I.
Script:
Listen to part of a talk in a business management class. What do we mean when we talk about leadership? First, it’s important not to confuse leadership with power. It’s true that— by definition—leaders always have some degree of power. Leaders have power because of their ability to influence other people. However, many power holders do not have the qualities of leadership. Consider the headwaiter in your favorite restaurant. The headwaiter has power to some degree—for example, the power to scat you at the best table by the window-—but he doesn′t necessarily have the qualities we associate with leadership. We have to distinguish between leaders and power holders. There are a lot of powerful people who lack leadership skills. A military dictator has power. So does the robber who sticks a gun in your face and demands your wallet. Leadership is something else. Leadership and power arc not the same thing, although they are similar in this one way. Both leadership and power involve the ability to ... bring about the results you want, and to ... prevent the results that you don’t want to happen. Here′s another way to think of it. In sociological terms, uh ... power is simply the ability to bring about certain behavior in other people. For example, parents have power over their children, and they use it to get their children to behave in acceptable ways. Teachers have power, and so do mid-level managers—all as a result of their position. Where does power come from? The sources are varied. Probably the oldest source of power is the ability to use physical force—a source available to both the military and the biggest kid on the playground. The power that comes from physical might is not the same as leadership. Just think of the military dictator... or the school bully. We don’t usually think of these power holders as leaders—despite the brute force they use to control others. Wealth, position, the ability to motivate - all of these are sources of power. Being close to others with power is a source of power. That’s why people gravitate toward political leaders. Some power comes from qualities people were born with -like physical beauty, or the ability to influence friends. Science and technology are also sources of power. Corporations understand this and spend huge amounts of money on research, information systems, and consultants. Although leadership and power arc different things, they′re related in important ways. Consider, for example, a chief executive officer who has the ability to motivate people, a CEO with vision, who can lift the spirit of his or her employees and bring about a rise in productivity—that is leadership. But consider this scenario. The company realizes they′re sort of falling behind in the technology race, so the CF.O responds by increasing the amount of money available to the company’s research division. That is the exercise of power. Authorizing a spending increase could have been made only by a chief executive with the power to do so. Remember, both leadership and power involve the ability to accomplish the results you want, and successful managers understand how the two work together to make this happen.
|
|
1. What is the talk mainly about?
1
|
| |
A. |
the changing concept of leadership |
| |
B. |
How leadership and power are related |
| |
C. |
Why too much power can lead to evil |
| |
D. |
Leaders of the restaurant industry |
|
|
2. Why does the professor talk about the headwaiter in a restaurant?
2
|
| |
A. |
to compare the quality of service in two restaurants |
| |
B. |
to give an example of leadership in everyday life |
| |
C. |
To show that having power doesn't imply leadership |
| |
D. |
to explain how leaders influence other people |
|
|
3. Why does the professor say this?
3
|
| |
A. |
To distinguish between leaders and power holders |
| |
B. |
to warn students about the presence of danger |
| |
C. |
to explain why dictators have so much power |
| |
D. |
to compare qualities of dictators and robbers |
|
|
4. According to the professor, how are leadership and power similar?
4
|
| |
A. |
both are necessary for people who commit crimes. |
| |
B. |
Both require the ability to exercise physical force. |
| |
C. |
Both involve the ability to bring about wanted results. |
| |
D. |
Both are benefits one gets from a university education |
|
|
5. According to the professor, which of the following are sources of power? Click on TWO answers.
5
|
| |
A. |
The ability to use physical force |
| |
B. |
the ability to motivate people |
| |
C. |
The ability to eat in a restaurant |
| |
D. |
The ability to follow orders |
|
|
6. Listen again to part of the talk. Then answer the question. What does the professor imply about successful managers?
6
|
| |
A. |
They know how and when to use their power. |
| |
B. |
They are the only ones who can increase spending. |
| |
C. |
Their power comes from the use of physical force. |
| |
D. |
Their leadership skills are present from birth. |
|
Script:
Listen to a conversation between a student and an advisor. Advisor: Thanks for coming in, Beth. Student: You wanted to see me? Is there some sort of problem? Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year. Student: Is there something wrong? Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology? Student: Yes, that’s right. Advisor: But you haven’t been taking too many sociology courses. Student: No, I guess I haven’t. Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now. Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major. Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major. Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me. Advisor: Is there some other major that interests you? Have you thought about that? Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas. Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses. Student: That sounds like it might be the best thing for me. Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think. Student: I′ll do that.... Advisor: And then come back to see me after you’ve made a decision about it. Student: I′ll do that, too!
