单选题Questions 1--3 Choose the best answer.

单选题{{B}}Part C{{/B}} Answer questions 1—10 by referring to the following book reviews. Answer each question by choosing A, B or C and mark it on ANSWER SHEET I. Some choices may be required more than once. palaces an emphasis on something that can hardly be learnt at school? 71．________ is particularly helpful for those who fear changes? 72．________ tells readers it doesn't follow that those who don't have good academic achievement will not make a fortune. 73．________ is not written by a single writer? 74．________ tells a very simple story but it contains some messages? 75．________ seems not to express ideas straightforward? 76．________ is written by the one who also wrote a lot of other works with other works with other writers? 77．________ is probably full of facts? 78．________ is not only statistical but also interesting? 79．________ is not related to finance? 80．________ Section A Change can be a blessing or a curse, depending on your perspective. The message of Who Moved My Cheese? is that all can come to see it as a blessing, if they understand the nature of cheese and the role it plays in their lives. Who Moved My Cheese? is a parable that takes place in a maze. Four beings live in that maze: Sniff and Scurry are mice — nonanalytical and nonjudgmental, they just want cheese and are willing to do whatever it takes to get it. Hem and Haw are "little people," mouse-size humans who have an entirely different relationship with cheese. It's not just sustenance to them; it's their self-image. Their lives and belief systems are built around the cheese they've found. Most of us reading the story will see the cheese as something related to our livelihoods — our jobs, our career paths, the industries we work in-although it can stand for anything, from health to relationships. The point of the story is that we have to be alert to changes in the cheese, and be prepared to go running off in search of new sources of cheese when the cheese we have runs out. Dr. Johnson, co-author of The One Minute Manager and many other books, presents this parable to business, church groups, schools, military organizations — any place where you find people who may fear or resist change. And although more analytican and skeptical readers may find the tale a little too simplistic, its beauty is that it sums up all natural history in just 94 pages: Things change. They always have changed and always will change. And while there's no single way to deal with change, the consequence of pretending change won't happen is always the same: The cheese runs out. Section B Personal-finance author and lecturer Robert Kiyosaki developed his unique economic perspective through exposure to a pair of disparate influences: his own highly educated but fiscally unstable father, and the multimillionaire, eighth-grade dropout father of his closest friend. The lifelong monetary problems experienced by his "poor dad" (whose weekly paychecks, while respectable, were never quite sufficient to meet family needs) pounded home the counterpoint communicated by his " rich dad" (that "the poor and the middle class work for money," but "the rich have money work for them"). Taking that message to heart, Kiyosaki was able to retire at 47. Rich Dad, Poor Dad, written with consultant and CPA Sharon L. Lechter, lays out the philosophy behind his relationship with money. Although Kiyosaki can take a frustratingly long time to make his points, his book nonetheless compellingly advocates for the type of "financial literacy" that's never taught in schools. Based on the principle that income-generating assets always provide healthier bottom-line results than even the best of traditional jobs, it explains how those assets might be acquired so that the jobs can eventually be shed. Section C What do you do after you've written the No.1 bestseller The Millionaire Next Door? Survey 1,371 more millionaires and write The Millionaire Mind. Dr. Stanley's extremely timely tome is a mixture of entertaining elements. It resembles Regis Philbin's hit show (and CD-ROM game) Who Wants to Be a Millionaire, only you have to pose real-life questions, instead of quizzing about trivia. Are you a gambling, divorce-prone, conspicuously consuming "Income-Statement Affluent" Jacuzzi fool soon to be parted from his or her money, or a frugal, loyal, resole your shoes and buy your own groceries type like one of Stanley's "Balance-Sheet Affluent" millionaires? "Cheap dates," millionaires are 4.9 times likelier to play with their grandkids than shop at Brooks Brothers. "If you asked the average American what it takes to be a millionaire," he writes, "they'd probably cite a number of predictable factors: inheritance, luck, stock market investments ... Topping his list would be a high IQ, high SAT scores and grade point average, along with attendance at a top college." No way, says Stanley, backing it up with data he compiled with help from the University of Georgia and Harvard geodemographer Jon Robbin. Robbin may wish he'd majored in socializing at LSU, instead, because the numbers show the average millionaire had a lowly 2.92 GPA, SAT scores between 1100 and 1190, and teachers who told them they were mediocre students but personable people. "Discipline 101 and Tenacity 102" made them rich. Stanley got straight C's in English and writing, but he had money-minded drive. He urges you to pattern your life according to Yale professor Robert Sternberg's Successful Intelligence, because Stanley's statistics bear out Sternberg's theories on what makes minds succeedand it ain't IQ. Besides offering insights into millionaires' pinchpenny ways, pleasing quips ("big brain, no bucks"), and 46 statistical charts with catchy titles, Stanley's book booms with human-potential pep talk and bristles with anecdotes — for example, about a bus driver who made $3 million, a doctor (reporting that his training gave him zero people skills) who lost $1.5 million, and a loser scholar in the bottom 10 percent on six GRE tests who grew up to be Martin Luther King Jr. Read it and you'll feel like a million bucks.

