单选题   SECTION A MULTIPLE-CHOICE QUESTIONS
    In this section there are four passages followed by ten multiple-choice questions. For each question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.
    PASSAGE ONE
    Students of United States history, seeking to identify the circumstances that encouraged the emergence of feminist movements, have thoroughly investigated the mid-nineteenth- century American economic and social conditions that affected the status of women. These historians, however, have analyzed less fully the development of specifically feminist ideas and activities during the same period. Furthermore, the ideological origins of feminism in the United States have been obscured because, even when historians did take into account those feminist ideas and activities occurring within the United States, they failed to recognize that feminism was then a truly international movement actually centered in Europe. American feminist activists who have been described as 'solitary' and 'individual theorists' were in reality connected to a movement—utopian socialism—which was already popularizing feminist ideas in Europe during the two decades that culminated in the first women's rights conference held at Seneca Falls, New York, in 1848. Thus, a complete understanding of the origins and development of nineteenth-century feminism in the United States requires that the geographical focus be widened to include Europe and that the detailed study already made of social conditions be expanded to include the ideological development of feminism.
    The earliest and most popular of the utopian socialists were the Saint-Simonians. The specifically feminist part of Saint-Simonianism has, however, been less studied than the group's contribution to early socialism. This is regrettable on two counts. By 1832 feminism was the central concern of Saint-Simonianism and entirely absorbed its adherents' energy; hence, by ignoring its feminism, European historians have misunderstood Saint-Simonianism. Moreover, since many feminist ideas can be traced to Saint-Simonianism, European historians' appreciation of later feminism in France and the United States remained limited.
    Saint-Simon's followers, many of whom were women, based their feminism on an interpretation of his project to reorganize the globe by replacing brute force with the rule of spiritual powers. The new world order would be ruled together by a male, to represent reflection, and a female, to represent sentiment. This complementarity reflects the fact that, while the Saint-Simonians did not reject the belief that there were innate differences between men and women, they nevertheless foresaw an equally important social and political role for both sexes in their Utopia.
    Only a few Saint-Simonians opposed a definition of sexual equality based on gender distinction. This minority believed that individuals of both sexes were born similar in capacity and character, and they ascribed male-female differences to socialization and education. The envisioned result of both currents of thought, however, was that women would enter public life in the new age and that sexual equality would reward men as well as women with an improved way of life.
    PASSAGE TWO
    When school officials in Kalkaska, Michigan, closed classes last week, the media flocked to the story, portraying the town's 2,305 students as victims of stingy taxpayers. There is some math to that; the property-tax rate here is one-third lower than the state average. But shutting their schools also allowed Kalkaska's educators and the state's largest teachers' union, the Michigan Education Association, to make a political point. Their aim was to spur the passage of legislation Michigan lawmakers are debating to increase the state's share of school funding.
    It was no coincidence that Kalkaska shut its schools two weeks after residents rejected a 28 percent property-tax increase. The school board argued that without the increase it lacked the $1.5 million needed to keep schools open.
    But the school system had not done all it could to keep the schools open. Officials declined to borrow against next year's state aid, they refused to trim extracurricular activities and they did not consider seeking a smaller—perhaps more acceptable—tax increase. In fact, closing early is costing Kalkaska a significant amount, including $600,000 in unemployment payments to teachers and staff and $250,000 in lost state aid. In February, the school system promised teachers and staff two months of retirement payments in case schools closed early, a deal that will cost the district $275,000 more.
    Other signs suggest school authorities were at least as eager to make a political statement as to keep schools open. The Michigan Education Association hired a public relations firm to stage a rally marking the school closings, which attracted 14 local and national television stations and networks. The president of the National Education Association, the MEA's parent organization, flew from Washington, D.C., for the event. And the union tutored school officials in the art of television interviews. School supervisor Doyle Disbrow acknowledges the district could have kept schools open by cutting programs but denies the moves were politically motivated.
    Michigan lawmakers have reacted angrily to the closings. The state Senate has already voted to put the system into receivership and reopen schools immediately; the Michigan House plans to consider the bill this week.
    PASSAGE THREE
    I had an experience some years ago which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to officiate at two funerals on successive days for two elderly women in my community. Both had died 'full of years', as the Bible would say; both yielded to the normal wearing out of the body after a long and full life. Their homes happened to be near each other, so I paid condolence calls on the two families on the same afternoon.
    At the first home, the son of the deceased woman said to me, 'If only I had sent my mother to Florida and gotten her out of this cold and snow, she would be alive today. It's my fault that she died.' At the second home, the son of the other deceased woman said, 'If only I hadn't insisted on my mother's going to Florida, she would be alive today. That long airplane ride, the abrupt change of climate, was more than she could take. It's my fault that she's dead.'
    When things don't turn out as we would like them to, it is very tempting to assume that had we done things differently, the story would have had a happier ending. Priests know that any time there is a death, the survivors will feel guilty. Because the course of action they took turned out badly, they believe that the opposite course—keeping Mother at home, postponing the operation—would have turned out better. After all, how could it have turned out any worse?
    There seem to be two elements involved in our readiness to feel guilt. The first is our pressing need to believe that the world makes sense, that there is a cause for every effect and a reason for everything that happens. That leads us to find patterns and connections both where they really exist and where they exist only in our minds.
    The second element is the notion that we are the cause of what happens, especially the bad things that happen. It seems to be a short step from believing that every event has a cause to believing that every disaster is our fault. The roots of this feeling may lie in our childhood. Psychologists speak of the infantile myth of omnipotence. A baby comes to think that the world exists to meet his needs, and that he makes everything happen in it. He wakes up in the morning and summons the rest of the world to its tasks. He cries, and someone comes to attend to him. When he is hungry, people feed him, and when he is wet, people change him. Very often, we do not completely outgrow that infantile notion that our wishes cause things to happen.
    PASSAGE FOUR
    The theory of stellar evolution predicts that when the core of a star has used up its nuclear fuel, the core will collapse. If the star is about the size of the sun, it will turn into a degenerate dwarf star. If it is somewhat larger, it may undergo a supernova explosion that leaves behind a neutron star. But if the stellar core has a mass greater than about three solar masses, gravitational forces overwhelm nuclear forces and the core collapses. Since nuclear forces are the strongest repulsive forces known, nothing can stop the continued collapse of the star. A black hole in space is formed.
    Because of the intense gravitational forces near the black hole, nothing can escape from it, not even light. If we were to send a probe toward an isolated black hole, the probe would detect no radiation from the black hole. It would, however, sense a gravitational field like the one that would be produced by a normal star of the same mass. As the probe approached the black hole, the gravitational forces would increase inexorably (不可阻挡地). At a distance of a few thousand kilometers, the gravitational forces would literally be torn away from the side furthest away from the black hole. Eventually, at a distance of a few kilometers from the black hole, the particles that made up the probe would pass the point of no return, and the particles would be lost forever down the black hole. This point of no return is called the gravitational radius of the black hole.
    But how can we hope to observe such an object? Nature, herself, could conceivably provide us with a 'probe' of a black hole: a binary star system in which one of the stars has become a black hole and is absorbing the mass of its companion star. As the matter of the companion star fell into the black hole, it would accelerate. This increased energy of motion would be changed into heat energy. Near the gravitational radius the matter would move at speeds close to the speed of light, and temperatures would range from tens of millions of degrees to perhaps as much as a billion degrees. At these temperatures, X and gamma radiation are produced. Further, since the matter near the gravitational radius would be orbiting the black hole about once every millisecond, the X radiation should show erratic, short-term variability unlike the regular or periodic variability associated with neutron stars and degenerate dwarfs.
    The X-ray source Cygnus X-1 fulfills these 'experimental' conditions. It is part of a binary star system in which a blue supergiant star is orbiting an invisible companion star. This invisible companion has a mass greater than about nine times the mass of the Sun, and it is a strong X-ray source that shows rapid variations in the intensity of its X-ray flux. Most astronomers believe that Cygnus X-1 is a black hole but this belief is tempered(使暖和) with a dose of caution. The idea of a black hole is still difficult to swallow, but theorists can think of no other object that could explain the phenomenon of Cygnus X-1. For this reason, in most scientific papers, Cygnus X-1 is referred to simply as a black hole 'candidate'.