|
|
7. Listen again to part of the passage. Then answer the question. What does the advisor mean when he says this?
7
|
| |
A. |
“i need to put it down.” |
| |
B. |
“I'm telling you the truth.” |
| |
C. |
“I'm going to say it directly.” |
|
|
8. What problem does the student have?
8
|
| |
A. |
She does not know what the required courses for her major are. |
| |
B. |
She has taken too many courses in her major. |
| |
C. |
She has not taken some courses she needs for her major. |
| |
D. |
She has not yet declared a major field of study. |
|
|
9. What is stated about the courses the student has taken?
9
|
| |
A. |
She has taken a wide variety of courses. |
| |
B. |
She has taken only required courses. |
| |
C. |
She has taken only courses in her major. |
| |
D. |
She has taken only courses she finds interesting. |
|
|
10. Which sentence best describes what the advisor seems to think?
10
|
| |
A. |
“I'm extremely impressed with what you've been doing; keep doing it!” |
| |
B. |
“I'm really not sure what you've been doing; why don't you tell me?” |
| |
C. |
“You seem to have a bit of a problem; let's look for a solution.” |
| |
D. |
“This is really terrible; you'll never be able to graduate.” |
|
|
11. What does the advisor suggest?
11
|
| |
A. |
Taking the required courses for her major as soon as possible |
| |
B. |
Changing the way that she chooses courses |
| |
C. |
Moving into different classes now |
| |
D. |
Changing to a major with broader requirements |
|
Script:
Listen to part of a lecture in a biology class. Professor: We′ve been discussing animal communication. Um today we′re going to talk about dolphins. Now, dolphins make a wide range of communicative sounds and also display something called vocal learning, which is the ability of an animal to modify its vocalizations based on its experience with other animals. Ah there are many types of dolphin vocalizations. We we still don′t know their precise meanings—partly, I suppose, because we haven′t really tried that hard to figure out their precise meanings—but we do know that dolphins use vocalizations as a way of communicating with one another. And we′ve categorized their vocalizations into three types: whistles, clicks, and burst pulses. The dolphin whistles are very high frequency sounds, ah partially above the range of human hearing. What′s fascinating is, each dolphin has a signature whistle, which is unique to each individual dolphin. It allows them to call to and identify each other. (seeing hand raised) Jennifer? Female Student: Kind of like learning someone′s name? So . . . do dolphin parents choose names for their children? Professor: Well, again that′s something we don′t know, but we do know that no two signature whistles sound identical. And, members of the same family, their signature whistles have similar elements. Dolphins use them as contact calls—ah they they call to each other while traveling and foraging. It helps keep the group together, and helps mothers and children find each other. Think of it like . . . ah if you were traveling in the forest with one other person who was just out of sight, you′d call out, "Are you there?" and the other person would respond. But if there were several people in the forest, you would have to call that person′s name to call to them. In in addition to whistles, dolphins produce clicks, which are actually sonar or sound waves. They use the clicks to communicate, but, more importantly, to navigate and hunt. How? Well, the sonar clicks bounce off objects, and then the dolphins convert the incoming signals into a three dimensional picture . . . a a mental map . . . of what′s around them. The clicks are extremely sensitive and accurate. The sonar clicks are also very strong. And there′s this theory that, one reason dolphins swim side by side is to avoid interference from each others′ sonar clicks. Interference would be confusing . . . it would prevent them from getting an accurate picture of their surroundings. Ah and what′s interesting is, dolphins will turn off their sonar when another dolphin passes in front. Ah the third category of dolphin vocalizations is burst pulses. These are all this other sounds the dolphin makes—squawks, squeals, barks, groans, and so on. Burst pulses are used to display aggression, show dominance, and attract a mate. But whistles, clicks, and burst pulses aren′t the only ways dolphins communicate. Um does anyone remember any other ways? Male Student: In the book, it said that they also slap their tails against the water? Oh, and . . . the air that comes out when they breathe or whistle . . . the . . . ah . . . the bubble streams? They can control how the air bubbles come out? I thought that was really interesting. Professor: Yes . . . the bubble streams are very interesting. Dolphins can identify and locate each other by their bubble streams, and they can imitate the bubble stream patterns of other dolphins . . . sort of like saying hello. So as you can see, dolphins use many different sounds and behaviors to convey messages to each other. I′d like to tell you about when I was a graduate student . . . and . . . I spent one summer on a boat in the Atlantic Ocean studying marine life. One morning there were about 25 dolphins swimming with the boat. We could hear their clicks and whistles as they called to each other. Now, we were there as impartial scientists, to do research, but . . . how could we not notice the beauty as the bubble streams made patterns in the water and the dolphins appeared to dance and play? It′s wonderful when you do field work and actually experience something you′ve been studying in a classroom. So if you ever have the opportunity . . . go for it.
