英语词汇3

The outcome is, I think, an insider's book, dependent on remem- bering the times or knowing the people. But at that level, it is highly suggestive of its era, offers a view from a unique angle, yields some new insights -- into the formation of London Weekend Television, for in- stance -- and earns its place in the history of British Television. Like its author.

16. The autobiography covers the author's A. last thirty years. B. life after 1969. C. life before 1969. D. first 55 years. 17. David Frost is

A. an influential TV host. B. a famous movie star. C. an ambitious politician. D. a fascinating novelist.

18. The autobiography is described as an insider's book because it re- quires a knowledge of

A. all his personal experiences.

B. his unique insights into British history. C. the development of British television. D. what was really happening in the 1960s. TEXT B

He Came in on Cat Paws

Quietly, almost unnoticed by a world sunk into the Great Depres- sion, Germany on Jan. 30, 1933, was handed to a monster. Adolf Hitler arrived, not in jackboots at the head of his Nazi legions but on cat paws, creeping in the side door. 1

The president, Field Marshal Paul yon Hindenburg, 85 and dodder- ing, hated Hitler and all he represented. In I~31, after their first meet- ing, Hindenburg said Hitler \"might become minister of posts but never chancellor\". In 1932 Hitler challenged Hindenburg. The president -- Protestant, Prussian, a conservative monarchist -- won with the votes of Socialists, Unions, Centrist Catholics and Liberal Democrats. Hitler -- Catholic, Austrian and a former tramp -- carried upper-class Protes- tants, Prussian landowners and monarchists.

Nearly senile and desperate for any way to establish order in the fractious environment, Hindenburg fell prey to intriguers. Papen began plotting to bring himself to power and his supposed friend Schleicher to the top of the army. Papen offered Hindenburg a government with Hitler's support but without Hitler in the cabinet. Hindenburg made Pa- pen chancellor and Schleicher defense minister.

In the July 1932 parliamentary elections, the Nazis won 230 of 608

seats, and Hitler demanded the chancellorship~ Hindenburg refused. Pa- pen lost a confidence vote in August, and his government fell after losing.' in the fourth election in a year in November. Schleicher, whose very name means \"intriguer\name him chancellor. Hitler's propagandist Joseph Goebbels noted. \"He won't last long.\"

To get revenge, Papen proposed sharing power with Hitler in Jan- uary 1933~ Hitler agreed, but with Papen as vice chancellor. Ever eager for order, Hindenburg shifted once again and fired Schleicher. \"I am sure,\" the president said, \"I shall not regret this action in heaven.\"

Schleicher replied bitterly, \"After this breach of trust, sir, I am not sure you will go to heaven.\" Schleicher would later say. \"I stayed in power only 57 days, and on each and every one of them I was betrayed 57 times. Don't ever speak to me of German loyalty!\"

At noon on Jan. 30, 1933, Adolf Hitler was sworn in as chancel-

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lor. Within one month, the Reichstag burned and civil liberties were sus- pended. Within two months, the Enabling Act stripped parliament of power and made Hitler dictator. On'April 1, Hitler decreed a boycott of Jewish business. On April 4, he created the Reich Defense Council and began secretly rearming Germany. On July 14, Hitler made the Nazi Party \"the only political party in Germany\".

As they sowed, so they reaped. In the Blood Purge of 1934, a Nazi SS squad murdered Kurt ron Schleicher in the doorway of his home. Franz yon Papen lingered on, so powerless an errand boy for Hitler that he was acquitted at the Nuremberg trials.

19. The author says that Hitler came into power \"On cat paws\" because A. he seized power illegally.

B. he seized power by military force.

C. he quietly took advantage of the internal conflict. D. he cleverly took advantage of the Depression. 20. Hitler first asked to be made chancellor when A. Papen lost a confidence vote.

B. Hitler had won a third of the votes. C. Hindenburg fired Schleicher. D. Schleicher was fired. 21. The chancellor was held by

A. Papen, Schleicher, and then Hitler. B. Schleicher, Papen, and then Hitler.

C. Hindenburg, Schleicher, and then Hitler. D. Hindenburg, Papen, and then Hitler. TEXT C

Mercedes-Benz Gets Turned Upside Down

Iris Rossner has seen eastern Germany customers weep for joy when

they drive away in shiny, new Mercedes-Benz sedans. \"They have tears 166

in their eyes and keep saying how lucky they are,\" says Rossner, the Mercedes employee responsible for post-delivery celebrations. Rossner has also seen the French pop corks on bottles of champagne as their na- tional flag was hoisted above a purchase. And she has seen American business executives, Japanese tourists and Russian politicians travel thou- sands of miles to a Mercedes plant in southwestern Germany when a classic sedan with the trade mark three-pointed star was about to roll off the assembly line and into their lives. Those were the good economic miracle of the 1960s and ended in 1991.

Times have changed. \"Ten years ago, we had clear leadership in the market,\" says Mercedes spokesman Horst Krambeer. \"But over this period, the market has changed drastically. We are now in a pitched bat- tle. The Japanese are partly responsible, but Mercedes has had to learn the hard way that even German firms like BMW and Audi have made ef- forts to rise to our standards of technical proficiency.\"

Mercedes experienced one of its worst years ever in 1992. The auto maker's worldwide car sales fell by 5 percent from the previous year, to a low of 527,500. Before the decline, in 1988, the company could sell close to 600,000 cars per year. In Germany alone, there were 30,000 fewer new Mercedes registrations last year than in 1991. As a result, production has plunged by almost 50,000 cars to 529,400 last year, a level well beneath the company's potential capacity of 650,000.

Mercedes's competitors have been catching up in the United States, the world's largest car market. In 1986, Mercedes sold 100,000 vehicles in America; by 1991, the number had declined to 59,000. Over the last two years, the struggling company has lost a slice of its US market share to BMW, Toyota and Nissan. And BMW outsold Mercedes in America last year for the first time in its history. Meanwhile, just as Mercedes began making some headway in Japan, a notoriously difficult market, the Japanese economy fell on hard times and the company saw its sales

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decline by 13 percent in that country.

