said Jesus. 'Every good shepherd
knows that they'd go looking and looking until they found their lost sheep.
Then they'd pick it up and carry it home. And what do you think they'd do
then?'
'Have a party: called the
shepherd. 'Get all your friends round.'
'You'd organize a big
celebration,' agreed Jesus. 'And that's important to remember. Because that's a
bit like what happens in heaven when some wrongdoer makes that big change. When
a wrongdoer finally sees that they're making a mess of their life and decides to put
things right, you can almost hear the angels cheering:
'Good
story!' called out some of Jesus' listeners. They recognized that Jesus was
talking about them.
'Good
understanding of the hard work shepherds do,' nodded some of the farming
people.
'Mad,'
muttered some of the religious leaders. 'He's mad, bad and quite probably
dangerous.'
It was
sad but true: Jesus and the religious leaders were not getting on together. But
other people were flocking to him like sheep to a shepherd.
【３月１日】
Ⅰ
George Smith stepped off the plane in Rome
and headed for customs along with his fellow passengers. Suddenly Smith had a sinking feeling in his
stomach. His passport, legal proof of his United States citizenship, was not in
his coat pocket! George's mind raced. Where was the passport? Back home? On the
plane? No matter. George knew that without his passport there would be long delays
before Italian government officials would let him enter Italy. Passports are
one device countries use to control the flow of people across their borders.
George's problem illustrates the fact that
the basic political unit in the world today is the country, or, to use a more
precise term, the state. A state is a political community that occupies a
definite territory and has an organized government with the power to make and
enforce laws without approval from any higher authority. States maintain control
over the people living within their territory. The United States is one of more
than 150 states in the world today.
The states in today's world vary greatly in
size, population, economic strength, military power, and importance. The
Republic of Nauru, an island in the Pacific Ocean, for example, is one of the
smallest states, with a population of about 8,000 and an area of only 8.2
square miles (21 square kilometers). The People's Republic of China, on the
other hand, is one of the largest states, with over 1 billion people, who live
in an area of nearly 4 million square miles (9.5 million square kilometers).
We often use the term "nation"
when talking about states like Italy or the United States. Strictly speaking,
however, "nation" is an ethnic term that refers to a large group of
people. A nation is any sizable
group of people who are united by common bonds of race, language, custom,
tradition, and, sometimes, religion. In most cases, the territorial boundaries of
modern states and those of nations coincide. Thus, the territory of both the
nation of France and the state of France is the same. The term “nation-state” is often used to describe such
a country.
However, not all people who think of
themselves as nations have their own states. In eastern Canada, for instance,
there are many French-speaking Catholics who prefer to follow French culture
and traditions rather than those of the English-speaking, non-Catholic majority
of Canada. Some of these people want to break away from Canada and establish
their own state. On the other hand, in Africa the populations of some large
tribal groups today are divided among several African states, a result of
artificial borders set up when these states were European colonies.
The states that make up today's political
world are marked by four essential features-population, territory, government,
and sovereignty.
A state must have people, so the first
essential of a state is population. The population of the United States,
racially and ethnically diverse, is more than 300 million people.
The nature of a state's population can
affect the stability and political organization of the state. For example, the
American population not only has been growing but it has also been very mobile.
Nearly 18 percent of all Americans change their residence each year. And in
recent years, the population trend has been from the Northeast to the
"Sunbelt" states in the South and West. As a result, the southern and
western regions of the country gained seats in Congress in 1982, based on the
1980 census, while some states in the Northeast lost congressional seats.
A state has land with known and recognized
boundaries. The total area of the United States is 3,615,122 square miles
(9,363,123 square kilometers). The exact location and shape of political
boundaries are often a source of conflict between states and have often led to
wars.
The
territory of the United States, like that of some other states, has grown
considerably since the original thirteen colonies were established on the
eastern seaboard.
By the middle of the 19th century, our nation's territory extended to the
shores of the Pacific Ocean. Hawaii, several thousand miles to the west, was
annexed in 1898, made a territory two years later, and was granted statehood in
1959.
The key characteristic of a state is that it
is sovereign. Sovereignty means that the state possesses supreme and absolute
power within its territorial boundaries. It has complete independence. A state
has complete power to make laws, to shape foreign policy, and to determine its
own course of action. In theory, at least, no state has the right to interfere
with the internal affairs of another sovereign state.
Moreover, because every state is considered
sovereign, every state is equal with respect to legal rights and duties-at
least in theory. In practice, of course, states with great economic strength
and military capabilities have more power than smaller states. The sovereignty
of the United States was proclaimed in 1776 through the Declaration of.
Independence, which broke all political ties with the state of Great Britain.
Every state has some form of government.
Government is the institution through which the state makes and enforces laws
that are binding on all people living in the state. Most large countries have
several different levels of government. These usually include a central or
national government, as well as the governments of smaller divisions within the
country, such as provinces, states, counties, cities, towns, and villages. All
these governments operate according to some orderly plan. (907 words)
兵庫県立の担当は初めて。文法問題があり，問題集にいくつか文法問題を採用したことがあります。英文はstateを定義したもの。定義の英文はあまりないので，そういう意味では問題集向け。難易度も適切。ただ，問題全体をとくといくつか疑問があります。一つは内容一致問題をそれぞれに付していますが，内容の真偽を問う英文の参照箇所がバラバラ。たとえば，選択肢1番は英文後半。それに続く参照箇所は8→9→4→5→12→4 となります。これでは設問の意図とは関係ない労力を受験生に求めることになります。
Ⅱ
Before the 1600s English villagers used
common lands jointly for pastures and other agricultural endeavors. Then in the
1600s, English farmers began to fence off, or enclose, these common lands into
individual holdings. The farmers combined scattered lands to form larger holdings that were efficient for
large-scale farming. This enclosure movement continued into the 1700s. Finally,
in the early 1800s, the increased demand for agricultural products in growing
cities and the need for Great Britain to feed its own people during the
Napoleonic Wars made large-scale farming a necessity.
