¡¡¡¡ µÚ1Ò³:section¢ñ Use of English µÚ2Ò³:section¢ò Reading Comprehension--Part A µÚ3Ò³:section¢ò Reading Comprehension--Part B µÚ4Ò³:section¢ò Reading Comprehension--Part C µÚ5Ò³:section¢ó Writing--Part A µÚ6Ò³:section¢ó Writing--Part B µÚ7Ò³:È«ÕæÄ£ÄâÊÔÌâÈý½âÎö

¡¡¡¡Directions:

¡¡¡¡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.(40 points)

¡¡¡¡Text 1

¡¡¡¡Our visual perception depends on the reception of energy reflecting or radiating from that which we wish to perceive. If our eyes could receive and measure infinitely delicate sense-data, we could perceive the world with infinite precision. The natural limits of our eyes have, of course, been extended by mechanical instruments; telescopes and microscopes, for example, expand our capabilities greatly. There is, however, an ultimate limit beyond which no instrument can take us; this limit is imposed by our inability to receive sense-data smaller than those conveyed by an individual quantum of energy. Since these quanta are believed to be indivisible packages of energy and so cannot be further refined, we reach a point beyond which further resolution of the world is not possible. It is like a drawing a child might make by sticking indivisible discs of color onto a canvas.

¡¡¡¡We might think that we could avoid this limitation by using quanta with extremely long wavelengths; such quanta would be sufficiently sensitive to convey extremely delicate sense-data. And these quanta would be useful, as long as we only wanted to measure energy, but a completely accurate perception of the world will depend also on the exact measurement of the lengths and positions of what we wish to perceive. For this, quanta of extremely long wavelengths are useless. To measure a length accurately to within a millionth of an inch, we must have a measure graduated in millionths of an inch; a yardstick graduated in inches is useless. Quanta with a wavelength of one inch would be, in a sense, measures that are graduated in inches. Quanta of extremely long wavelength are useless in measuring anything except extremely large dimensions.

¡¡¡¡Despite these difficulties, quanta have important theoretical implications for physics. It used to be supposed that, in the observation of nature, the universe could be divided into two distinct parts, a perceiving subject and a perceived object. In physics, subject and object were supposed to be entirely distinct, so that a description of any part of the universe would be independent of the observer. The quantum theory, however, suggests otherwise, for every observation involves the passage of a complete quantum from the object to the subject, and it now appears that this passage constitutes an important coupling between observer and observed. We can no longer make a sharp division between the two in an effort to observe nature objectively. Such an attempt at objectivity would distort the crucial interrelationship of observer and observed as parts of a single whole. But, even for scientists, it is only in the world of atoms that this new development makes any appreciable difference in the explanation of observations.

¡¡¡¡21. Quanta with an extremely long wavelength cannot be used to give complete information about the physical world because they

¡¡¡¡£ÛA£Ý exist independently of sense-data.

¡¡¡¡£ÛB£Ý are graduated only in inches.

¡¡¡¡£ÛC£Ý have an insignificant amount of energy.

¡¡¡¡£ÛD£Ý are not adequate for measuring length and position.

¡¡¡¡22. The author uses the analogy of the child¡¯s drawing primarily in order to

¡¡¡¡£ÛA£Ý illustrate the ultimate limitation in the precision of sense-data conveyed by quanta.

¡¡¡¡£ÛB£Ý show the sense of helplessness scientists feel in the face of significant observational problems.

¡¡¡¡£ÛC£Ý anticipate the objections of those scientists who believe that no instrumental aid to observation is entirely reliable.

¡¡¡¡£ÛD£Ý refute those scientists who believe that measurement by means of quanta offers an accurate picture of the world.

¡¡¡¡23. The author implies that making a sharp division between subject and object in physics is

¡¡¡¡£ÛA£Ý not possible in a measurement of an object¡¯s energy.

¡¡¡¡£ÛB£Ý still theoretically possible in the small-scale world of atoms and electrons.

¡¡¡¡£ÛC£Ý possible in the case of observations involving the passage of a complete quantum.

¡¡¡¡£ÛD£Ý no longer an entirely accurate way to describe observation of the universe.

¡¡¡¡24. Which of the following is true according to the passage?

¡¡¡¡£ÛA£Ý Quanta of extremely long wavelength are essentially graduated in inches.

¡¡¡¡£ÛB£Ý Quanta of one-inch wavelength are not precisely analogous to yardsticks graduated in inches.

¡¡¡¡£ÛC£Ý Quanta of extremely long wavelength, in at lease one respect, resemble quanta of shorter wavelength.

¡¡¡¡£ÛD£Ý Quanta of one-inch wavelength and quanta of extremely long wavelength do not differ only in their wavelengths.