Revenues will hardly improve this year, and the time has come for getting down to business. At Mercedes, that means cutting payrolls,

streamlining production and opening up to consumer needs -- revolution- ary steps for a company that once considered itself beyond improvement. 22. The author's intention in citing various nationalities' interests in Mercedes is to illustrate Mercedes' A. sale strategies. B. market monopoly. C. superior quality. D. past record.

23. Mercedes is having a hard time because A. it is lagging behind in technology. B. Japan is turning to BMW for cars. C. its competitors are catching up.

D. sales in America have dropped by 13%. 24. In the good years Mercedes could sell about A. 527,500 cars. B. 529,400 cars. C. 600,000 cars. D. 650,000 cars.

25. What caused the decline of Mercedes' sales in Japan? A. Japan is a very difficult market. B. The state of the economy there.

C. Competition from other car companies.

D. BMW and Audi's improved technical standards. TEXT D

Send in the Clones

\"Scientists have made a breakthrough to clone a human being.\"

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That's how at least one television news anchor put it last week, and while his description was off the mark, the real news was almost as fan- tastic, researchers at George Washington University Medical Center in Washington, D. C. , split single human embryos into identical copies, a technology that opens a Pandora's box of ethical questions and has sparked a storm of controversy around the world.

Claiming they began the experiments to spur debate, the re- searchers got more than they bargained for. The Vatican condemned the technology as perverse~ one German magazine called the research \"un- scrupulous\or not the teehnology should be offered to infertile couples.

The news also left many people wondering what, precisely, the technology is all about. The headlines conjured up futuristic images of armies of clones, or human beings reconstructed from a few cells -- a sort of Jurassic Park for humans. But what researchers Robert Stillman and Jerry Hall actually did was to extend a technique that has been used in livestock for more than decade. The physicians, who specialize in

helping infertile couples conceive, used in vitro fertilization to create 17 human embryos in a laboratory dish. When the embryos had grown e- nough to contain two to eight cells. The researchers separated them into 48 individual cells. Two of the separated cells survived for a few days in the lab, developing into new human embryos smaller than the head of a pin and consisting of 32 cells each. Though no great technical feat, the procedure opens a range of unsettling possibilities. For example, parents could have one embryo implanted in the mother's womb and store its i- dentical siblings indefinitely. The spare embryos could be implanted lat-

er, allowing parents to create an entire family of identical children of dif- ferent ages. Spare embryos could also be sold to other families, who would be able to see from an already born child how their embryo would turn out. Even more bizarre, a woman conceived from a split embryo

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could give birth to her own twin.

Issues to come. Such scenarios raise thorny issues about the rights of parents and the meaning of individuality. Some ethicists maintain that parents have the right to do with embryos what they will, including hav- ing twins born very apart. But others fear that the procedure unaccept- ably alters what it means to be a human being, especially when the

younger twins are forced to see older versions of themselves. \"Does look- ing at yourself violate some profound sense of self and individuality?\" asks Dr. Mary Mathews, director of the infertility program at the Uni- versity of California at San Francisco.

Amid the controversy, one thing seems certain: the experiments will continue. While cloning is forbidden, in Germany among other countries, fertility researchers proceeding in the United States, largely without federal funding or regulation. The researchers must obtain ap- proval only from their hospitals or clinic's board. Without federal over- sight, the highly competitive fertility business may soon use the new technology to attract clients. As Hall told the scientific journal Science last week, \"It was just a matter of time.\"

26. The news that scientists were able to split human embryos into iden- tical copies has

A. pleased many infertile couples. B. caused much heated debates.

C. been condemned all over the world.

D. been proclaimed as a scientific breakthrough.

27. According to the passage, the research opens the possibility that A. infertile couples could conceive.

B. human beings could be produced outside the mother womb. C. a woman could give birth to her own twin. D. people would all look alike.

28. In the United States, the experiments are

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A. wholly funded by the government. B. discouraged by the people in general. C. supervised by the government. D. commercially promising. TEXT E

Language and Thought

It is evident that there is a close connection between the capacity to use language and the capacities covered by the verb \"to think\". Indeed,

some writers have identified thinking with using words. Plato coined the saying, \"In thinking the soul is talking to itself\"; J. B. Watson reduced thinking to inhibited speech located in the minute movements or tensions of the physiological mechanisms involved in speaking; and although Ryle is careful to point out that there are many senses in which a person is said to think in which words are not in evidence, he has also said that saying something in a specific frame of mind is thinking a thought.

Is thinking reducible to, or dependent upon, language habits? It would seem that many thinking situations are hardly distinguishable from the skillful use of language, although there are some others in which language is not involved. Thought cannot be simply identified with using language. It may be the case, of course, that the non-linguis- tic skills involved in thought can only be acquired and developed if the learner is able to use and understand language. However, this question is one which we cannot hope to answer in this book. Obviously being able to use language makes for a considerable development in all one's capaci- ties but how precisely this comes about we cannot say.

At the common-sense level it appears that there is often a distinction between thought and the words we employ to communicate with other people. We often have to struggle hard to find words to capture what our thinking has already grasped, and when we do find words we ~me-

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times feel that they fail to do their job properly. Again when we report or describe our thinking to other people we do not merely report unspo- ken words and sentences. Such sentences do not always occur in think- ing, and when they do they are merged with vague imagery and the hint of unconscious or subliminal activities going on just out of rage. Think- ing, as it happens, is more like struggling, striving, or searching for something than it is like talking or reading. Words do play their part but they are rarely the only feature of thought. This observation is supported by the experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent adaptive responses can occur in prob- lem-solving situations without the use of either words or images of any kind. \"Set\" and \"determining tendencies\" opens without the actual use of language in helping us to think purposefully and intelligently.

Again the study of speech disorders due to brain injury disease sug- gest that patients can think without having adequate control over their language. Some patients, for example, fail to find the names of objects presented to them and are unable to describe simple events which they witness; they even find it difficult to interpret long written notices. But they succeed in playing games of chess or draughts. They can use the concepts needed for chess playing or draught playing but are unable to use many of the concepts in ordinary language. How they manage to do this we do not know. Yet animals such as Kohler's chimpanzees can

solve problems by working out strategies such as the invention of imple- ments or climbing aids when such animals have no language beyond a few warning cries. Intelligent or \"insightful\" behavior is not dependent in the case of monkeys on language skills; presumably human beings

have various capacities for thinking situations which are likewise indepen- dent of language.