单选题The study of the rules governing the ways words are combined to form sentences is ______. A. morphology B. phonology C. syntax D. semantics

单选题{{B}}Part B{{/B}} In the following article some paragraphs have been removed. For Questions 66～70, choose the most suitable paragraph from the list A～F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps. Mark your answers on ANSWER SHEET1. Over breakfast Florian loan Wells, a 33-year-old aerospace engineer, and Craig Parsley, a 25-year-old environmental technician, discussed their plan for that day, May 14, 1983. They were going to climb one of Mt. Garfield's western peaks, a minor if perilous crag in the Cascade Range east of Seattle. For them it was a routine climb, and neither had bothered to pinpoint for his wife where he would be. When they reached the mountain, the sky was cloudy and the temperature was 34 degree Fahrenheit. Conditions weren't ideal, but the men decided to continue on, hoping the weather would hold. It was 8 a. m. when they started for the 4896-foot-high summit. 66. ______ . All morning, they took turns leading. The pitch of the granite face averaged 70 degrees, about the steepness of a ladder placed against a house. It began to rain-a few drops at first, then a steady downpour. Florian was troubled; if the rain continued, they would have to turn back. It was 11 a. m. , and they were about halfway up the face. 67. ______ . Thrown off balance, Florian screamed, "Watch out ! "Then he fell backward, head down, scraping and bumping against the rock. Instinctively he rotated, feet down, fumbling for something to grab. Craig saw his friend slip back and heard his yell. As Florian dropped twice the length of the rope between the two of them, about 120 feet, Craig braced himself. "I'm going to have to absorb one whale of a pull when i stop him," he thought. Then the rope tightened with a bornjarring wrench and yanked Craig off the rock face. Hurtling forward on his belly, Craig tried to stop himself with his hands, tearing skin from his palms. 68. ______ . Like Florian, Craig turned his body to a feet-down position. He slammed into a small ledge, which spun him around like a rag doll. Crashing forward headfirst again, he clutched frantically at anything that interrupted the smooth rock face, pulling several fingers out of their sockets. Florian, too, was desperately trying to find a way to stop his fall. He caught a narrow ledge with his right foot, but the leg bent uselessly beneath him. Looking beyond his dangling feet, he saw a 500-foot vertical drop ending in a small pool. Florian closed his eyes and waited for the inevitable yank, when Craig's plunging body would pull him from his position to go screaming into the abyss. 69. ______ . Craig has grabbed a finger-size twig sticking out of the rock face. Hanging by his right arm, he felt a wave of pain sweep over him and realized that his shoulder was broken. Craig grabbed a piton with his left hand, set it in a mossfilled crack and drove it to the jilt with his hammer. Meanwhile, Florian had hauled himself onto his ledge. Wedging himself in place with one arm and leg, he fumbled some jam huts from his harness and secured them in small cracks. The two climbers were safe, temporarily. Yet they clung to the lip of a sheer drop, a 50-story fall to certain death. 70. ______ . Craig slid down the ripe to Florian, and it was then Florian found out that his partner's injuries were worse than his own. Craig's shoulder was broken and his right wrist and both ankles were fractured. The situation looked bleak. It was raining and temperatures would fall below freezing that night. Their wives did not expect them back until much later and did not know their location. If the climbers stayed on the rock face, they would die from exposure or blood loss. "I'm going down," Florian told Craig. "When I get to the truck, I'll use the CR radio to call for help. " A. But the lethal tug never came. Instead there was silence followed by an anguished yell, Looking up, he saw Craig dangling by one arm from a small ledge. B. Craig took the lead. Seeking out tiny cracks and crevices in which to wedge his fingers and the toes of his climbing shoes, he worked his way 165 feet up the length of his rope. Then he planted some pitons-large, flat nails with eyelets-in a crack, secured his rope through them and told Florian to start climbing. C. Florian fastened his rope around his waist, and Craig lowered him the length of the rope. But to reach the bottom of the cliff, Florian had to make six long rappels. With one end of his rope belayed through a piton and the other wrapped around his body, he pushed off. D. Florian was leading, clinging to the wall 60 feet above Craig. In a crack at about shoulder height he planted a No. 2 jam nut. Properly anchored, the nut holds 500 pounds, but Florian didn't like the look of the crack it was in. He bent down to. plant a larger No. 3 in, a better crack near his feet. As he did, he heard a "pop. " The No. 2 nut had torn loose. E. Florian now felt a pain in his fight leg. A jagged bone poked through his shoe. "My leg is broken," he cried to Craig. F. Now Florian was again sliding down the rock, barely touching it, a terrifying speed. "I wonder if it's going to hurt to die," he thought.