|
|
12. What is the lecture mainly about?
12
|
| |
A. |
Various ways dolphins communicate with one another |
| |
B. |
How dolphins teach their young to identify signature whistles |
| |
C. |
How dolphins produce the sounds they make |
| |
D. |
The professor's experience with dolphins on a research boat |
|
|
13. According to a theory the professor mentions, why do dolphins travel side by side?
13
|
| |
A. |
To view each other's bubble streams |
| |
B. |
To hear each other's signature whistles |
| |
C. |
To keep mothers close to their young |
| |
D. |
To avoid interfering with other dolphins' sonar clicks |
|
|
14. What does the professor imply about bubble streams?
14
|
| |
A. |
They do not appear to serve a communicative function. |
| |
B. |
They help protect dolphins from predators. |
| |
C. |
Their function is similar to that of signature whistles. |
| |
D. |
Dolphins use them to sense the movement of the water. |
|
|
15. Why does the professor mention the time she spent on a boat doing research?
15
|
| |
A. |
To illustrate that dolphins are difficult to locate |
| |
B. |
To inform students about a paper she wrote |
| |
C. |
To show how scientists collect data on marine life |
| |
D. |
To encourage students to do field work |
|
|
16. Listen again to part of the lecture. Then answer the question. What does this example illustrate?
16
|
| |
A. |
One reason dolphins travel in large groups |
| |
B. |
The importance of burst pulses as a way dolphins communicate |
| |
C. |
The differences between land and marine mammals |
| |
D. |
One way dolphins use signature whistles |
|
Script:
Listen to part of a discussion in a philosophy class. The class is studying Plato. M1: Plato believed the only true reality consists of ideas. Thus, we often refer to his philosophy as “idealism." He didn’t think people could create ideas; rather, we discovered them. For instance, the mathematical concept of two plus two equals four—this is an idea that’s always existed. It’s always been true that two plus two equals four—even before people discovered it. Plato’s ideas were—and still are—valuable because they’ve stimulated a great deal of thinking about the meaning and purpose of humanity, society, and education. The ideas of Plato survive in our thinking today, and survive in our educational system. Another important principle—yes? W: Excuse me. Dr. MacDonald, but could you ... like ... uh ... say more about how Plato’s ideas are in education today? M1: Sure. Plato believed the state should take an active role in education—most governments today agree— and the state should create a curriculum that leads students from thinking about concrete information toward thinking about abstract ideas. Higher-level thinking would develop the individual student’s character, and thus ultimately benefit the larger society. Plato believed our most important goal was the search for truth. The idealists of today generally agree that a major focus of education should be on the search for knowledge, but some feel it’s not truth per se that’s important as much as the search for truth. Idealists favor learning that’s holistic over learning that′s specialized. For instance, idealists consider subjects like chemistry and physics useful, but they’re of real value only when they help us to see the whole picture of our universe. Idealists aren’t concerned with turning out graduates with specific technical skills as much as giving students a broad understanding of the world they live in. W: But isn’t that kind of impractical? I mean, most of us go to college because we want knowledge about certain subjects, not the whole universe. M1: Idealists believe that education should teach students to think—not what to think, but how to think. Thinking is the skill that develops character. If you develop the ability to think, you—and all of humanity—will become more noble and rational. M2: The philosophy of idealism seems kind of conservative. M1: Idealism is often criticized as being a conservative philosophy because so much of its emphasis is on character development and preserving traditions. Idealists care about ultimate truths, so their notion of education is largely a matter of passing on knowledge. M2: But what s the ultimate truth? Who gets to decide what’s true? MI: Who gets to decide what’s true? Excellent question ... and it’s questions like this that have led to a weakening of idealism today. Developments in science and technology have changed what we’ve thought of as true. Our contemporary emphasis on relevance, usefulness, and innovation—as opposed to lasting values—all of these trends have cut idealism down to size. W: I think all the concern with character development is kind of old-fashioned. Doesn’t that make people ... uh ... doesn’t it just lead to conformity? M1: Good point. Critics of idealism would agree with you that "character development” comes at the expense of creativity, and that too much emphasis on traditional values can be harmful—if it makes students stop questioning what they’re being taught.
|
|
17. What aspect of Plato′s philosophy does the professor mainly discuss?
17
|
| |
A. |
Plato's effect on other philosophies |
| |
B. |
Plato's rules for good government |
| |
C. |
Plato's teachings about culture |
| |
D. |
Plato's views on education |
|
|
18. Why does the professor mention the mathematical concept of 2 + 2 = 4?
18
|
| |
A. |
To compare philosophy and mathematics |
| |
B. |
To discover which students like mathematics |
| |
C. |
To show the simplicity of Plato's philosophy |
| |
D. |
To give an example of a lasting truth |
|
|
19. What do idealists believe about higher-level thinking? Click on TWO answers.
19
|
| |
A. |
It benefits the whole society. |
| |
B. |
It develops a person's character. |
| |
C. |
It makes all people equal. |
| |
D. |
It gives teachers too much power. |
|
|
20. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?