29. According to the theory of \"thought\" devised by J. B. Watson, thinking is 172

A. talking to the soul. B. suppressed speech. C. speaking nonverbally. D. nonlinguistic behavior.

30. Which of the following statements is true in the author's opinion? A. Ability to use language enhances one's capacities. B. Words and thought match more often than not. C. Thinking never goes without language.

D. Language and thought are generally distinguishable.

31. According tothe author, when we intend to describe our thoughts, A. we merely report internal speech. B. neither words nor imagery works.

C. we are overwhelmed with vague imagery. D. words often fail to do their jobs.

32. Why are patients with speech disorders able to think without having adequate control over language? A. They use different concepts. B. They do not think linguistically. C. It still remains an unsolved problem. D. Thinking is independent of language. TEXT F

Spring Funeral

They decided to bury him in our churchyard at Greymede under the beeches; the widow would have it so, and nothing might be denied her in her state.

It was magnificent morning in early spring when I watched among the trees to see the procession come down the hill-side. The upper air was woven with the music of the larks, and my whole world thrilled with the conception of summer. The young pale wind-flowers had arisen 173

by the wood-gale, and under the hazels, when perchance the hot sun pushed his way, new little suns dawned, and blazed with the real light. There was a certain thrill and quickening everywhere, as a woman must feel when she has conceived. A sallow-tree in a favored spot looked like a pale gold cloud of summer dawn~ nearer it had poised a golden, fairy bushy on every twig, and was voiced with a hum of bees, like any sacred

golden bush, uttering its gladness in the thrilling murmur of bees, and in warm scent. Birds called and flashed on every hand~ they made off exul- tant with streaming strands of grass, or wisps of fleece, plunging into the dark spaces of the wood, and out again into the blue.

A lad moved across the field from the farm below with a dog trot- ting behind him -- a dog, no, a fussy, black-legged lamb trotting along on its toes, with its tail swinging behind. They were going to the moth- ers on the common, who moved like little gray clouds among the dark gorse.

I cannot help forgetting, and sharing the spink's triumph, when he flashed past with a fleece from a bramble bush. It will cover the bedded moss; it will weave among the soft red cow-hair beautifully. It is a prize; it is an ecstasy to have captured it at the right moment, and the nest is nearly ready.

Ah, but the thrush is scornful, ringing out his voice from the hedge! He sets his breast against the mud, models it warm for the turquoise eggs -- blue, blue, bluest of eggs, which cluster so close and round against the breast, which round up beneath the breast, nestling content. You should see the bright ecstasy in the eyes of a nesting thrush, because of the rounded caress of the eggs against her breast. Till the heralds come -- till the heralds wave like shadows in the bright air, crying, lamenting, fretting forever. Rising and falling and circling round and round, the slow-waving pewits cry and complain, and lift their broad wings in sorrow. They stoop anguish and protest, they 174

swing up again, offering a glistening white breast to the sunlight, to de- ny it in black shadow, then a glisten of green, and all the time crying and crying in despair.

The pheasants are frightened into cover, they run and dart through the hedge. The old cock must fly in his haste, spread himself on his streaming plumes, and sail into the wood's security.

There is a cry in answer to the pewits, echoing louder and stronger the lamentation of the lapwings, a wail which hushes the birds. The men came over the brow of the hill, slowly, with the old squire walking tail and straight in front; six bowed men bearing the coffin on another shoulder, treading heavily and cautiously, under the great weight of the glistening white coffin, six men following behind, ill at ease, waiting their turn for the burden. You can see .the red handkerchief knotted round their throats, and their shirt fronts blue and white between the open waistcoats. The coffin is of new unpolished wood, gleaming and glistening in the sunlight; the men who carry it remember all their lives after the smell of new, warm elm-wood.

33. What seems to have been predominant in the mind of the narrator during this episode? A. Death.

B. Sadness. C. Life. D. Nature.

34. In what sense are the lapwings \"heralds\"? A. They welcome the approaching summer. B. They warn other invading birds.

C. They tell the coming of the procession. D. They report the change of weather. 35. Why were there twelve coffin bearers? A. To follow tradition.

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B. To divide the task.

C. To accompany the squire. D. To pay respect to the dead.

SECTION B SKIMMING AND SCANNING ~-10 MIN.

In this section there are several passages followed by ten multiple-choice questions. Skim or scan them as required and then mark your answers on your Colored Answer Sheet. TEXT' G

First read the following question. 36. The purpose of the passage is to

A. show the harm viruses can bring to us.

B. compare the results of different experiments. C. describe the growth of cancer. D. explain the way to prevent cancer.

Now skim the text below and answer question 36.

Viruses And Cancer

In 1911, a New York scientist succeeded in producing tumors in chickens by inoculating them with a filtrate of tumor tissue containing no cells. His experiments were the first clear demonstration of the role of a virus in one type of malignant tumor. His discovery failed to arouse much interest, however, and only a few workers continued this line of research.

But in the 1930s, two important cancer-virus discoveries were made.

First l scientist succeeded in transmitting a skin wart from a wild rabbit to domestic rabbits by cell-free filtrates. Moreover, in the domes- tic rabbits the warts were no longer benign, but malignant. As observed

176

with the chickens, the filterable agent, a virus, could seldom be recov- ered from the malignant tumor which it had induced.

Second, in 1936, workers discovered that breast cancer in offspring of mice occurred only if the mother came from a strain noted for its high incidence of breast cancer. When one of the simplest possibilities was ex-

plored -- that something was transmitted from the mother to the young after birth -- it was found that this something was a virus in the milk of the mothers. When high breast-cancer strain offspring were nursed by low breast-cancer females, the occurrence of cancer was dramatically re- duced. In contrast, feeding young mice of low breast-cancer strains with milk from mice of high cancer strains greatly increased the incidence of breast cancer.

Credit for bringing the attention of investigators back to viruses is also probably due to two other discoveries in the 1950s. A scientist showed that mouse leukemia could be transmitted by cell-free filtrates. Newborn animals had to be used for these experiments.

