an artificial heart. During World War I in the 1940s, Lindbergh served as a civilian technical advisor in aviation. Although he was a civilian, he flew over fifty combat missions in the Pacific. In the 1950s, Lindbergh helped design the famous 747 jet airliner. In the late 1960s, he spoke widely on conservation issues. He died August 1974, having lived through aviation history from the time of the first powered flight to the first steps on the moon and having influenced a big part of that history himself.
11. What did Lindbergh do before he crossed the
Atlantic?
A. He charted a route to
China.
B. He graduated from flight-training school.
C. He married Anne Morrow.
D. He acted as a technical advisor during World War II.
E. He was responsible for the fuel supply for planes.
12. What happened immediately after Lindbergh crossed the
Atlantic?
A. He flew the mail between
St. Louis and
Chicago.
B. He left college.
C. He attended the Army flight-training school.
D. He was given the Congressional Medal of Honor.
E. He married Anne Morrow.
13. When did Charles meet Anne Morrow?
A. before he took off from Long Island
B. after he worked for an airline
C. before he was forced down in an ocean inlet
D. after he received the first Distinguished Flying Cross
E. when visiting his parents
14. When did the Lindberghs map an air route to
China?
A. before they worked for an airline
B. before Charles worked with Dr. Carrel
C. after World War II
D. while designing the 747
E. when he was thirty
15. What event happened last?
A. Lindbergh patented an artificial heart.
B. The Lindberghs mapped a route to the Orient.
C. Lindbergh helped design the 747 airline.
D. Lindbergh flew fifty combat missions.
E. Charles finally was given an honorary degree from college.
Passage Four
The
village of
Vestmannaeyjar, in the far northern country of
Iceland, is as bright and clean and up-to-date as any American or Canadian suburb. It is located on the
island of Heimaey, just off the mainland. One January night in 1973, however, householders were shocked from their sleep. In some backyards red-hot liquid was spurting from the ground. Flaming 搒kyrockets?shot up and over the houses. The island's volcano, Helgafell, silent for seven thousand years, was violently erupting!
Luckily, the island's fishing fleet was in port, and within twenty-four hours almost everyone was ferried to the mainland. But then the agony of the island began in earnest. As in a nightmare, fountains of burning lava spurted three hundred feet high. Black, baseball-size cinders rained down. An evil-smelling, eye-burning, throat-searing cloud of smoke and gas erupted into the air, and a river of lava flowed down the mountain. The constant shriek of escaping steam was punctuated by ear-splitting explosions.
As time went on, the once pleasant
village of Vestmannaeyjar took on a weird aspect. Its street lamps still burning against the long Arctic night, the town lay under a thick blanket of cinders. All that could be seen above the ten-foot black drifts were the tips of street signs. Some houses had collapsed under the weight of cinders; others had burst into flames as the heat ignited their oil storage tanks. Lighting the whole lurid scene, fire continued to shoot from the mouth of the looming volcano.
The eruption continued for six months. Scientists and reporters arrived from around the world to observe the awesome natural event. But the town did not die that easily. In July, when the eruption ceased, the people of
Heimaey Island returned to assess the chances of rebuilding their homes and lives. They found tons of ash covering the ground. The Icelanders are a tough people, however, accustomed to the strange and violent nature of their Arctic land. They dug out their homes. They even used the cinders to build new roads and airport runways. Now the new homes of Heimaey are warmed from water pipes heated by molten lava.
16. The village is located on the island of-
A. Vestmannaeyjar
B. Hebrides
C. Heimaey
D. Helgafell
E. Heimma
17. The color of the hot liquid was-
A. orange
B. black
C. yellow
D. red
E. gray
18. This liquid was coming from the ?
A. mountains
B. ground
C. sea
D. sky
E. ocean
19. The island's volcano had been inactive for-
A. seventy years
B. seven thousand years
C. seven thousand months
D. seven hundred years
E. seventy decades
20. Black cinders fell that were the size of__
A. baseballs
B. pebbles
C. golf balls
D. footballs
E. hail-stones
Part VI Reading Comprehension B (20 points)
On the face of it, Lord Mandelson's new framework for higher education looks like a student-friendly vision for the future of our universities. It talks about a "public-facing" higher education system, "responsive to the needs of students". It refocuses the Quality Assurance Agency to have a "greater focus on the student experience and the service delivered to the student" and states that "students should be an 'equal partner' in their education from start to finish". But the government's commitment to that equal partnership will be put to the test within the next fortnight.
Today's framework lacks one single, headline-grabbing proposal, but it should not be interpreted as anything other than a fundamental shift in the balance of power and priorities towards the consumers of higher education, namely students and businesses. While the traditional role of higher education as a civilising force and place for the pursuit of truth and knowledge are recognised, in the hard financial climate of the next decade, whoever pays the piper calls the tune.
We are in danger of sleepwalking into a system where students become customers and a degree becomes a commodity to be bought and sold in the marketplace; where students go simply to be certified rather than educated; and where higher education is a means to an end rather than an end in itself. I believe this is reductive and detrimental to the real value of higher education, but if the government leads us on the path to consumerism and university vice-chancellors choose to follow, then students will act as consumers and in turn demand consumer rights. Those vice-chancellors should be incredibly careful what they wish for because they would be wholly unprepared to face the consequences.
Today's higher education framework will be debated and scrutinised within the context of the government's review of tuition fees, due to be launched imminently – and rightly so. The government has made no secret of the fact that today's framework is designed to provide the backdrop to that review, setting out a vision of the higher education landscape. The question of how that vision can be funded will be the central challenge facing that review.
If the government is indeed serious about universities listening to the voice of the "consumer", then it will practice what it preaches by including a student voice on the review panel itself. On this, the framework is vague and fails on its own terms. It says that "the student voice will be one of signal importance in contributing to the coming fees review and we expect the NUS [National Union of Students] to fully play its part in submitting evidence". I hope ministers were not labouring under the misapprehension that we would do anything other than democratically represent students' interests, but inviting NUS to send a letter to the (as yet unknown) chair of the review panel falls far short of the framework's own vision for a "partnership" with students.
NUS has made difficult choices ahead of the government's fees review. We chose to put forward alternative proposals for a graduate-tax-style system because we were determined that students should not sit outside in the cold while decisions were made inside about how our higher education system is funded and how we should contribute.
Lord Mandelson has not said one way or another whether or not a student voice will be on the government's review group. If he genuinely wants to see student engagement and "consumers" shaping their own experience, he must ensure we have a seat at the table. Anything less will look like a backroom stitch-up between government, business and universities. As such, it would be met with a fierce response from students in the run-up to the general election.
Question 1 What are the differences between the traditional higher education and the new framework? (6 points)
Question 2 What does the author imply by distinguishing “be certified” from “上一页 [1] [2] [3] [4] [5] 下一页
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