单选题{{B}}Text2{{/B}}Nopeopledoubtthefundamentalimportanceofmothersinchildrearing,butwhatdofathersdo?Muchofwhattheycontributeissimplybeingthesecondadultinthehome.Bringingupchildrenisdemanding,stressfulandexhausting.Twoadultscansupportandmakeupforeachother'sdeficienciesandbuildoneachother'sstrength.Asweallknow,fathersalsobringanarrayofuniquequalities.Somearefamiliar:protectorandrolemodel.Teenageboyswithoutfathersarenotoriouslypronetotrouble.Thepathwaytoadulthoodfordaughtersissomewhateasier,buttheymuststilllearnformtheirfathers,inwaystheycannotfromtheirmothers,suchashowtorelatetomen.Theylearnfromtheirfathersaboutheterosexualtrust,intimacyanddifference.Theylearntoappreciatetheirownfemininityfromtheonemalewhoismostspecialintheirlives.Mostimportant,throughlovingandbeinglovedbytheirfathers,theylearnthattheyarelove-worthy.Currentresearchgivesmuchdeeper-andmoresurprisinginsightintothefather'sroleinchildrearing.Onesignificantlyoverlookeddimensionoffatheringisplay.Fromtheirchildren'sbirththroughadolescence,fatherstendtoemphasizegamemorethancaretaking.Thefather'sstyleofplayislikelytobebothphysicallystimulatingandexciting.Witholderchildrenitinvolvesmoreteamwork,requiringcompetitivetestingofphysicalandmentalskills,fffrequentlyresemblesateachingrelationship:comeon,letmeshowyouhow.Mothersplaymoreatthechild'slevel.Theyseemwillingtoletthechilddirectlyplay.Kids,atleastintheearlyyears,seemtoprefertoplaywithdaddy.Inonestudyof-year-oldwhoweregivenachoice,morethantwo-thinschosetoplaywiththeirfathers.Thewayfathers'playhaseffectsoneverythingfromthemanagementofemotionstointelligenceandacademicachievement.Itisofparticularimportanceinpromotingself-control.Ac-cordingtooneexpert,"childrenwhoroughhousewiththeirfathersquicklylearnthatbiting,kickingandotherformsofphysicalviolencearenotacceptable."Theylearnwhento"shutitdown".Atplayandinotherrealms,fatherstendtolaystressoncompetition,challenge,initiative,risk-takingandindependence.Mothers,ascaretakers,stressemotionalsecurityandpersonalsafety.Onetheplaygroundfathersoftentrytogetthechildtoswingeverhigher,whilemothersalecautious,worryingaboutanaccident.Weknow,too,thatfathers'involvementseemstolinkedtoenhancedverbalandproblem-solvingskillsandhigheracademicachievement.Severalstudiesfoundthatalongwithpaternalstrictness,theamountoftimefathersspent:readingwiththemwasastrongpredictoroftheirdaughters'verbalability.Forsonstheresultshavebeenequallystriking.Studiesuncoveredastrongrelationshipbetweenfathers'involvementandthemathematicalabilitiesoftheirsons.Otherstudiesfoundsrelationshipbetweenpaternalnurturingandboys'verbalintelligence.

单选题Whereisthenewsreporter,StanFielding,inthecity?A．Atamilitaryfacility.B．Inthesuburbs.C．Inthedowntownarea.D．Inthecountryside.

单选题Male lions are rather reticent about expending their energy in hunting--more than three-quarters of kills are made by lionesses. Setting off at dusk on a hunt, the lionesses are in front, tensely scanning ahead, the cubs lag playfully behind, and the males bring up the rear, walking slowly, their heads nodding with each step as if they are bored with the whole matter. But slothfulness may have survival value. With lionesses busy hunting, the males function as guards for the cubs, protecting them particularly from hyenas. Hunting lionesses have learnt to take advantage of their environment. Darkness provides them with cover, and at dusk they often wait near animals they want to kill until their outlines blend into the surroundings. Small prey, such as gazelle, present lions with no problem. They are simply grabbed with the paws, or slapped down and finished off with a bite in the neck. A different technique is used with large animals, such as wild beast. Usually a lioness pulls her prey down after running up behind it, and then seizes it by the throat, strangling it. Or she may place her mouth over the muzzle of a downed animal, and suffocate it. Lions practice remarkably sophisticated cooperative hunting techniques. Sighting prey, lionesses usually fan out and stalk closer until one is within striking distance. The startled herd may scatter or blot to one side right into a hidden lioness. Sometimes lionesses surround their quarry. While perhaps three crouch and wait, a fourth may backtrack and then circle far around and approach from the opposite side, a technique not unknown in human warfare. No obvious signals pass between the lions, other than that they watch one another. A tactic may also be adapted to a particular situation. One pride of lions often pursued prey at the end of narrow strip of land between two streams. Several lionesses would sit and wait until gazelle wandered into this natural dead-end. Then they would spread out and advance quite in the open, having learnt that the gazelle would not try to escape by running into the bush beside the river, but would run back the way they had come. A lioness has no trouble pulling down an animal of twice her weight. But a buffalo, which may scale a ton, presents problems. One lioness and a young bull battled for an hour and a half, the buffalo whirling around to face the cat with lowered horns whenever she came close. Finally she gave up and allowed him to walk away. But on another occasion, five males came across an old bull. He stood in a swamp, belly-deep in mud and water, safely facing his tormentors on the shore. Suddenly, inexplicably, he plodded towards them, intent it seemed on committing suicide. One lion grabbed his rump, another placed his paws on the bull's back and bit into the flesh. Slowly, without trying to defend himself, the buffalo sank to his knees and, with one lion holding his throat and another his muzzle, died of suffocation.