20
|
| |
A. |
She thinks it does not give students useful knowledge. |
| |
B. |
She considers it the most liberal system of education. |
| |
C. |
She disagrees with its emphasis on truth. |
| |
D. |
She finds it complex and difficult to understand. |
|
|
21. Listen again to part of the discussion. Then answer the question. What does the professor mean when he says this?
21
|
| |
A. |
Idealism has been criticized unfairly. |
| |
B. |
Idealism changes how people think. |
| |
C. |
Idealism remains the only true philosophy. |
| |
D. |
Idealism has diminished in influence. |
|
|
22. According to the professor, what do critics say about idealism?
22
|
| |
A. |
It gives students immoral ideas about learning. |
| |
B. |
It is overly concerned with economic development. |
| |
C. |
It discourages student creativity and questioning. |
| |
D. |
Its focus on abstract thinking is unfair to many students. |
|
Script:
Listen to part of a lecture in a United States history class. The battle at Antietam Creek in 1862 was the bloodiest twenty -four hours of the Civil War. Nearly 8,000 men lost their lives and another 15,000 were severely wounded. No single day in American history has been as tragic. Antietam was memorable in another way, too—it saw the advent of the war photographer. The best known pictorial records of the Civil War are the photographs commissioned by Mathew Brady, a leading portrait photographer of the lime. Brady owned studios in New York and in Washington, and was known for his portraits of political leaders and celebrities. At the outbreak of the Civil War, he turned his attention to the conflict. He wanted to document the war on a grand scale, so he hired twenty photographers and sent them into the field with the troops. The battlefield carried dangers and financial risks, but Brady was persistent. Brady himself did not actually shoot many of the photographs that bore his name. His company of photographers took the vast majority of the pictures—images of camp life, artillery, fortifications, railroads, bridges, battlefields, officers, and ordinary soldiers. Brady was more of a project manager. He spent his time supervising his photographers, preserving their negatives, and buying negatives from other photographers. Two days after I he battle at Antietam. Two photographers from Brady′s New York gallery took a series of photographs that ushered in a new era in the visual documentation of war. This was the first time that cameras had been allowed near the action before the fallen bodies of the dead were removed. Within a month of the battle, the images of battlefield corpses from Antietam were on display at Brady’s gallery in New York. A sign on the door said simply, "The Dead of Antietam.” America was shocked. The exhibition marked the first time most people had ever seen the carnage of the war. The photographs had a sensational impact, opening people’s eyes as no woodcuts or lithographs had ever done. The New York Times wrote. “If Mr. Brady has not brought bodies and laid them in our door yards, he has done something very like it." Thousands of people, especially mothers and wives of men serving in the Union forces, flocked to look at these first dramatic images of death and destruction. Suddenly the battlefield was no longer comfortably distant—the camera was bringing it closer, erasing romantic notions about war. Mathew Brady’s work was the first instance of the comprehensive photo- documentation of a war the Civil War—which as a result became the first media war. Photography had come of age. although it was still a relatively new technology with several limitations. For example, the exposure lime of the camera was slow, and negatives had to be prepared minutes before a shot and developed immediately afterwards. This meant «hat it was not possible for photographers to lake action pictures. They were limited to taking pictures of the battlefield after the fighting was over. Another limitation was that newspapers couldn’t yet reproduce photographs. They could print only artists’ drawings of the scene. Nevertheless, photography made a huge impact, and media coverage of war—and public opinion about war—would never be the same again.