¡¡¡¡25. The quantum theory can be distinguished from previous theories of physics by its

¡¡¡¡£ÛA£Ý regard for philosophical issues as well as for strictly scientific ones.

¡¡¡¡£ÛB£Ý understanding of the inherent interrelationship of perceiver and perceived.

¡¡¡¡£ÛC£Ý recognition of the need for sophisticated instruments of measurement.

¡¡¡¡£ÛD£Ý emphasis on small-scale rather than on large-scale phenomena.

¡¡¡¡Text 2

¡¡¡¡Opponents of affirmative action say the battle over the use of race in college admissions is hardly over, despite the Supreme Court¡¯s ruling Monday upholding the goal of a diverse student body. Higher education leaders overwhelmingly hailed the decision, saying it reaffirmed policies used by most selective colleges and universities. But some critics raised the possibility of more lawsuits, and promised to continue pressuring the Department of Education¡¯s Office of Civil Rights to investigate questionable policies. ¡°We¡¯re talking about admissions programs, scholarships, any program¡­only for minorities or in which the standards used to judge admissions are substantially different,¡± says Linda Chavez, founder and president of the Center for Equal Opportunity, a conservative non-profit group.

¡¡¡¡Others say they¡¯ll take their case to voters. ¡°We have to seriously contest all this at the ballot box,¡± says University of California regent Ward Connerly, who helped win voter approval of California¡¯s Proposition 209, which prohibits considering race or gender in public education, hiring and contracting. Because of that law, Monday¡¯s ruling had no practical impact in the state. ¡°It may be time for us to¡­let the (Michigan) voters decide if they want to use race as a factor in admissions,¡± Connerly said Monday.

¡¡¡¡Meanwhile, U.S. Education Secretary Rod Paige, consistent with President Bush¡¯s stance opposing affirmative action, said the Department of Education will ¡°continue examining and highlighting effective raceª²neutral approaches to ensure broad access to and diversity within our public institutions¡±. Even Supreme Court Justice Sandra Day O-Connor, in one of the opinions, recommended that states look for lessons in race-neutral programs being tried in California and elsewhere. While the ruling said admissions officials may consider race in the selection process, colleges and universities are not obligated to do so. ¡°Ultimately in the debate, diversity is a choice, not a legal mandate,¡± says Arthur Coleman, a former Department of Education official who now helps colleges and universities ensure constitutional policies.

¡¡¡¡The public, too, remains conflicted, largely along racial lines. According to a January poll by the non-profit research organization Public Agenda, 79% of Americans said it is important for colleges to have a racially diverse student body, while just 54% said affirmative action programs should continue. In a Gallup poll conducted days before the ruling, 49% of adults said they favor affirmative action and 43% did not, with blacks and Hispanics far more likely to favor the practice than whites. And some educators doubt that with Monday¡¯s ruling, those opposing affirmative action will change their minds.

¡¡¡¡For now, admissions officials and university lawyers are poring over the ruling to determine how or whether to adjust policies. While most tend to be closedª²mouthed about admissions policies, many say they don¡¯t expect significant changes.

¡¡¡¡26. It can be inferred from the text that one of the major objectives of affirmative action is to

¡¡¡¡£ÛA£Ý discourage the practice of racial discrimination in college admissions.

¡¡¡¡£ÛB£Ý adapt the Supreme Court¡¯s ruling to college situations.

¡¡¡¡£ÛC£Ý formulate the right policies for college admissions.

¡¡¡¡£ÛD£Ý ensure race-neutral programs are set up in college and universities.

¡¡¡¡27. What the critics said in the first paragraph amounts to the idea that

¡¡¡¡£ÛA£Ý no admission policies based on race should be implemented.

¡¡¡¡£ÛB£Ý minority applicants should be given favorable considerations.

¡¡¡¡£ÛC£Ý different standards for admitting minority students should be set up.

¡¡¡¡£ÛD£Ý selective colleges and universities should be punished for their discriminatory policies.

¡¡¡¡28. Connerly insists that the Court¡¯s ruling should

¡¡¡¡£ÛA£Ý win approval from Californian voters before it is put in effect.

¡¡¡¡£ÛB£Ý be contested by the Michigan voters with an opinion poll.

¡¡¡¡£ÛC£Ý be applied in some states before it is extended to other states.

¡¡¡¡£ÛD£Ý produce the intended practical effect before it is widely accepted.

¡¡¡¡29. What is the attitude of the Department of Education towards affirmative action?

¡¡¡¡£ÛA£Ý Neutrality.£ÛB£Ý Objection.

¡¡¡¡£ÛC£Ý Approval.£ÛD£Ý Indifference.

¡¡¡¡30. Which of the following is true about affirmative action according to the text?