单选题Part C Answer questions by referring to the following 3 passages. Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET. Some choices may be required more than once. A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher In which passage ... is it likely to say that students share the similar approach taken by experts in tackling their tasks? 21. ______ can we learn that students wish to confront and resolve difficulties rather than gloss over them in the learning environment? 22. ______ is it possible for the teacher to shift his role when students are busy making up their own minds? 23. ______ can we get the view that the act of teaching is looked upon as a flow of knowledge from a higher source to an empty container? 24. ______ does a teacher's task include that he must be carefully tailored to suit both that which is to be learnt and those who are to learn it? 25. ______ is it most possible for a teacher to teaching mini-lessons for individuals and groups who need a particular skill? 26. ______ do readers learn that tasks of a teacher are complicated and not easy to achieve? 27. ______ are we told that teaching need not be the province of a special group of people nor need it be looked upon as a technical skill? 28. ______ is it probably for a teacher to guide on the side while students are conducting their investigations? 29. ______ can we learn that each member of our cultures should come to realize our potential as teachers? 30. ______ The Role of a Teacher Teaching is supposed to be a professional activity requiring long and complicated training as well as official certification. The act of teaching is looked upon as a flow of knowledge from a higher source to an empty container. The students' role is one of receiving information; the teacher's role is one of sending it. There is a clear distinction assumed between one who is supposed to know (and therefore not capable of being wrong) and another, usually younger person who is supposed not to know. However, teaching need not be the province of a special group of people nor need it be looked upon as a technical skill. Teaching can be more like guiding and assisting than forcing information into a supposedly empty head. If you have a certain skill you should be able to share it with someone. You do not have to get certified to convey what you know to someone else or to help them in their attempt to teach themselves. All of us, from the very youngest children to the oldest members of our cultures should come to realize our own potential as teachers. We can share what we know, however little it might be, with someone who is in need of that knowledge or skill. The Task of a Teacher The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constantly monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students' learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be tim! These are not easy tasks, and there is no simple way to achieve them. Still less are there any prescriptions that will hold good in all disciplines and for all students. How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it another way — and to add another ingredient — our teaching methods should be the outcome of our aims (that is, what we want the students to know, to understand, to be able to do, and to value), our informed conceptions of how students learn, and the institutional context — with all of its constraints and possibilities — within which the learning is to take place. A Good Teacher "A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. Because student — centered learning can be time — consuming and messy, efficiency will sometimes argue for the Sage. When students are busy making up their own minds, the role of the teacher shifts. When questioning, problem-solving and investigation become the priority classroom activities, the teacher becomes a Guide on the Side." Jamie McKenzie's article The WIRED Classroom provides a list of descriptors of the role of a teacher who is a Guide on the Side while students are conducting their investigations. "... the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying." The teacher is on the move, checking over shoulders, asking questions and teaching mini-lessons for individuals and groups who need a particular skill. Support is customized and individualized. The Guide on the Side sets clear expectations, provides explicit directions, and keeps the learning well structured and productive. In a thinking curriculum, students develop an in-depth understanding of the essential concepts and processes for dealing with those concepts, similar to the approach taken by experts in tackling their tasks. For example, students use original sources to construct historical accounts; they design experiments to answer their questions about natural phenomena; they use mathematics to model real-world events and systems; and they write for real audiences.