The enclosure movement had two significant
results. First, as large landowners added to their holdings, they forced owners
of small plots to either become tenant farmers or give up farming and move to
the cities. Second, since land did not have to be farmed in common, farmers
could experiment with their new methods of farming without having to seek the
consent of the other villagers.
Among the first who experimented in the early
1700s were the so-called "gentlemen farmers" such as Jethro Tull. Concerned about the
wasteful practice of scattering seeds by hand over a wide area, Tull invented a
seed drill, which
made it possible to plant seeds in regular rows.
Experiments showed Tull that crops grew
better if he regularly removed the weeds and broke up the soil between the rows
of plants. Tull invented a horse-drawn cultivator to do this work.
Another English gentleman farmer, Viscount
Charles "Turnip" Townshend, found a way to avoid another wasteful
practice. Traditionally, farmers left some of their fields unplanted, or
fallow, each year to allow nutrients to replenish the soil. By repeated experiments
Townshend learned that alternating different kinds of crops would preserve soil
fertility. For example, he would plant grain crops such as wheat and barley one
year and root crops such as turnips the next. This system, called crop
rotation, has become a basic principle of modern farming.
Additional
improvements in machinery made
farm labor easier and increased production. For example, iron plows replaced
wooden ones. An American blacksmith,
Robert Ransome, invented an iron plow in three parts so that a farmer could
replace a broken part at low cost, rather than
having to buy a whole new plow every time one part broke.
Some of the new agricultural techniques and
machines were expensive. Farmers who could afford them made large profits, but
many farmers with small holdings could not afford additional equipment.
By the 1800s improvements in agriculture had
decreased the demand for farm laborers. Many unemployed farm workers moved to
the cities, where they created
a large labor force. (440 words)
こちらもイギリスの農業革命を扱った穏当な英文。大きなテーマを短い英文で扱っており，また，内容も工学部の学生に対してはどうかと思いました。
Ⅲ
Today a painting by Vincent van Gogh sells
for more than $80 million. But while he was alive, no one wanted to buy his
work. Most people either ignored him or laughed at him.
Vincent van Gogh was born in 1853 in
Groot-Zundert, Holland. His father was a church minister. He taught Vincent
that it was important to help others. Van Gogh tried to be a minister too, but
he was not successful. He tried many other jobs also. He worked as an art seller, a
bookseller, and a teacher. He failed at each one. Unfortunately, van Gogh had
mental problems and was often sad or angry. This made it difficult for him to
succeed.
Van Gogh was very good at one thing–––art. He
taught himself to draw and paint. Van Gogh drew all the time. He drew on
anything he could find-menus, books, and scraps of paper. In 1881, he began to
study art, first in Brussels, then in Paris. His early paintings were about
poor people in Holland. They were dark pictures and the people in them were
sad. When he went to France, he started to paint with bright colors. He painted
in an exciting way, and his paintings showed his strong feelings. He always
painted the ordinary things in life-his bedroom, a chair, or some flowers. Often
he went into the country to paint birds, flowers, and fields.
Van Gogh's paintings were very different
from the paintings of other artists, and people didn't like them. Sometimes he
left his paintings when he moved to a different place. When people found the paintings, they used
them for firewood or to build things. He couldn't sell his work, so he didn't
have much money. He often did not have food to eat because he used his money to
buy paints and brushes. He also gave clothes and food to other poor people.
Van Gogh's mental problems made his life
very difficult. He had a strange, moody personality. He was stubborn and liked
to argue. Some people were afraid of him. Others laughed at him. Children threw things at him in
the street and called him bad names. His brother Theo was his only real friend.
Theo was an art seller. He believed that Vincent was a genius. Theo gave him
money and encouraged him to keep working.
Van Gogh spent the last two years of his
life in southern France. During this time, he created almost 200 paintings. In
1888, French artist Paul Gauguin went to live with van Gogh. One night they had
a terrible argument. Van Gogh chased Gauguin down a street with a razor. Later
van Gogh was very sorry. He went home and cut off a piece of his left ear. He
lost so much blood that he almost died.
Van Gogh realized that he needed help. He
went to a mental hospital. While he was there, he continued to paint. In fact,
in the last 70 days of his life, he painted a picture every day. He painted one
of his best works, Starry Night, while he was looking out from his bedroom
window at the hospital. Van Gogh went in and out of mental hospitals for many
months. Finally, on July 27, 1890, he shot himself. He died two days later. He
was only 37 years old.
Theo was full of sorrow over his brother's death.
He became sick and died only six months later. He was just 33 years old. Theo's
widow, Johanna, worked hard to make van Gogh and his paintings well known. Less
than 30 years after his death, van Gogh was called one of the greatest artists
of all time. (623 words)
かなり易しいゴッホの伝記。あまり印象に残らないでしょう。
【4月10日】