|
|
23. What is the main idea of the lecture?
23
|
| |
A. |
The battlefield is too dangerous for photographers. |
| |
B. |
People should protest against war photography. |
| |
C. |
Photographers recorded the battle at Antietam. |
| |
D. |
Photography changed the nature of war reporting. |
|
|
24. Listen again to part of the lecture. Then answer the question. What does the professor mean by this statement?
24
|
| |
A. |
Antietam was the shortest battle of the Civil War. |
| |
B. |
More Americans died on that day than on any other day. |
| |
C. |
Deaths were counted for the first time at Antietam. |
| |
D. |
Antietam was the only battle in which Americans died. |
|
|
25. Who was Mathew Brady?
25
|
| |
A. |
A military leader during the Civil War |
| |
B. |
A portrait painter in New York |
| |
C. |
The owner of a photography business |
| |
D. |
The inventor of photography. |
|
|
26. Listen again to part of the lecture. Then answer the question. Why does the professor say this?
26
|
| |
A. |
To warn students not to look at the pictures |
| |
B. |
To emphasize the power of photography |
| |
C. |
To contrast different photographic styles |
| |
D. |
To encourage students to study photography |
|
|
27. What were some of the limitations of photography during the Civil War? Click on TWO answers.
27
|
| |
A. |
There were only a few schools that taught photography. |
| |
B. |
Newspapers were not able to reproduce photographs. |
| |
C. |
Photographers were not permitted on the battlefield. |
| |
D. |
The slow exposure time did not allow action shots. |
|
|
28. What does the professor imply about Mathew Brady?
28
|
| |
A. |
His work had a lasting effect on photography and journalism. |
| |
B. |
His Civil War photographs are worth a lot of money today. |
| |
C. |
He took more photographs during his life than anyone else did. |
| |
D. |
He was unfairly criticized for his photographs of the dead. |
|
Script:
An epidemiologist has been invited to speak to students in a public health class. Listen to part of the talk. Epidemiology is the field of medicine that deals with epidemics outbreaks of disease that affect large numbers of people. As an epidemiologist, I look at factors involved in the distribution and frequency of disease in human populations. For example, what is it about what we do or what we eat, or what our environment is, that leads one group of people to be more likely—or less likely—to develop a disease than another group of people? It′s these factors that we try to identify. We use statistical analyses, field investigations, and a range of laboratory techniques. We try to determine the cause and distribution of a disease. We also look at how quickly the disease spreads—and by what method—so we can implement measures to control and prevent the disease. Some epidemiologists concentrate on communicable diseases, like tuberculosis and AIDS. Others focus on the growing epidemics in cancer, diabetes, and heart disease. We gather data in a variety of ways. One way is through what we call descriptive epidemiology, or looking at the trends of diseases over time, as well as ... uh ... trends of diseases in one population relative to another. Statistics are important in descriptive epidemiology, because numbers are a useful way to simplify information. A second approach is observational epidemiology, where we observe what people do. We take a group of people who have a disease and a group of people who don′t have a disease. We look at their patterns of eating or drinking and their medical history. We also take a group of people who’ve been exposed to something—for example, smoking—and a group of people who haven′t, and then observe them over time to see whether they develop a disease or not. In observational epidemiology, we don’t interfere in the process. We just observe it. A third approach is experimental epidemiology, sometimes called an intervention study. Experimental research is the best way to establish cause-and-effect relationships between variables. A typical experiment studies two groups of subjects. One group receives a treatment, and the other group—the control group—does not. Thus, the effectiveness of the treatment can be determined. Experimental research is the only type of research that directly attempts to influence a particular variable—called the treatment variable—as a way to test a hypothesis about cause and effect. Some examples of treatments that can be varied include the amount of iron or potassium in the diet, the amount or type of exercise one engages in per week, and the minutes of sunlight one is exposed to per day. The Health Research Institute, of which I am the director, is mostly involved in experimental studies—I say mostly because we study treatment and non-treatment groups and then compare the outcomes. However, we do collect and study various types of data in any given year. From these different approaches —descriptive, observational, and experimental we can judge whether a particular factor causes or prevents the disease that we’re looking at.
|
|
29. What is the talk mainly about?
29
|
| |
A. |
How epidemiologists gather data |
| |
B. |
Epidemics around the world |
| |
C. |
Experimental studies of diseases. |
| |
D. |
Why diseases change over time |
|
|
30. What factors do epidemiologists study? Click on TWO answers.
30
|
| |
A. |
How diseases spread through populations |
| |
B. |
Different names for the same disease |
| |
C. |
Stages in the treatment of a disease |
| |
D. |
What causes outbreaks of a disease |
|
|
31. Based on the information in the talk, choose TWO answers that describe experimental epidemiology.
31
|
| |
A. |
Statistics are used to describe the trend of a disease over time. |
| |
B. |
A treatment group is compared with a non-treatment group. |
| |
C. |
Researchers intervene to test a hypothesis about cause and effect. |
| |
D. |
Researchers examine the eating habits of sick and well people. |
|
|
32. Based on the information in the talk, choose the answer that describes descriptive epidemiology.
32
|
| |
A. |
Researchers examine the eating habits of sick and well people. |
| |
B. |
A treatment group is compared with a non-treatment group. |
| |
C. |
Researchers intervene to test a hypothesis about cause and effect. |
| |
D. |
Statistics are used to describe the trend of a disease over time. |
|
|
33. Why do epidemiologists often study two groups of people?
33
|
| |
A. |
To compare different people's attitudes toward work |
| |
B. |
To explain why some people take better care of themselves |
| |
C. |
To learn why some people get a disease and others do not |
| |
D. |
To understand cultural differences in approaches to disease. |
|
|
34. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work?