单选题Paul Straussmann, retired vice president of Xerox, indicates in his book Information Pay-off that "almost half of the U. S. information workers are in executive, managerial, administrative and professional positions". He further states that "managers and professionals spend more than half of their time in communicating with each other". In other words, people are a corporation''s most expensive resource. For a typical office, over 90% of the operating budget is for salaries, benefits and over head. With this investment, is it any wonder that managers are focusing more and more attention on employee productivity? They realize that the paper jungle cannot be tamed simply by hiring more people. To receive a return on their investment, wise corporate executive officers are realizing what industrialists and agriculturists learned long ago — efficient tools are essential for increased productivity. A direct relationship exists between efficient flow of information and the quality and speed of the output of the end product. For those companies using technology, the per document cost of information processing is only a fraction of what it was a few years ago. The decreasing cost of computers and peripherals (equipment tied to the computer) will continue to make technology a cost-effective tool in the future. An example of this type of savings is illustrated in the case of the Western Division of General Telephone and Electronics Company ( GTE ). By making a one-time investment of $10 million to automate its facilities, management estimates an annual saving of $8.5 million for the company. This savings is gained mainly through the elimination of support people once needed for proposal projects. Through a telecommunications network that supports 150 computer terminals with good graphics capabilities, the engineers who conceptualize the projects are now direct participants. They use the graphics capacities of the computer rather than rely on drafters to prepare drawings, they enter their own text rather than employ typists, and they use the network to track project progress rather than conducting meetings.

单选题Life really should be one long journey of joy for children born with a world of wealth at their tiny feet. But psychologists now believe that silver spoons can leave a bitter taste. If suicide statistics are an indicator of happiness, then the rich are a miserable lot. Figures show that it is the wealthy who most often do away with themselves. Internationally famous child psychiatrist Dr. Robert Coles is the world's top expert on the influence of money on children. He has written a highly-acclaimed book on the subject, The Privileged Ones, and his research shows that too much money in the family can cause as many problems as too little. "Obviously there are certain advantages to being rich," says the 53-year-old psychiatrist, "such as better health, education and future work prospects. But most important is the quality of family life. Money can't buy love." It can buy a lot of other things, though, and that's where the trouble starts. Rich kids have so much to choose from that they often become confused. Over-indulgence by their parents can make them spoilt. They tend to travel more than other children, from home to home and country to country, which causes feelings of restlessness. "But privileged children do have a better sense of their positions in the world," adds Mr. Coles, "and they are more self-assured. I can't imagine, for instance, that Prince William will not grow up to be self-assured." Prince William is probably the most privileged child in the world and will grow up to fill the world's most privileged position King of England. It is a fact that no one knows how much the Queen is worth. There are the royal estates two palaces, two castles and a country mansion. There's also the royal picture collection, the stamp collection, the library, the jewels and the royal yacht Britannia. Before he inherits that lot, William will succeed his father as Prince of Wales and enjoy the income from the Duchy of Cornwall, currently worth 771,480 pounds a year. Known jokingly around the Palace as West Country Limited, the Duchy consists of 26,600 acres of Cornwall including mineral rights for tin mining and 2,000 acres of forestry. It also owns the Oval cricket ground, 900 flats in London, oyster beds and a golf course. So money will never be one of Prince William's problems. Living anything that resembles a normal life will. "He will have a sense of isolation," cautions Dr. Coles, "and he could suffer from the handicap of not being able to deal with the everyday world because he will never really be given the chance. Royals exist in an elaborate social fantasy. Everything they have achieved is because of an accident of birth. There can be no tremendous inner satisfaction about that." Today's wealthy parents perhaps realise their riches can be more of a burden than a blessing to their children. So their priority is to ensure that their families are as rich in love as they are in money.

