单选题Many people consider the wider use of biofuels a promising way of reducing the amount of surplus carbon dioxide (CO2) being pumped into the air by the world’s mechanized transport. The theory is that plants such as sugar cane, maize (corn, to Americans), oilseed rape and wheat take up CO2 during their growth, so burning fuels made from them should have no net effect on the amount of that gas in the atmosphere. Theory, though, does not always translate into practice, and just as governments have committed themselves to the greater use of biofuels, questions are being raised about how green this form of energy really is. The latest comes from the International Council for Science (ICSU) based in Paris. The ICSU report concludes that, so far, the production of biofuels has aggravated rather than ameliorated global warming. In particular, it supports some controversial findings published in 2007 by Paul Crutzen of the Max Planck Institute for Chemistry in Germany. Dr. Crutzen concluded that most analyses had underestimated the importance to global warming of a gas called nitrous oxide (N2O). The amount of this gas released by farming biofuel crops such as maize and rape probably negates by itself any advantage offered by reduced emissions of CO2. Although N2O is not common in the Earth’s atmosphere, it is a more potent greenhouse gas than CO2 and it hangs around longer. The result is that, over the course of a century, its ability to warm the planet is almost 300 times that of an equivalent mass of CO2. N2O is made by bacteria that live in soil and water and, these days, their raw material is often the nitrogen-rich fertiliser that modern farming requires. Since the 1960s the amount of fertiliser used by farmers has increased sixfold, and not all of that extra nitrogen ends up in their crops. Maize, in particular, is described by experts in the field as a “nitrogen-leaky” plant because it has shallow roots and takes up nitrogen for only a few months of the year. This would make maize (which is one of the main sources of biofuel) a particularly bad contributor to global N2O emissions. But it is not just biofuels that are to blame. The ICSU report suggests N2O emissions in general are probably more important than had been realised. Previous studies, including those by the International Panel on Climate Change (IPCC), a United Nations-appointed body of experts, may have miscalculated their significance — and according to Adrian Williams of Cranfield University, in Britain, even the IPCC’s approach suggests that the global-warming potential of most of Britain’s annual crops is dominated by N2O emissions.

单选题{{B}}Text 3{{/B}} Soon after his appointment as secretary-general of the United Nations in 1997, Kofi Annan lamented that he was being accused of failing to reform the world body in six weeks. "But what are you complaining about?" asked the Russian ambassador. "You've had more time than God." Ah, Mr. Annan quipped back, "but God had one big advantage. He worked alone without a General Assembly, a Security Council and [all] the committees." Recounting that anecdote to journalists in New York this week, Mr. Annan sought to explain why a draft declaration on UN reform and tackling world poverty, due to be endorsed by some 150 heads of state and government at a world summit in the city on September 14th-16th, had turned into such a pale shadow of the proposals that he himself had put forward in March. "With 191 member states", he sighed, "it's not easy to get an agreement." Most countries put the blame on the United States, in the form of its abrasive new ambassador, John Bolton, for insisting at the end of August on hundreds of last-minute amendments and a line-by-line renegotiation of a text most others had thought was almost settled. But a group of middle-income developing nations, including Pakistan, Cuba, Iran, Egypt, Syria and Venezuela, also came up with plenty of last-minute changes of their own. The risk of having no document at all, and thus nothing for the world's leaders to come to New York for, was averted only by marathon all-night and all-weekend talks. The 35-page final document is not wholly devoid of substance. It calls for the creation of a Peacebuilding Commission to supervise the reconstruction of countries after wars; the replacement of the discredited UN Commission on Human Rights by a supposedly tougher Human Rights Council; the recognition of a new "responsibility to protect" peoples from genocide and other atrocities when national authorities fail to take action, including, if necessary, by force; and an "early" reform of the Security Council. Although much pared down, all these proposals have at least survived. Others have not. Either they proved so contentious that they were omitted altogether, such as the sections on disarmament and non-proliferation and the International Criminal Court, or they were watered down to little more than empty platitudes. The important section on collective security and the use of force no longer even mentions the vexed issue of pre-emptive strikes; meanwhile the section on terrorism condemns it "in all its forms and manifestations, committed by whomever, wherever and for whatever purposes", but fails to provide the clear definition the Americans wanted. Both Mr. Annan and, more surprisingly, George Bush have nevertheless sought to put a good face on things, with Mr. Annan describing the summit document as "an important step forward" and Mr. Bush saying the UN had taken "the first steps" towards reform. Mr. Annan and Mr. Bolton are determined to go a lot further. It is now up to the General Assembly to flesh out the document's skeleton proposals and propose new ones. But its chances of success appear slim.

单选题Which of the following may reflect the author's opinion?