Government scientists have succeeded in isolating from mouse leukemia tissue another agent which has produced salivary gland cancers in mice. After the agent had been grown in tissue culture, it produced many different types of tumors, not only in mice but also in rats and hamsters. This many-tumor virus removed all previous doubts about virus research in cancer. Up until then, it was believed that the few

known cancer viruses could each produce only one kind of tumor in one species of animal. Now this concept was shattered, and the question of viruses as a cause of human cancer assumed new significance. TEXT H

First read the following question. 37. The general tone of the letter is A. dogmatic.

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B. personal. C. impersonal. D. persuasive.

Now skim the text below and answer question $Z

August 6, 1992 Dear Colleague,

Until recently, attention to perceived problems in American higher edu- cation from academic and non-academic leaders alike focuses on the conl tent of college curricula. This preoccupation also limited the scope of ini- tial reform efforts in the area of general education. As faculty and ad- ministrators became involved in the complex of issues raised by general reform.

However, they began to grapple with a new set of questions related, but not restricted, to the content of courses and programs.

Can we rethink new contents and materials in isolation from ques- tions of pedagogy?

What, if any, are the pedagogical implications of the current in- terest in global and domestic cultural relations?

Now can we integrate the acquisition of fundamental analytical

and communication skills with the study of new materials and world cul- tures?

Which claims are common and which are competing among dis- tinct versions of muhi-culturalism? To what moral and/or social ends are they linked?

** How can we sustain the intellectual and institutional renewal ac- complished in the process of general education reform?

In the interest of pursuing these important questions, we have designed a program which brings together specialists in the fields of general educa- tion reform, pedagogical innovation and multicultural curricula. We have 178

also included faculty who have recently inaugurated a successfully revised program in general education at their institution. We invite you to attend the three days of presentations, discussions, and workshops in Chicago. We also invite faculty currently involved in any aspect of general educa- tion revision to consider leading a session during the conference. I hope you will join us for this conversation. Sincerely,

Elizabeth O'Connor Chandler

Director, Institute on Issues in Teaching and Learning TEXT I

First read the following question.

38. The index is most probably from a book on A. religion.

B. political history. C. national economies. D. anthropology.

Now skim the text below and answer question 38. Podgorny, Nikolai, 305

Police, 10, 21. See also Policy implementation institutions; Secret police Policy implementation

institutions, 385-388; in Chile, 422-428; in Egypt, 414-417; in France, 399-404; in Germany, 393-399; in Nigeria, 410-414; in Soviet Union, 404-410; in Tanzania, 417-422; in United Kingdom, 388-393 Policy-making institutions

332; in Chile, 374-381; comparison of, 381-383; in Egypt, 363-369; in France, 345-351; in Germany,

179

339-345 ~ in~ Nigeria, 356-363 ~ in Soviet Union, 351-356 in Tanzania, 369-374~ in United Kingdom, 332-339 Poliburo, Soviet, 231, 293, 353-354 Political culture, 10-12

French, 167-168, 583-585~ German, 112, 580-581~ Soviet 127, 587-588~ in United Kingdom 575-577 Political opposition, see dissent

Political participation, 153-154~ in Chile, 191 ~ in Egypt, 181-185~ in France, f67-172~ in Germany, 162~

in Nigeria, 176~ opportunity for, 155-157~ rewards and incentives for, 154-155 ~ risks of, 155 ~ in Soviet Union, 172-176~ in Tanzania, 185~ in United Kingdom, 157-162 Political parties, 2, 10~

Chilean, 34, 93, 252-260, 621~ and economic expectations, 523~ Egyptian, 77-78, 140,242,248, 621~ French, 221-229, 286, 620~ function of, 21-22, 199, 202-203~ German, 111, 167, 212-221, 280, 620~ importance of, 262, Nigerian, 179, 233-242, 621~ organization of, 250-251~ performance o{, 203-204, 212, 220-221, 228-229, 233, 241-242, 247-248, 251-252, 259-260~ in Soviet Union, 28, 229-233, 620~ in Tanzania, 88, 248-252, 621~ of totalitarian systems, 570~ in United Kingdom, 204-212, 620

Political performance, in Chile, 563-569~ comparison

of, 569-571~ in Egypt, 556-557~ in France, 536-538~ in Germany, 530 ~ in Nigeria, 550-551 ~ in Northern Ireland, 526-528~ in Soviet Union, 541-544~ in Tanzania, 660~ in United Kingdom, 322-328

Political systems, 9-10~ and change, 605, civil service

in, 419-420~ comparing, 19-22~ developed vs. developing systems, 21-22~ economic organization of, by~ and 180

interest groves, 101; leadership selection, 328-329; policy implementation in, 385-388; predicting future for, 573-575; and threat of coercion, 6; traditional vs. modern, 20-21 Politics: categories for 3; comparative, 2; defined, 4; vs. government, 3; primacy of, 4-9 Pompidou, Gorges, 227, 342, 448

Popular Republican Movement (MRP), French, 226 Popular Unity Coalition, Chilean, 257-258, 259, 321, 325, 379, 565

Population growth: in Chile, 615; in Egypt, 32, 135, 552, 615; in France, 534, 614; in Germany, 614, in Nigeria, 614; in Soviet Union, 615, in Tanzania, 615; in United Kingdom, 614 Portales, Diego, 92 Pouiade, Pirre, 120, 285 Powell, Enoch, 106 Power, politieal, 6, 7, 8

Progmatism, British, 157-158

Prats, Carlos, 380

Precedent, British reliance on, 484 Premier, French, 348-349

Presidency: Chilean, 375, 474-476, 514, 563-566; Egyptian. TEXT J

First read the following question.

39. The author leads the reader to believe that, as the Clintons begin their vacation, the local inhabitants are A. indifferent. B. restless. C. afraid.

181

D. curious.

Now skim the text below and answer question $9.

PRESIDENTIAL INVASION

Finally, on the afternoon of his 47th birthday, seven months after he took the oath of office, the President came to rest on a New England island so small it has no traffic lights. Martha's Vineyard, a 260-sq-km haven of quaint shingled houses, quiet country gardens, yacht-studded harbors and stunning beaches, has many attributes to recommend it, not the least of which is that its inhabitants are sufficiently celebrity-trained so that no one stares into opera diva Beverly Sills' grocery cart at

Cronig's or gawks at Jackie Onassis riding her bike near her house in Bay Head. A President -- no big deal.