单选题In their darker moments, climatologists talk about their own "nightmare scenario". This is one where global warming has caused such significant climatic changes that ocean currents change direction. One scene from tile nightmare has the Gulf Stream moving south or even going into reverse, making winter in London look and feel like a St Petersburg January. The ocean is a great moderating influence on the planet, soaking up heat around the tropics and depositing it in the cooler polar regions. Yet scientists know surprisingly little about how the sea does this— they estimate that the North Atlantic alone moves energy equivalent to the output of several hundred million power stations. Last year oceanographers began their biggest international research initiative to learn more about ocean circulation. The first results from the World Ocean Circulation Experiment demonstrate just how complex the movement of sea-water can be. They have also given scientists a glance of the amount of heat being exchanged between the oceans and the atmosphere. As part of the experiment, researchers are monitoring the speed and direction of ocean currents, water temperature and salinity. Research ships taking part will gather detailed measurements at 24,000 points or "stations" along carefully designated trans-ocean routes. This undertaking dwarfs the 8,000 hydrographic stations created in the past hundred years of ocean surveying, A fleet of ships, buoys, seabed sensors and satellites will collect so much data that Britain, one of the 40 countries taking part, has opened a research institute, the James Rennell Centre for Ocean Circulation in Southampton, to process them. One of the justifications for the experiment, says John Woods, director of marine and atmospheric sciences at the Natural Environment Research Council, is that the oceans hold the key to understanding long-term changes in the global climate. The Earth has two "envelopes"—the ocean, consisting of slowly circulating water, and the atmosphere, made of fast-moving air. Far from being independent, they interact, one modifying the other until a balance is reached between them. The present balance came about at the end of the last Ice Age, about 10,000 years ago. Scientists hope that knowing more about the ocean's "weather patterns" will help them to predict climate changes further ahead. Knowing how heat is moving around the ocean is decisive to such long-term forecasting. The top three metres of the ocean store more heat than all of the atmosphere. Some of the heat can be transported downward between 30 metres and several thousand metres. The deeper it goes, the longer it stays out of the atmosphere. Water heated in the equatorial region flows in shallow currents north or south towards the poles, where it releases its heat to the air and, as it becomes colder and denser, sinks to the sea floor, where it forms deep, cold currents that back to the equator. John Gould, one of the British scientists taking part in the ocean circulation experiment, is discovering just how this occurs in the Noah Atlantic. Shallow currents, less than 500m deep, of warm water at about 8℃ flow from the Atlantic into the Norwegian Sea, mainly along a path that follows the point where the continental shelf ends and the deep mid-ocean valleys begin. Meanwhile, at depth down to 5,000m, deep currents of cold water at about minus 1℃ flow south into the Atlantic along the deep ocean valley. (Salt water at this depth does not freeze at 0℃) Sensors positioned on the seabed have given Dr Could and his researchers an accurate assessment of just how much cold water is flowing back into the North Atlantic and have given up its heat to the atmosphere over north-west Europe. In total, he estimates, about 5 million cubic metres of water per second flows in these deep currents between Greenland and the British Isles. This means the warm water of the North Atlantic must be giving up about 200 million megawatts of energy to the atmosphere over north-west Europe. Research at the other end of the world, in the seas around Antarctica, is also finding that sea-floor topography plays a crucial role in determining the direction of ocean currents. In the past, oceanographers have assumed, for instance, that surface currents such as the Gulf Stream do not extend much beyond a kilometre in depth. But an analysis of currents in Antarctic waters has shown that currents are. not concentrated in the top kilometre, but reach down to the submerged mountain ranges. Dr Woods believes such research will help to save lives. "More deaths can be prevented by ocean forecasting, than by weather forecasting and our economic and social well-being are more vulnerable to change in the ocean than in the atmosphere./

单选题{{B}}Part A{{/B}}{{B}}TEXT 1{{/B}} It's been a hundred years since the last big one in California, the 1906 San Francisco earthquake, which helped give birth to modem earthquake science. A century later, we have a highly successful theory, called plate tectonics, that explains why 1906-type earthquakes happen-- along with why continents drift, mountains rise, and volcanoes line the Pacific Rim. Plate tectonics may be one of the signature triumphs of the human mind, geology's answer to biology's theory of evolution. There's the broader question: Are there clear patterns, rules, and regularities in earthquakes, or are they inherently random and chaotic? Maybe, as Berkeley seismologist Robert Nadeau says, "A lot of the randomness is just lack of knowledge." But any look at a seismic map shows that faults don't follow neat and orderly lines across the landscape. There are places, such as southern California, where they look like a shattered windshield. All that cracked, unstable crust seethes with stress. When one fault lurches, it can dump stress on other faults. UCLA seismologist David Jackson, a leader of the chaos camp, says the field of earthquake science is "waking up to complexity." This regular versus chaotic debate isn't some esoteric academic squabble. Earthquakes kill people. They level cities. The tsunami of December 26, 2004, spawned by a giant earthquake, annihilated more than 220,000 lives. One of the world's largest economies, Japan, rests nervously atop a seismically rambunctious intersection of tectonic plates. A major earthquake on one of the faults hidden underneath Los Angeles could kill ten thousand people. A tsunami could smash the Pacific Northwest. Even New York City could be rocked by a temblor. Yet at the moment, earthquake prediction remains a matter of myth, of fabulations in which birds and snakes and fish and bunny rabbits somehow sniff out the coming calamity. What scientists can do right now is make good maps of fault zones and figure out which ones are probably due for a rupture. And they can make forecasts. A forecast might say that, over a certain number of years, there's a certain likelihood of a certain magnitude earthquake in a given spot. And that you should bolt your house to its foundation and lash the water heater to the wall. Turning forecasts into predictions-- "a magnitude 7 earthquake is expected here three days from now" --may be impossible, but scientists are doing everything they can to solve the mysteries of earthquakes. They break rocks in laboratories, studying how stone behaves under stress. They hike through ghost forests where dead trees tell of long-ago tsunamis. They make maps of precarious, balanced rocks m see where the ground has shaken in the past, and how hard. They dig trenches across faults, searching for the active trace. They have wired up fault zones with so many sensors it's as though the Earth is a patient in intensive care. Surely, we tell ourselves--trying hard to be persuasive--there must be some way to impose order and decorum on all that slippery ground.