¡¡¡¡£ÛA£Ý A vast majority of people support it.

¡¡¡¡£ÛB£Ý The minorities claim it to be a discriminatory policy.

¡¡¡¡£ÛC£Ý The minority students are more likely to welcome it.

¡¡¡¡£ÛD£Ý The Court¡¯s decision will certainly change people¡¯s attitude to it.

¡¡¡¡Text 3

¡¡¡¡In most people¡¯s mind, growth is associated with prosperity. We judge how well the economy is doing by the size of the Gross National Product(GNP),a measure, supposedly, of growth. Equally axiomatic, however, is the notion that increased pressure on dwindling natural resources must inevitably lead to a decline in prosperity, especially when accompanied by a growth in population. So, which is correct?

¡¡¡¡What growth advocates mean, primarily, when they say growth is necessary for prosperity is that growth is necessary for the smooth functioning of the economic system. In one arena the argument in favor of growth is particularly compelling and that is with regard to the Third World. To argue against growth, other than population growth, in light of Third World poverty and degradation seems callous. But is it? Could it be that growth, especially the growth of the wealthier countries, has contributed to the impoverishment, not the advancement, of Third World countries? If not, how do we account for the desperate straits these countries find themselves in today after a century of dedication to growth?

¡¡¡¡To see how this might be the case we must look at the impact of growth on Third World countries-the reality, not the abstract stages-of-economic-growth theory advocated through rose-colored glasses by academicians of the developed world. What good is growth to the people of the Third World if it means the conversion of peasant farms into mechanized agribusinesses producing commodities not for local consumption but for export, if it means the stripping of their land of its mineral and other natural treasures to the benefit of foreign investors and a handful of their local collaborators, if it means the assumption of a crushing foreign indebtedness, the proceeds of which goes not into the development of the country but into the purchase of expensive cars and the buying of luxurious residence in Miami?

¡¡¡¡Admittedly, this is an oversimplification. But the point, I believe, remains valid: that growth in underdeveloped countries cannot simply be judged in the abstract; it must be judged based on the true nature of growth in these societies,on who benefits and who is harmed, on where growth is leading these people and where it has left them. When considered in this way, it just might be that in the present context growth is more detrimental to the well-being of the wretched of the earth than beneficial.

¡¡¡¡So, do we need growth for prosperity? Only the adoption of zero growth can provide the answer. But that is a test not easily undertaken. Modern economies are incredibly complex phenomena, a tribute to man¡¯s ability to organize and a challenge to his ability to understand. Anything that affects their functioning, such as a policy of zero growth, should not be proposed without a wary prudence and a self-doubting humility.But if the prospect of leaping into the economic unknown is fear-inspiring, equally so is the prospect of letting that fear prevent us from acting when the failure to act could mean untold misery for future generations and perhaps environmental catastrophes which threaten our very existence.

¡¡¡¡31. Which of the following statements does the author support?

¡¡¡¡£ÛA£Ý Gross National Product is a safe measure for economic growth.

¡¡¡¡£ÛB£Ý Diminishing natural resources will prove harmful to the well-being of humanity.

¡¡¡¡£ÛC£Ý A decline in prosperity will inevitably lead to a growth in population.

¡¡¡¡£ÛD£Ý Growth in population will be a chief threat to economic prosperity.

¡¡¡¡32. It is implied in Paragraphs 2 and 3 that

¡¡¡¡£ÛA£Ý the smooth functioning of the economic system is dependent on sustained prosperity.

¡¡¡¡£ÛB£Ý economic growth have not relieved the poverty of the Third World countries.

¡¡¡¡£ÛC£Ý growth in richer countries is achieved at the expense of the Third World countries.

¡¡¡¡£ÛD£Ý the stages of economic growth cannot be superseded or modified by social mechanisms.

¡¡¡¡33. With regard to the economic development in Third World countries, the author is actually saying that

¡¡¡¡£ÛA£Ý the people in these countries have not actually benefited from it.

¡¡¡¡£ÛB£Ý inadequate investment has seriously affected the development.

¡¡¡¡£ÛC£Ý deep debt virtually makes further growth in these countries impossible.

¡¡¡¡£ÛD£Ý agriculture in these countries should have been left intact.

¡¡¡¡34. The author seems to believe that prosperity

¡¡¡¡£ÛA£Ý can be achieved without economic growth.

¡¡¡¡£ÛB£Ý can only be achieved with economic growth.

¡¡¡¡£ÛC£Ý is a tribute to man¡¯s ability and creativity.

¡¡¡¡£ÛD£Ý is fragile in face of environmental catastrophes.

¡¡¡¡35. The answer of the author to the question¡°Do we need growth for prosperity?¡±is

¡¡¡¡£ÛA£Ý negative.£ÛB£Ý positive.