A live-anddet-live attitude toward the famous is one reason Martha's Vineyard won out over a number of other possibilities. Not that the decision came easily, or could have been carried out if seven- day-advance-purchase airline tickets were a factor. Unlike most U. S. Presidents, Clinton is a man without a country house.

Clinton doesn't even take off weekends, and he delayed making holiday plans as if he were putting off minor surgery. Some people won- dered if a man who had not got away for four years on a regulation vaca- tion would make it five.

Enter Vernon Jordan, close advisor to Clinton and a man \"deter- mined to have fun\cationed at Martha's Vineyard for g0 years, and he pointed out that it met all the First Family's requirements: it has beaches, a golf course (18 golf carts were shipped in for the Secret Service), a good price (former Defense Secretary Robert McNamara donated his house), and enough celebrities to be interesting without being rarefied.

But while the Vineyard might be perfect for the Clintons, there was 182

some apprehension that the First Vacationers would not be perfect for a tiny community already stuffed to the gills with artists, writers, journal-

ists, psychiatrists and academics so set in their reverse-chic ways that no newcomer could hope to adapt. TEXT K

First read the following questions.

40. How long did Alex Harper work as an engineering writer? A. Less than eight years. B. More than eight years. C. For exactly eight years. D. From 1983 to the present.

41. What is his present academic field of interest? A. Business administration. B, Electronics. C. Engineering. D. Communication.

Now scan the text below and answer questions 40 and 41. ALEX M. HARPER 938 Middle Street Age: 34

El Segundo, California 90245 I-It: 6 - 2 wt: 190

(213) 238-9265 Married, two children EXPERIENCE

Department Supervisor, TRM Systems, Manufacturing Engineering and Processes Department, Redondo Beach. California, May 1993 to the present. Responsible for obtaining, scheduling and overseeing work as- signments of 30 engineering, planning and administrative support per- sonnel. Also responsible for reconciling Department budgets.

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Engineering Writer, TRM Systems, Integrated Logistics Department, Redondo Beach, California, May 1985 to April 1993. Responsible for writing and updating technical manuals. On classified spacecraft and mil- itary projects was granted \"Secret\" security clearance.

Engineering Writer, Stromberg-carlson, Technical Publications Gro~ ~, El Segundo, California, August 1984 to May 1985. Responsible for writing and updating Air Force Technical Orders and the Launch En- abling and Communications Systems on the TITAN IV project. EDUCATION

El Redondo Junior College, Torrance, California, Graduated in June 1981. Associate of Arts Degree in Electronics, and Radio Technician's Certificate. California State University at Long Beach. Electronics ma- jor, from September 1981 to June 1982.

California State College, Domingguez Hills. Part-time night student since March 1990. Will be graduated with a B. S. in Business Adminis- tration in Spring 1996. (Plan to continue study as a part-time night M. B. A Degree. )

PERSONAL INTERESTS

President of investment club~ basketball and softball player; coach in the Bobbysox Softball League. MILITARY SERVICE

Served two years active duty in the United States Air Force, March Air Force Base, Riverside, California, September 1982 to August 1984. Member of the Air Force Reserve, September 1984 to March 1988. Honorable Discharge, March 1988.

184

REFERENCES

Will gladly be provided upon request. TEXT L

First read the following questions.

42. If you wanted to buy a car without airTbags, you would buy A. a CADILLAC Seville ELS. B. a HONDA Accord EX.

C. a MERCEDES-BENZ C280. D. a CHEVROLET S-BLAZER.

43. Which of the following cars has a built-in safety seat for a child? A. LINCOLN Town Car. B. DODGE Intrepid.

C. PONTIAC Firebird Formula. D. GEO Prizm LSi

Now scan the text below and answers questions 4], and 43. 24-valve v-6; emergency tension retractors tor the MERCEDES-BENZ front seat belts, front and rear crumple zones, dual C280 air baas LINCOLN Town Car

32-valve v-8; dual air bags; sequential multi-point electronic fuel injection; four-wheel disc anti-lock brakes; six-way power driver and passenger seats; remote illuminated keyless entry system 185 DODGE intrepid CADILLAC Serville SLS PONTIAC Firebird Formula HONDA Accord EX JEEP Grand Cherokee GE() Primz LSi FORD F-series CHEVROLET S-Blazer 24-valve v-6 214hp; driver ~ passenger air bags; an- ti-lock brakes ~>-. traction control; integrated child safety seat; speed sensitive steering 32-valve v-8 270hp; dual air bags; road-sensing sus- pension; traction control 32-valve v--8 275hp; driver and passenger air bags; anti-lock brakes; 6-speed transmi~ion; safety cage construction; theft-deterrent key system 16-valve v-4 145hp; driver's and.front passenger's air bags, leather-trimmed interior 32-valve v-8; driver's side air bag; four-wheel anti- lock brakes; four-wheel drive system; side-guard door beams 16-valve v-4; dual air bag; bumper-to-bumper war- ranty; 24-hour roadside assistance 32-valve v-8; driver side air bag; automatic trans- mission; air conditioning; rear anti-lock brakes; speed control; power door locks and windows 24-valve v-6 200hp~ electronic automatic transmis- sion; push-button 4WD; aluminum wheels~ power windows and locks

TEXT M

First read the following questions.

44. Which of the following is considered to be Otmar Nussio's master- piece?

A. Quo Vadis. B. Suite ticinese. C. Rubensiana.

D. Esapades musicales.

45. Which of the following composers was horn and later died in the same city?

A. Nucius. B. Nunn. 186

C. Nystedt. D. Nuitter.

Now scan the text below and answer questions 44 and 45.