单选题The author mentioned all of the following EXCEPT______.

单选题{{B}}Text 1{{/B}} In January 1995, the world witnessed the emergence of a new international economic order with the launching of the World Trade Organization. The WTO, which succeeds, the GATT, is expected to strengthen the world trading system and to be more effective than the GATT in governing international trade in goods and services in many ways. First, worldwide trade liberalization is expected to increase via the dramatic reductions in trade barriers to which the members of the WTO are committed. Under the WTO, members are required to reduce their tariff and non-tariffs on manufacturing goods. In addition, protecting domestic agricultural sectors from foreign competition will become extremely difficult in the new WTO system. Second, rules and regulations governing international trade will be more strongly enforced. Under the old system of the GATT, there were many cases where trade measures, such as anti-dumping and countervailing duties, were intentionally used solely for protectionist reasons. The WTO's strengthened rules and regulations will significantly reduce the abuse of such trade measures by its member countries. The WTO is also equipped with an improved dispute settlement mechanism. Accordingly, we expect to see a more effective resolution of trade disputes among the member countries in this new trade environment. Third, new multilateral rules have been established to cover areas which the GATF did not address, such as international trade in services and the protection of intellectual property rights. There still are a number of problems that need to be resolved before international trade in services can be completely liberalized, and newly developed ideas or technologies are fairly compensated. However, just the establishment of multilateral rules in these new areas is a significant contribution to the progress toward a global free trade system. Along with the launching of the WTO, this new era in world trade is characterized by a change in the structure of the world economy. Today, a world-wide market for goods and services is rapidly replacing a world economy composed of relatively isolated national markets. Domestic financial markets have been integrated into a truly global system, and the multinational corporation is becoming a principal mechanism for allocating investment capital and determining the location of production sites throughout much of the world.

单选题______is not the duty of deans.

单选题{{B}}Part B{{/B}} In the following article some paragraphs have been removed. For questions 66—70, choose the most suitable paragraph from the lists A—F to fit into each of the numbered gaps. There is one paragraph which does not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. For the first time, scientists have profiled specific genetic changes during the aging of experimental animals, a discovery that could aid work to extend life span and preserve health. The study, conducted with mice at the University of Wiscons in, combines a powerful new genetic technique with dietary restriction, the only known way to delay the aging process. 66.____________ Moreover, it reveals how a low-calorie diet, the only known method of slowing aging in several animal species, works at the most basic level to extend life span and preserve health. Such knowledge, used in concert with new technologies capable of rapidly surveying the activity of thousands of genes at once, premises to accelerate the development of drugs that mimic the age-retarding effects of a low-calorie diet, according to the Wisconsin scientists. The Wisconsin team, led by Tomas A Prolla, a UW-Madison professor of genetics, and Richard Weindruch, a UW-Madison professor of medicine, profiled the action of 6,347 genes. The team charted changes in genetic activity in two groups of mice, one group on a standard diet and another group whose diet had been reduced to 76 percent of the standard diet. 67.____________ "At the molecular level, normal aging looks like a state of chronic injury," said Prolla. However, in a big step forward in understanding how a reduced-caloriediet works to dramatically slow the physical manifestations of aging, many of the same genes that exhibited changes in activity with aging in mice on a standard diet remained almost completely intact in mice on a reduced diet. "This is a leap in our understanding of how caloric restriction works," said Weindruch, a leading authority in the field of diet and aging. "There hasn't been much consensus on how caloric restriction retards aging." 68.____________ The new study, Weindruch said, tends to support the idea that caloric restriction works by slowing metabolism, the chemical processes by which living organisms and cells convert food to energy. 69.____________ "Taken as a whole, our results provide evidence that during aging there is an induction of a stress response as a result of damaged proteins and other macromole cules," the Wisconsin scientists write in Science, "This response ensues as the systems required for the turnover of such molecules decline, perhaps as a result of an energetic deficit in the cell." 70.____________ The new study, according to Weindruch, is important not only because it provides a genetic map of aging, but because it shows the potential of harnessing gene chip technology to screen for the effects of drugs on the process of growing old. "It gives us a molecular test to see if an agent can affect the rate of aging," said Weindruch. "There are lots of implications. If we can understand the molecular mechanisms, we could perhaps develop drugs that mimic the effects of caloric restriction." [A] The research is published today in Science. The study is a milestone in aging research, providing scientists with an intimate look at the ebb and flow of genetic activity with age, and the roles individual genes play in the process of growing old. [B] In the process of metabolism, some toxic byproducts are produced, damaging proteins and triggering a stress response that acts to repair damaged molecules and that seems to be governed by a few select genes. But with age, the body's ability to repair damaged proteins declines, possibly as a result of shrinking cellular energy levels. [C] Over many years, studies of several animal species have consistently shown that reduced diets — 25 to 30 percent less than a typical diet-retard aging, extend life span and improve overall health in old age. [D] "This study has analyzed more genes with regard to aging than all previous studies combined," Prolla said of the study that surveyed 5 to 10 percent of the mouse genome using a "gene ship" — a small glass plate containing DNA that, when read with a laser, quickly reveals activity levels for thousands of individual genes. The Wisconsin group found that, with age, the activity of a very small number of genes — less than 2 percent of those surveyed — changed markedly. But those genes govern critical biological tasks such as stress responses, protein repair and energy production, and they changed in big ways. [E] The Wisconsin group plans to extend its studies to monkeys and humans. UW-Madison, at its Wisconsin Regional Primate Research Center, is the site of a decade-old study of rhesus macaques on a reducedcalorie diet. [F] Prolla and Weindruch have filed for a patent covering the use of gene chip technology in aging research through the Wisconsin Alumni Research Foundation.