34
|
| |
A. |
To describe her organization's efforts to discover a cure for AIDS |
| |
B. |
To inform the students that she prefers doing research to giving lectures |
| |
C. |
To encourage students to work at her organization after they graduate. |
| |
D. |
To show how one organization uses various approaches to epidemiology |
|
II.
LIMNERS The earliest known American painters, who were active in the latter part of the seventeenth century and the early part of the eighteenth century, were described in documents, journals, and letters of the time as limners. Most of the paintings created by limners were portraits, and they were unsigned because the finished pieces did not belong to the limners who created them but were instead the possessions of the subjects in the portraits. The portraits today are named after the Subjects portrayed in them, and a particular artist is known only as the creator of a particular portrait; thus a particular portrait is named Mrs. Elizabeth Freake and Baby Mary after the people in the portrait, and the limner who created the portrait is known only as the Freake Limner. Art historians who specialize in art from this era have been able to identify clusters of portraits painted by each of a number of limners but, in many cases, do not know the name of the actual limner. As can be seen from the fact that portraits created by limners went unsigned, limners were regarded more as artisans or skilled tradesmen than as artists. They earned their living as many artisans and tradesmen did at the time, as itinerant workers moving from town to town offering their services to either those who could pay or, more likely, to those who had goods or services to offer in return. They were able to paint portraits for those desiring to have a tangible representation of a family member for posterity; they also took on a variety of other types of painting jobs to stay employed, such as painting the walls of buildings, painting signs for businesses, and painting furniture. (1) Some of the early portraitists most likely received their education in art or trained as artisans in Europe prior to their arrival in America and then trained others in America in their craft; because they were working in undeveloped or minimally developed colonial areas, their lives were quite difficult. (2) They had little access to information about the world of art and little access to art supplies, so they needed to mix their own paints and make their own brushes and stretched canvasses. (3) They also needed to be prepared to take on whatever painting jobs were needed to survive. (4) There seem to be two broad categories of painting styles used by the portraitists, the style of the New England limners and the style of the New York limners. The style of the New England limners was a decorative style with flat characters, characters that seemed to lack mass and volume. This is not because the New England limners had no knowledge of painting techniques but was instead because the New England limners were using the style of Tudor painting that became popular during the reign of Queen Elizabeth I, a style that included characters with a flat woodenness yet with the numerous highly decorative touches and frills popular in the English court. The New York limners had a rather different style from the New England limners, and this was because New York had a different background from the rest of New England. Much of New England had been colonized by the English, and thus the basis for the style of the New England limners was the Tudor style that had been popularized during the reign of the Tudor queen Elizabeth I. However, the Dutch had settled the colony of New Amsterdam, and though New Amsterdam became an English colony in 1664 and was renamed New York, the Dutch character and influence was strongly in place during the era of the limners. The New York limners, as a result, were influenced by the Dutch artists of the time rather than the Tudor artists. Dutch art, unlike the more flowery Tudor art, was considerably more sober and prosaic. In addition, the New York limners lacked the flat portrayals of characters of the New England limners and instead made use of light and shade to create more lifelike portraits.