单选题     Which of the following is TRUE of the Seneca Falls Convention on women's rights?(PASSAGE ONE)

单选题     Which of the following about Saint-Simonianism is NOT true?(PASSAGE ONE)

单选题     Which of the following would be the most accurate description of the society envisioned by most Saint-Simonians?(PASSAGE ONE)

单选题     We learn from the passage that schools in Kalkaska, Michigan, are funded ______(PASSAGE TWO)

单选题     The author seems to disapprove of ______(PASSAGE TWO)

单选题     We learn from the passage that school authorities in Kalkaska are more concerned about ______(PASSAGE THREE)

单选题     The author had to conduct the two women's funerals probably because ______(PASSAGE THREE)

单选题     People have been made to believe since infancy that ______(PASSAGE THREE)

单选题     According to the passage, a black hole would ______(PASSAGE FOUR)

单选题     The writer regards the existence of black holes as ______(PASSAGE FOUR)

单选题     SECTION B SHORT ANSWER QUESTIONS
    In this section there are five short-answer questions based on the passages in SECTION A. Answer the questions with NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.
    What is the author's attitude toward American historians' study for Saint-Simonianism?(PASSAGE ONE)

单选题     According to the passage, why did the closing of the schools develop into a crisis?(PASSAGE TWO)

单选题     Why do people feel guilty for the deaths of their loved ones?(PASSAGE THREE)

单选题     What does '... the world makes sense (Para. 4)' probably mean in the context?(PASSAGE THREE)

单选题     What is the main object of the passage?(PASSAGE FOUR)