单选题Feminist sociolinguists (社会语言学家), over the course of the last few decades, have conducted studies that they believe and support the conclusion that women are routinely discriminated against in English-speaking society. They point to the words used to describe women, as well as the words used to describe society as a whole, as indications that the English language, and therefore the English-speaking culture, is slanted towards the advantage of males. The words used to describe women are used as instrument by feminist sociolinguists to denote an inherent sexism in the English language. Word pairs such as master and mistress and sir and madam, they claim, epitomize such sexism. All of the words in question once held positive connotations but, while the masculine (男性的) forms have retained their respectable associations, the feminine forms have undergone pejoration and now imply sexual promiscuity (混杂) and other negative characteristics. Feminist researchers assume that such pejoration indicate that the status of women in English-speaking society is relatively low. These researchers also find fault with the use of masculine words to describe unisex entities. For example, they feel that there is nothing inherently mainly about mankind, the best man for the job, or the common man. Similarly, the use of such constructions as the "the average students is worried about his grades" indicate to these researchers an inherent sexism in English that is reflective of the cultures in which they are produced. Carolyn Jacobson, author of Non-sexist Language has proposed a solution to this conundrum (难题). She advocates the elimination of all sexed words in favor of gender-neutral terms. No longer should we refer to actors and actresses or waiters and waitresses, as such dichotomies (男女有别) allow for the possibility of negative connotations being associated with the feminine designation. Likewise, she believes that phrases such as mankind should give way to humankind and that the use of the masculine pronoun as the default should be abandoned in favor of neutral constructions. Thus, when sexism is eliminated from the English language, the culture will be more amenable to the deliverance of women as well.

单选题Babies are less likely to grow up into fat children if they are fed breast milk exclusively, which provides powerful ammunition fi3r the campaign to encourage mothers to choose the breast over the bottle. German scientists say their findings are the result of the largest study to date investigating the link between breast-feeding and obesity later in life. The findings suggest breast-feeding could turn out to be a powerful strategy for fighting the spiraling level of childhood obesity. The study, which tracked 9,357 children in Bavaria, found that the longer babies were breast-fed exclusively before being switched to formula or food, the lower their chances of starting school as overweight children. The German study found that infants given only breast milk until they were 3 to 5 months old were more than a third less likely to be obese by the age of 5 or 6 than babies given only formula from the start. Those breast-fed exclusively for 6 months to a year fared even better -they were 43 percent less likely to be obese. Breast-feeding beyond a child's first birthday was better still, giving babies a 72 percent lower chance of turning out to be obese children. Even just some breast milk proved to be better than none, according to the study. Children who were breast-fed for only 1:he first month or two of their lives were 10 percent less likely to be obese by the time they entered elementary school. Besides being more likely to be obese, bottle-fed children also had a greater chance of being simply overweight by elementary school. As with obesity, the risk diminished the longer breast-feeding continued into childhood. Children were classed as overweight if their body mass index which allows comparison of the girth of people of different heights was in the highest 10 percent of all children their age and sex in IBavaria. They were labeled obese if they were in the highest 3 percent. The researchers took into account several factors that could have skewed the results, such as eatin.cl habits, socioeconomic class, birth weight, parents' and siblings' ages, how long the children played outside and whether they had their own bedrooms. In fact, the fatter children were eating less butter, fewer desserts and whole-milk products, and more low-fat dairy foods -probably in an attempt to lose weight. However, what is not clear from the study is how much of the children's weight problem was due to an inherited tendency to be fat. Experts noted that genetics might be responsible for a small percentage of the cases, but could not be the total explanation. A follow-up study which takes into account parents' weight suggests a genetic disadvantage doesn't seem to make much difference. But is it something in the breast milk, or something associated with the act of breast-feeding that makes a difference? It's a bit early for us to draw such a conclusion.