¡¡¡¡£ÛC£Ý vague.£ÛD£Ý inconclusive.

¡¡¡¡Text 4

¡¡¡¡For health insurance, the United States has taken the road less traveled. The United States is the only rich country without universal health insurance. People in the United States spend the most, rely heavily on the private sector, and obtain care from the world¡¯s most complicated delivery system. While some supporters have expressed satisfaction, if not pride, in these remarkable qualities, others contend that the United States faces unique limitations in reforming health care.

¡¡¡¡In her exceptional book, Parting at the Crossroads, Antonia Maioni compares the formation of the U.S. and Canadian health-care systems for the years 1930¡«1960. The United States and Canada are often considered the most similar of Western democracies. They share a common border, are wealthy, and have federal government. Their trade unions are only moderately powerful, and their populations are diverse and young. Nevertheless, their health-insurance systems are nearly opposite. The United States relies on a mix of government plans, targeted to the elderly and indigent, and employment-based plans, which the government indirectly supports. Canada offers public health insurance to all qualified resident, with the private sector providing supplementary services in some provinces.

¡¡¡¡Labor organizations became strong advocates for health-insurance reform in both countries. Their impact partially depended on political institutions and how other actors, particularly organized medicine, wielded them. Canada¡¯s governmental and electoral systems allowed labor to cooperate with a social democratic party in the Saskatchewan province, which established a universal program. The Saskatchewan program demonstrated universal insurance feasibility, spurring the dominant Liberals to introduce a national universal program. In contrast, the U.S. electoral system effectively precluded third-party formation, forcing organized labor to dilute its healthª²insurance goals because it was one of many interests represented by the Democratic Party.

¡¡¡¡Maioni suggests that economic vitality is important for the future of both countries- systems, but the prognosis is uncertain. Despite recent concerns about the Canadian government¡¯s budgetary health, Maioni contends that widespread support protects universal insurance. Conversely, Maioni seems pessimistic about options for U.S. universal health insurance. Despite economic buoyancy, dissension will likely prevent reforms. Although a devastating economic downturn would make health finance difficult in either country, the U.S. system seems especially vulnerable. Employment-based insurance and Medicare both rely on labor market attachment. High, chronic unemployment could result in coverage loss and financial difficulties for employer insurance and Medicare, swelling the uninsured pool. Such a crisis could provide an opening for universal health insurance. In any case, whether the United States relies on the public or private sector, escalating health expenditures figure into budget of government, corporations, and families. The U.S. health care system¡¯s future may depend on Americans-willingness to devote more of their national income to health care.

¡¡¡¡36. From the first sentence we learn that the United States

¡¡¡¡£ÛA£Ý has gone astray about what it does with health insurance.

¡¡¡¡£ÛB£Ý has complicated its health insurance policy and confused its people.

¡¡¡¡£ÛC£Ý has reformed its health care to their average people¡¯s satisfaction.

¡¡¡¡£ÛD£Ý carries out a different health insurance policy from other Western countries.

¡¡¡¡37. Canadian health-care systems are different from those of the U.S. in that

¡¡¡¡£ÛA£Ý the federal government is directly responsible for them.

¡¡¡¡£ÛB£Ý private sectors in Canada play a more important role.

¡¡¡¡£ÛC£Ý the government only indirectly supports the employment-based plans.

¡¡¡¡£ÛD£Ý the trade unions in both countries are only moderately powerful in such matters.

¡¡¡¡38. The vulnerability of the U.S. insurance systems lies in

¡¡¡¡£ÛA£Ý its failure to extend its coverage to the poor and elderly.

¡¡¡¡£ÛB£Ý its excessive dependence on the labor market.

¡¡¡¡£ÛC£Ý Americans¡¯ willingness to buy insurance.

¡¡¡¡£ÛD£Ý the willingness of the government to invest in them.

¡¡¡¡39. The Saskatchewan program in Canada shows that

¡¡¡¡£ÛA£Ý the labor union of a country can play a positive role in health-insurance reform.

¡¡¡¡£ÛB£Ý universal health insurance is practicable in a federal government.

¡¡¡¡£ÛC£Ý a third party is needed to coordinate the efforts of the government and the labor union.

¡¡¡¡£ÛD£Ý the electoral system has a direct impact on the insurance plan.

¡¡¡¡40. The passage is most likely to be

¡¡¡¡£ÛA£Ý a summary of a government-sponsored program in health policy study.

¡¡¡¡£ÛB£Ý a review of a book in health-care system study.

¡¡¡¡£ÛC£Ý a survey of the influence of economic policies on the health-care system.

¡¡¡¡£ÛD£Ý a critical commentary on the U.S. health-care system.