| 35. The word “pieces” in paragraph 1 could best be replaced by ................ |
35
|
|
Explain: |
| 36. The word “them” in paragraph 1 refers to ................ |
36
|
|
Explain: |
| 37. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information. |
37
| |
A. |
People studying art have been able to identify clusters of artists who had.painted portraits of the same subjects. |
| |
B. |
Artists from the era of limners painted clusters of portraits without knowing whom they were painting. |
| |
C. |
Art historians have been able to identify characteristics in paintings indicating that the paintings were created by limners. |
| |
D. |
Certain groups of portraits are known to have been painted by the same limner, though the limner's name is often not known. |
|
Explain: |
| 38. The word “itinerant” in paragraph 2 is closest in meaning to ................ |
38
|
|
Explain: |
| 39. It is NOT mentioned in paragraph 2 that a limner might ................ |
39
| |
B. |
offer his services in return for other services |
| |
C. |
receive pay for a painting |
|
Explain: |
| 40. The word “posterity” in paragraph 2 is closest in meaning to ................ |
40
|
|
Explain: |
| 41. It can be inferred from paragraph 3 that limners ................ |
41
| |
A. |
were not all formally trained artists |
| |
B. |
were held in high esteem by the population |
| |
C. |
were quite knowledgeable about the world of art |
| |
D. |
would not possibly have had any formal training |
|
Explain: |
| 42. The phrase “take on” in paragraph 3 could best be replaced by ................ |
42
|
|
Explain: |
| 43. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Few limners were formally trained artists.” can be added to paragraph 3. Where would the sentence best fit? |
43
|
|
Explain: |
| 44. Why does the author state that “the Dutch had settled the colony of New Amsterdam in a passage about limners”? |
44
| |
A. |
To provide background information about the New England limners |
| |
B. |
To explain why the style of the New York limners differed from that of the New England limners |
| |
C. |
To indicate why the Tudor style of painting was possible |
| |
D. |
To give a reason for the highly flowery Dutch paintings |
|
Explain: |
| 45. It is stated in the passage that New Amsterdam ................ |
45
| |
B. |
was a Dutch colony after 1664 |
| |
C. |
moved from English control to Dutch control |
| |
D. |
was settled by the English |
|
Explain: |
| 46. The word “prosaic” in paragraph 5 is closest in meaning to ................ |
46
|
|
Explain: |
| 47. Choose TWO phrases that describe only the New York limners |
47
| |
A. |
Painted for Queen Elizabeth I |
| |
B. |
Were influenced by the Dutch style of painting |
| |
C. |
Had flat characters with little ornamentation |
| |
D. |
Had flat characters and lots of ornamentation |
| |
E. |
Earned a living by traveling from town to town |
| |
F. |
Had more lifelike characters and less ornamentation |
| |
G. |
Did not sign portraits |
| |
H. |
Used a Tudor style of painting |
|
Explain: |
| 48. Choose TWO phrases that describe only the New England limners |
48
| |
A. |
Had more lifelike characters and less ornamentation |
| |
B. |
Had flat characters and lots of ornamentation |
| |
C. |
Painted for Queen Elizabeth I |
| |
D. |
Had flat characters with little ornamentation |
| |
E. |
Did not sign portraits |
| |
F. |
Earned a living by traveling from town to town |
| |
G. |
Were influenced by the Dutch style of painting |
| |
H. |
Used a Tudor style of painting |
|
Explain: |
| 49. Choose TWO phrases that describe both the New York and New England limners |
49
| |
A. |
Were influenced by the Dutch style of painting |
| |
B. |
Had flat characters and lots of ornamentation |
| |
C. |
Used a Tudor style of painting |
| |
D. |
Had flat characters with little ornamentation |
| |
E. |
Did not sign portraits |
| |
F. |
Earned a living by traveling from town to town |
| |
G. |
Painted for Queen Elizabeth I |
| |
H. |
Had more lifelike characters and less ornamentation |
|
Explain: |
LOIE FULLER The United States dancer Loie Fuller (1862-1928) found theatrical dance in the late nineteenth century artistically unfulfilling. She considered herself an artist rather than a mere entertainer, and she, in turn, attracted the notice of other artists. Fuller devised a type of dance that focused on the shifting play of lights and colors on the voluminous skirts or draperies she wore, which she kept in constant motion principally through movements of her arms, sometimes extended with wands concealed under her costumes. She rejected the technical virtuosity of movement in ballet, the most prestigious form of theatrical dance at that time, perhaps because her formal dance training was minimal. Although her early theatrical career had included stints as an actress, she was not primarily interested in storytelling or expressing emotions through dance; the drama of her dancing emanated from her visual effects. Although she discovered and introduced her art in the United States, she achieved her greatest glory in Paris, where she was engaged by the Folies Bergère in 1892 and soon became "La Loie," the darling of Parisian audiences. Many of her dances represented elements or natural objects—Fire, the Lily, the Butterfly, and so on—and thus accorded well with the fashionable Art Nouveau style, which emphasized nature imagery and fluid, sinuous lines. Her dancing also attracted the attention of French poets and painters of the period, for it appealed to their liking for mystery, their belief in art for art's sake, a nineteenth-century idea that art is valuable in itself rather than because it may have some moral or educational benefit, and their efforts to synthesize form and content. Fuller had scientific leanings and constantly experimented with electrical lighting (which was then in its