Societies in Berlin; from 1909, director of the Musical Society and con- ductor of the symph, concerts in Cracow; also conductor of the Warsaw Philharmonic Orch.; 1914, returned to Berlin, where he lived during the war; 1920-27, prof. of organ and church music at the State Cons.

in Poznan. In 1935 he won the Polish State Music Prize. The oratorio Quo Vadis (after Sienkiewwicz) is his best-known work. Also wrote op- eras, orchestral works, organ pieces, oratorios, choruses, songs, etc. MUCIUS (NUCIS), JOHANNES, German composer and theorist; b. Gorlitz, c. 1556; d. Himmelwetz, March 25, 1620. In 1591 he became a Cistercian monk in the monastery of Rauden; from 1609, abbot of the monastery of Himmelwitz in Silesia. He publ. Modulationes sacrae, 5-6 voices (1591), and 2 books of Sacrae Cantiones (1609); 2 of his Masses are in MS. Also publ. a theoretical work, Musices poeticae sive de com- positione cantum praeceptiones ultissimae (1613). --cf. S. Widmann, Johannes Mucius, Abt yon Himmelwitz (Bregenz, 1921); E. Kirsch, Von der Personlichkeit und dem Stil des... Johannes Mucius (1926). Nuitter, Charles Louis Etienne, French writer of music; b. Paris, April 24, 1828; d. there, Feb. 24, 19. He was a lawyer by profession; then became interested in the theater; was custodian of the archives of the Paris Opera. He changed his real name, Truinet, to Nuitter by ana- grammatic transposition of letters, and under that name wrote librettos for many operas and operettas, including some by Offenbach; also trans- lated librettos of operas by Weber, Mozart, Wagner, and verdi; wrote scenarios for Delibes (Coppelia) and others. He publ. le Nouvel Opera 187

(1875); les Origines de l'opera francais (1886; with Thoinan); many articles in music magazines.

Nunn, Edward Cuthbert, English organist, conductor, and composer; b. Bristol, Feb. 23, 1868; d. London, Nov. 26, 1914. He studied at

the royal Academy of Music; then served as organist at various church- es, and conducted opera. He composed a ballet suite, Fete Champetre; a cantana, Everyman; the children's operas. Kamar-al-zaman, The Fairy Slipper, The Garden of Shepherds and the Sweep, The Garden of Par- adise, The Wooden Bowl.

Nuno, Jaime, Spanish bandmaster; composer of the Mexican national anthem; b. San Juan de las Abadesas, Sept. 8, 1824; d. Auburndale, N. Y. , July 18, 1908. He studied with Mercadante in Italy; in 1851 went to Cuba, and in 1853 to Mexico, where he was appointed chief of military bands; was commissioned to write a national anthem for Mexi- co; it was sung for the first time on Sept. 15, 1854. Subsequently he

was active as impresario for Italian opera companies in Cuba, Mexico and the U.S. In 1870 he settled in Buffalo as organist and teacher; com- posed a number of sacred works.

Nussio, Otmar, composer; b. Grosseto, Italy, Oct. 23, 1902. He was a student of Respighi in Rome; then went to Switzerland, taught flute at the Zurich Cons.; in 938 became music director of Radio Monte Ceneri. He has conducted a number of concerts of light music; composed numer- ous orchestral suites: Suite ticinese (his best), Esapades musicales, dan- za di Mallorca; a flute concerto; also a piano concerto, a violin concerto;

also a children's opera, Hans in Marchenland. His suite for harpsichord, flute, violin solo, and strings, Rubenciana, was performed for the first time in the Rubens Hoase in Antweep, on May 21, 1950. 188

Nyiregyhazi (ni-reh-zh-hah-ze), Erwin, Hungarian pianist; b. Bu- dapest, Jan. 19, 1903. He studied with Dohnanyi, Thoman, and Szekely; also with Lamond in Berlin. From early infancy he showed a phenomenal musical ability, so that his sense of pitch and other faculties were made the subject of study, publ. in a volume by G. Revesz, Erwin Nyiregyhazi: Psychologische Analyse eines Musikalisch hervorragenden Kindes (Leipzig, 1916; in English as The Psychology of a Musical Prodigy, 1925). In 1930 he came to the U. S. , and settled in Holly- wood as a film studio pianist.

Nysted, Knut, Norwegian composer; b. Oslo, Sept. 3, 1915. He stud- ied organ with A. Sandvold in Oslo and with E. White in N. Y.; com- position with B. Brustad in Oslo, and Aaron Copland in America. Works: Norge mitt land, for chorus and orch. (1946); Spennigens Land (The Land of suspense), symph, fantasy (Oslo, Sept. 29, 1948); violin sonata (1942); Introduzione e Passacaglia for organ (1944); vocal pieces. --THE END--

TEST FOR ENGLISH MAJORS (1996) --GRADE EIGHT-- PART III READING COMPREHENSION (40 MIN. ) SECTION A READING COMPREHENSION (30 MIN. )

In this section there are five reading passages followed by a total of fif- teen multiple-choice questions. Read the passages and then mark your an- swers on your Colored Answer Sheet.

1 TEXT A

Staying Healthy On Holiday

Do people who choose to go on exotic, far-flung holidays deserve free health advice before they travel? And even if they pay, who ensures that they get good, up-to-date information? Who, for that matter, should collect that information in the first place? For a variety of rea- sons, travel medicine in Britain is a responsibility nobody wants. As a result, many travelers go abroad ill prepared to avoid serious disease.

Why is travel medicine so unloved? Partly there's an identity prob- lem. Because it takes an interest in anything that impinges on the health of travelers, this emerging medical specialism invariably cuts across the traditional disciplines. It delves into everything from seasickness, jet lag and the hazards of camels to malaria and plague. But travel medicine has a more serious obstacle to overcome. Travel clinics are meant to tell peo- ple how to avoid ending up dead or in a tropical diseases hospital when

they come home, but it is notoriously difficult to get anybody pay out money for keeping people healthy.

Travel medicine has also been colonized by commercial interests, the vast majority of travel clinics in Britain are run by airlines or travel com- panies. And while travel concerns are happy to sell profitable injections, they may be less keen to spread bad news about travelers' diarrhea in Turkey, or to take the time to spell out preventive measures travelers could take. \"The NHS finds it difficult to define travelers' health,\" says Ron Behrens, the only NHS consultant in travel and tropical medicine and director of the travel clinic of the Hospital for Tropical Diseases in London. \"Should it come within the NHS or should it be paid for? It's a gray area, and opinion is split. No one seems to have any responsibility for defining its role,\" he says.

To compound its low status in the medical hierarchy, travel

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medicine has to rely on statisties that are patchy at best. In most cases we just don't know how many Britons contract diseases when abroad. And even if a disease is linked to travel there is rarely any information about where those afflicted went, what they ate, how they behaved, or which vaccinations they had. This shortage of hard facts and figures makes it difficult to give detailed advice to people, information that might even save their lives.