单选题Computer criminals choose accumulating fractions of pence from individual payroll accounts because

单选题According to myth, Rwanda's ancient line of kings descended from a man with secret knowledge: He could (1) ordinary rock into smooth, gleaming iron. (2) this new technology, he taught his people to make hard, durable weapons for defeating their enemies and sharp axes for cutting the forest to make fields. By the time the first Europeans arrived in the 19th century, iron had become (3) in the kingdom of Rwanda. Other traditional African societies tell stories of (4) ironworkers who descended from heaven or came from other lands. The prevalence of such legends (5) the importance of ironworking in these cultures, and archaeologists have long wondered if the arrival of iron metallurgy (6) the growth of complex early societies. Did foreigners (7) bring ironworking to Africa, or did Africans invent it themselves? Entering the Iron Age was not easy. Metalworkers had to melt ore at (8) temperatures and then repeatedly hammer and reheat the spongy metal. The traditional view is that metallurgists in Turkey were the first to melt iron ore (9) , beginning around 1800 B.C.E. Initially, they (10) the new metal for precious (11) or ritual objects. But by 1200 B.C.E., workers in the Levant were boiling out (12) amounts of iron. The metal had a major (13) on societies. Iron was a transformative metal. Iron ores are much more (14) than copper or the tin needed to make bronze. Bronze was (15) costly and largely limited (16) use in ritual objects and goods for (17) . But once cultures learned to melt iron, they could put iron tools into the hands of (18) people for clearing forests and tilling the (19) . This boosted agricultural yields, increased the numbers of villages, and (20) ever more social complexity.

单选题{{B}}Part A{{/B}}{{B}}Directions:{{/B}} Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on Answer Sheet 1.{{B}}Text 1{{/B}} When young people who want to be journalists ask me what subject they should study after leaving school, I tell them: "Anything except journalism or media studies." Most veterans of my trade would say the same. It is practical advice. For obvious reasons, newspaper editors like to employ people who can bring something other than a knowledge of the media to the party that we call our work. On The Daily Telegraph, for example, the editor of London Spy is a theologian by academic training. The obituaries editor is a philosopher. The editor of our student magazine, Juice, studied physics. As for myself, I read history, ancient and modern, at the taxpayer's expense. I am not sure what Charles Clarke, the Education Secretary, would make of all this. If I understand him correctly, he would think that the public money spent on teaching this huge range of disciplines to the staff of The Daily Telegraph was pretty much wasted. The only academic course of which he would wholeheartedly approve in the list above would be physics -but then again, he would probably think it a terrible waste that Simon Hogg chose to edit Juice instead of designing aeroplanes or building nuclear reactors. By that, he seems to mean that everything taught at the public expense should have a direct, practical application that will benefit society and the economy. It is extremely alarming that the man in charge of Britain's education system should think in this narrow-minded, half-witted way. The truth, of course, is that all academic disciplines benefit society and the economy, whether in a direct and obvious way or not. They teach students to think--to process information and to distinguish between what is important and unimportant, true and untrue. Above all, a country in which academic research and intelligent ideas are allowed to flourish is clearly a much more interesting, stimulating and enjoyable place than one without "ornaments", in which money and usefulness are all that count. Mr. Clarke certainly has a point when he says that much of what is taught in Britain's universities is useless. But it is useless for a far more serious reason than that it lacks any obvious economic utility. As the extraordinarily high drop-out rate testifies, it is useless because it fails the first test of university teaching---that it should stimulate the interest of those being taught. When students themselves think that their courses are a waste of time and money, then a waste they are. The answer is not to cut off state funding for the humanities. It is to offer short, no nonsense vocational courses to those who want to learn a trade, and reserve university places for those who want to pursue an academic discipline. By this means, a great deal of wasted money could be saved and all students the academic and the no, so-academic--would benefit. What Mr. Clarke Seems to be proposing instead is an act of cultural vandalism that would rob Britain of all claim to be called a civilised country.

单选题The example of the steam engine is presented to______.

单选题The author would probably agree that preservationists______.

单选题We learn from the text that Edward Bannerman is probably ______.

单选题The world is undergoing tremendous changes. The rise of globalization, both an economic and cultural trend that has swept throughout the world, has forged new ground as we enter the 21st century. But are the effects of globalization always positive? Some say no. Michael Tenet, head of the International Institute for Foreign Relations in Atlanta, is worried about current resentment throughout the world toward the rise of globalization. "Ever since the 1980s and the economic collapse of the Asian Tigers in the late 1990s, there has been a re-evaluation of the role of globalization as a force for good," he said. "Incomes in many countries has declined and the gap between the most rich and the most poor has been aggravated. Without further intervention by governments, we could see a tragedy expressed in an increased level of poverty throughout the Latin America and Asia. " Yet George Frank, an influential economist who works on Wall Street, sees no such danger. "Economic liberalization, increased transparency and market-based reforms have positive effect in the long run, even if market mechanisms can produce short-term destabilization problems," he said. "What is most important is that barriers to trade continue to fall so that active competition for consumer goods reduces prices and in turn raises the average level of income. " Others feel that globalization's cultural impact may be more important than its economic implications. Janice Yawee, a native of Africa, feels strongly that globalization is undermining her local culture and language. "Most of the world's dialects will become extinct under globalization. We're paving the world with McDonald's and English slang. It tears me up inside," she said. Governments of different countries have had mixed responses to the wave of globalization. The United States is generally seen as an active proponent of greater free trade, and it certainly has enormous cultural influence by virtue of its near monopoly on worldwide entertainment. But other countries, most notably in Europe and developing nations, have sought to reduce the impact that globalization has on their domestic affairs. "When I was a boy we had very little to speak of," says one Singaporean resident. "Now our country has developed into a booming hub for international finance. " Others, however, are not so optimistic. "Globalization is an evil force that must be halted," a union official at a car plant in Detroit recently commented, "It's sucking away jobs and killing the spirit of our country. /

单选题The standardized educational or psychological tests, that are widely used to aid in selecting, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user. All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error. Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability. In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course of training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they don't compensate for gross social inequality, and thus don't tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.