A recent leader in the British Medical Journal argued. \"Travel medicine will emerge as a credible discipline only if the risks encountered by travelers and the relative benefits of public health interventions are well defined in terms of their relative occurrence, distribution and con- trol.\" Exactly how much money is wasted by poor travel advice. The re- al figure is anybody's guess, but it could easily run into millions.

Behrens gives one example. Britain spends more than ~1 million each year just on cholera vaccines that often don't work and so give people a false sense of security. \"Information on the prevention and treatment of all forms of diarrhea would be a better priority\16. Travel medicine in Britain is

A. not something anyone wants to run. B. the responsibility of the government. C. administered by private doctors. D. handled adequately by travel agents.

17. The main interest of travel companies dealing with travel medicine is to

A. prevent people from falling ill. B. make money out of it.

C. give advice on specific countries. D. get the government to pay for it.

18. In Behren's opinion the question of who should run travel medicine -- A. is for the government to decide.

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B. should be left to specialist hospitals. C. can be left to travel companies. D. has no clear and simple answer.

19. People will only think better of travel medicine if A. it is given more resources by the government.

B. more accurate information on its value is available. C. the government takes over responsibility from the NHS. D. travelers pay more attention to the advice they get. TEXT B

The Historical Background Of Social Psychology

While the roots of social psychology lie in the intellectual soil of the whole western tradition, its present flowering is recognized to be charac- teristically an American phenomenon. One reason for the striking up-

surge Of social psychology in the United States lies in the pragmatic tradi- tion of this country. National emergencies and conditions of social dis- ruption provide special incentive to invent new techniques, and to strike out boldly for solutions to practical social problems. Social psychology began to flourish soon after the First World War. This event, followed by the great depression of the 1930s, by the rise of Hitler, the genocide of Jews, race riots, the Second World War and the atomic threat, stim- ulated all branches of social science. A special challenge fell to social psy- chology. The question was asked: How is it possible to preserve the val- ues of freedom and individual rights under condition of mounting social strain and regimentation? Can science help provide an answer? This chal- lenging question led to a burst of creative effort that added much to our understanding of the phenomena of leadership, public opinion, rumor, propaganda, prejudice, attitude change, morale, communication, deci- sion-making, race relations, and conflicts of war.

Reviewing the decade that followed World War II, Cartwright 192

C1961~ speaks of the \"excitement and optimism\" of American social psy- chologists, and notes \"the tremendous increase in the total number of people calling themselves social psychologists.\" Most of these, we may add, show little awareness of the history of their field.

Practical and humanitarian motives have always played an important part in the development of social psychology, not only in America but in other lands as well. Yet there have been discordant and dissenting voic- es, in the opinion of Herbert Spencer in England, of Ludwig Gumplow- icz in Austria, and of William Graham Sumner in the United States, it is both futile and dangerous for man to attempt to steer or to speed social change. Social evolution, they argue, requires time and obeys laws be- yond the control of man. The only practical service of social science is to warn man not to interfere with the course of nature (or society). But

these authors are in a minority. Most social psychologists share with Comte an optimistic view of man's chances to better his way of life. Has he not already improved his health via biological sciences? Why should he not better his social relationships via social sciences? For the past century this optimistic outlook has persisted in the face of slender accomplishment to date. Human relations seem stubbornly set. Wars have not been abol- ished, labor troubles have not abated, and racial tensions are still with us. Give us time and give us money for research, the optimists say. 20. Social psychology developed in the USA

A. because its roots are intellectually western in origin. B. as a direct response to the great depression.

C. to meet the threat of Adol~ Hitler and his policy of mass geno- cide.

D. because of its pragmatic traditions for dealing with social prob- lems.

21. According to the author, social psychology should help man to A. preserve individual rights.

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B. become healthier. C. be aware of history.

D. improve material welfare.

22. Who believed that man can influence social change for the good of society ?

A. Cartwright. g. Spencer. C. Sumner. D. Comte. TEXT C

God And My Father

I thought of God as a strangely emotional being. He was powerful; he was forgiving yet obdurate, full of warmth and affection. Both his wrath and affection were fitful, they came and they went, and I

couldn't count on either to continue: although they both always did. In short God was much such a being as my father himself.

What was the relation between them, I wondered -- these two puz- zling deities?

My father's ideas of religion seemed straightforward and simple. He had noticed when he was a boy that there were buildings called church- es; he had accepted them as a natural part of the surroundings in which he had been born. He would never have invented such things himself. Nevertheless they were here. As he grew up he regarded them as un- questioningly as he did banks. They were substantial old structures, they were respectable, decent, and venerable. They were frequented by the right sort of people. Well, that was enough.

On the other hand he never allowed churches -- or banks -- to dic- tate to him. He gave each the respect that was due to it from his point of view; but he also expected from each of them the respect he felt due to 194 him.

As to creeds, he knew nothing about them, and cared nothing ei- ther; yet he seemed to know which sect he belonged with. It had to be a sect with the minimum of nonsense about it; no total immersion, no ex- horters, no holy confession. He would have been a Unitarian, naturally, if he'd lived in Boston. Since he was a respectable New Yorker, he be- longed in the Episcopal Church.

As to living a spiritual life, he never tackled that problem; some men who accept spiritual beliefs try to live up to them daily; other men who reject such beliefs, try sometimes to smash them. My father would have disagreed with both kinds entirely. He took a more distant atti- tude. It disgusted him where atheists attacked religion: he thought they were vulgar. But he also objected to having religion make demands upon him--he felt that religion was too vulgar, when it tried to stir up men's feelings. It had its own proper field of activity, and it was all right there, of course; but there was one place religion should let alone, and that was a man's soul. He especially loathed any talk of walking hand in hand with his Savior. And if he had ever found the Holy Ghost trying to soften his heart, he would have regarded its behavior as distinctly uno called for; even ungentlemanly.

23. The writer says his father's idea of religion seemed straightforward and simple because his father

A. had been born in natural surroundings with banks and churches. B. never really thought of God as having a real existence.

C. regarded religion as acceptable as long as it did not interfere. D. regarded religion as a way that he could live a spiritual life. 24. The writer's father would probably agree with the statement that A. both spiritualists and atheists are vulgar. B. being aware of different creeds is important. C. religion should expect heart and soul devotion.

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D. churches like banks are not to be trusted. TEXT D

Etiquette

In sixteenth-century Italy and eighteenth-century France, waning prosperity and increasing social unrest led the ruling families to try to preserve their superiority by withdrawing from the lower and middle classes behind barriers of etiquette. In a prosperous community, on the other hand, polite society soon absorbs the newly rich and in England there has never been any shortage of books on etiquette for teaching

' them the manners appropriate to their new way of life.

Every code of etiquette has contained three elements; basic moral duties~ practical rules which promote efficiency~ and artificial, optional graces such as formal compliments to, say, women on their beauty or superiors on their generosity and importance.

In the first category are considerations for the weak and respect for age. Among the ancient Egyptians the young always stood in the pres- ence of older people. Among the Mponguwe of Tanzania, the young men bow as they pass the huts of the elders. In England, until about a century ago, young children did not sit in their parents' presence with- out asking permission.

Practical rules are helpful in such ordinary occurrences of social file as making proper introductions at parties or other functions so that peo- ple can be brought to know each other. Before the invention of the fork, etiquette directed that the fingers should be kept as clean as possible~ be- fore the handkerchief came into common use, etiquette suggested that after spitting, a person should rub the spit inconspicuously underfoot. Extremely refined behavior, however, cultivated as an art of gra- cious living, has been characteristic only of societies with wealth and leisure, which admitted women as the social equals of men. After the fall

196

of Rome, the first European society to regulate behavior in private life in accordance with a complicated code of etiquette was twelfth-century Province, in France.

Province had become wealthy. The lords had returned to their cas- tle from the crusades, and there the ideals of chivalry grew up, which emphasized the virtue and gentleness of women and demanded that a knight should profess a pure and dedicated love to a lady who would be his inspiration, and to whom he would dedicate his valiant deeds, though he would never come physically close to her. This was the introduction of the concept of romantic love, which was to influence literature for many hundreds of years and which still lives on in a debased form in sim- ple popular songs and cheap novels today.

rn renaissance Italy too, in the fourteenth and fifteenth centuries, a wealthy and leisured society developed an extremely complex code of manners, but the rules of behavior of fashionable society had little influ- ence on the daily life of the lower classes. Indeed many of the rules, such as how to enter a banquet room, or how to use a sword or handkerchief for ceremonial purposes, were irrelevant to the way of life of the average working man, who spent most of his life outdoors or in his own poor hut and most probably did not have a handkerchief, certainly not a sword, to his name.

Yet the essential basis of all good manners does not vary. Consider- ation for the old and weak and the avoidance of harming or giving unnec- essary offence to others is a feature of all societies everywhere and at all

levels from the highest to the lowest.

25. One characteristic of the rich classes of a declining society is their tendency to

A. take in the recently wealthy. B. retreat within themselves.

C. produce publications on manners.

197

D. change the laws of etiquette.

26. Which of the following is NOT an element of the code of etiquette? A. Respect for age.

B. Formal compliments.

C. Proper introductions at social functions. D. Eating with a fork rather than fingers.

27. According to the writer which of the following is part of chivalry? A knight should

A. inspire his lady to perform valiant deeds.

B. perform deeds which would inspire romantic songs. C. express his love for his lady from a distance. D. regard his lady as strong and independent.

28. Etiquette as an art of gracious living is quoted as a feature of which country? A. Egypt.

B. 18th century France. C. Renaissance Italy. D. England. TEXT E

Conflict And Competition

The question of whether war is inevitable is one which has con- cerned many of the world's great writers. Before considering the ques- tion, it will be useful to introduce some related concepts. Conflict, de- fined as opposition among social entities directed against one another, is distinguished from competition, defined as opposition among social enti- ties independently striving for something which is in inadequate supply. Competitors may not be aware of one another, while the parties to a con- flict one. Conflict and competition are both categories of opposition, which has been defined as a process by which social entities function in

198

the disservice of one another. Opposition is thus contrasted with coopera- tion, the process by which social entities function in the service of one another. These definitions are necessary because it is important tO em- phasize that competition between individuals or groups is inevitable in a world of limited resources, but conflict is not. Conflict, nevertheless, is very likely to occur, and is probably an essential and desirable element of human societies.

Many authors have argued for the inevitability of war from the premise that in the struggle for existence among animal species, only the fittest survive. In general, however, this struggle in nature is competi- tion, not conflict. Social animals, such as monkeys and cattle, fight to win or maintain leadership Of the group. The struggle for existence oc- curs not in fights, but in the competition for limited feeding areas and for the occupancy of areas free from meat-eating animals. Those who fail in this competition starve to death or become victims to other species. The struggle for existence does not resemble human war, but rather the com- petition for the necessities of life that are insufficient to satisfy all.

Among nations there is competition in developing resources, trades, skills, and a satisfactory way of life. The successful nations grow and prosper, the unsuccessful decline while it is true that this competition may induce efforts to expand territory at the expense of others, and thus lead to conflict, it cannot be said that war-like conflict among other na- tions is inevitable, although competition isl

29. According to the author which of the following is inevitable? A. War. B. Conflict. C. Competition. D. Cooperation.

30. In the animal kingdom the struggle for existence

A. is evidence of the inevitability of conflict among the fittest.

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B. arises from a need to live in groups.

C. is evidence of the need to compete for scarce resources. D. arises from a natural desire to fight.

SECTION B SKIMMING AND SCANNING ~10 MIN.

In this section there are seven passages followed by ten multiple-choice questions. Skim or scan them as required and then mark your answers on your Colored Answer Sheet. TEXT F

First read the following question.

31. The writer believes the problems of chaos and noise will most proba- bly only be solved by

A. the students themselves. B. the students' parents. C. the college authorities. D. the newspaper.

Now go through TEXT F quickly and answer question 31. Angry Residents

Crescent

Gradge Rudwick

Sir,

On two occasions since Rudwick College opened you have given front page reports on the chaotic conditions prevailing there.

But whilst chaos and upheaval reigns in the college, what of the chaos and noise that local residents are subjected to? Cars are parked on the pavement, and, still worse, on the pavements at street corners. The noise from motor cycles is such that at times conversation is impossible. To add to this, our streets are littered with paper, Coca Cola tins and 200