infancy), colored gels, slide projections, and other aspects of stage technology. She invented and patented special arrangements of mirrors and concocted chemical dyes for her draperies. Her interest in color and light paralleled the research of several artists of the period, notably the painter Seurat, famed for his Pointillist technique of creating a sense of shapes and light on canvas by applying extremely small dots of color rather than by painting lines. One of Fuller's major inventions was underlighting, in which she stood on a pane of frosted glass illuminated from underneath. This was particularly effective in her Fire Dance (1895), performed to the music of Richard Wagner's "Ride of the Valkyries." The dance caught the eye of artist Henri de Toulouse-Lautrec, who depicted it in a lithograph. As her technological expertise grew more sophisticated, so did the other aspects of her dances. (1) Although she gave little thought to music in her earliest dances, she later used scores by Gluck, Beethoven, Schubert, Chopin, and Wagner, eventually graduating to Stravinsky, Fauré, Debussy, and Mussorgsky, composers who were then considered progressive. (2) She began to address more ambitious themes in her dances such as The Sea, in which her dancers invisibly agitated a huge expanse of silk, played upon by colored lights. (3) Always open to scientific and technological innovations, she befriended the scientists Marie and Pierre Curie upon their discovery of radium and created a Radium Dance, which simulated the phosphorescence of that element. (4) She both appeared in films—then in an early stage of development—and made them herself; the hero of her fairy-tale film Le Lys de la Vie (1919) was played by René Clair, later a leading French film director. At the Paris Exposition in 1900, she had her own theater, where, in addition to her own dances, she presented pantomimes by the Japanese actress Sada Yocco. She as-sembled an all-female company at this time and established a school around 1908, but neither survived her. Although she is remembered today chiefly for her innovations in stage lighting, her activities also touched Isadora Duncan and Ruth St. Denis, two other United States dancers who were experimenting with new types of dance. She sponsored Duncan's first appearance in Europe. Her theater at the Paris Exposition was visited by St. Denis, who found new ideas about stagecraft in Fuller's work and fresh sources for her art in Sada Yocco's plays. In 1924 St. Denis paid tribute to Fuller with the duet Valse a la Loie.
| 50. What can be inferred from paragraph 1 about theatrical dance in the late nineteenth century? |
50
| |
A. |
It was more a form of entertainment than a form of serious art. |
| |
B. |
It was very similar to theatrical dance of the early nineteenth century. |
| |
C. |
It was a relatively new art form in the United States. |
| |
D. |
It influenced many artists outside of the field of dance. |
|
Explain: |
| 51. According to paragraph 2, all of the following are characteristic of Fuller′s type of dance EXCEPT ................ |
51
| |
A. |
technical virtuosity of movement |
| |
B. |
large and full costumes |
| |
C. |
experimentation using color |
| |
D. |
continuous movement of her costumes |
|
Explain: |
| 52. The word “prestigious” in the passage is closest in meaning to ................ |
52
|
|
Explain: |
| 53. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information. |
53
| |
A. |
Fuller used visual effects to dramatize the stories and emotions expressed in her work. |
| |
B. |
Fuller believed that the drama of her dancing sprang from her emotional style of storytelling. |
| |
C. |
Fuller was more interested in dance's visual impact than in its narrative or emotional possibilities. |
| |
D. |
Fuller's focus on the visual effects of dance resulted from her early theatrical training as an actress. |
|
Explain: |
| 54. The word “engaged” in the passage is closest in meaning to ................ |
54
|
|
Explain: |
| 55. The word “synthesize” in the passage is closest in meaning to ................ |
55
|
|
Explain: |
| 56. According to paragraph 3, why was Fuller′s work well received in Paris? |
56
| |
A. |
Fuller's dances were in harmony with the artistic values already present in Paris. |
| |
B. |
Parisian audiences were particularly interested in artists and artistic movements from the United States. |
| |
C. |
Influential poets tried to interest dancers in Fuller's work when she arrived in Paris. |
| |
D. |
Fuller's work at this time borrowed directly from French artists working in other media. |
|
Explain: |
| 57. According to paragraph 4, Fuller′s Fire Dance was notable in part for its ................ |
57
| |
A. |
use of colored gels to illuminate glass |
| |
B. |
use of dyes and paints to create an image of fire |
| |
C. |
draperies with small dots resembling the Pointillist technique of Seurat |
| |
D. |
technique of lighting the dancer from beneath |
|
Explain: |
| 58. Why does the author mention Fuller′s The Sea? |
58
| |
A. |
To explain why Fuller sometimes used music by progressive composers |
| |
B. |
To illustrate how Fuller's interest in science was reflected in her work |
| |
C. |
To point out a dance of Fuller's in which music did not play an important role |
| |
D. |
To illustrate a particular way in which Fuller developed as an artist |
|
Explain: |
| 59. The word “agitated” in the passage is closest in meaning to ................ |
59
| |
A. |
arranged themselves in |
|
Explain: |
| 60. According to paragraph 6, what was true of Fuller′s theater at the Paris Exposition? |
60
| |
A. |
It presented some works that were not by Fuller. |
| |
B. |
It featured performances by prominent male as well as female dancers. |
| |
C. |
It became a famous school that is still named in honor of Fuller. |
| |
D. |
It continued to operate as a theater after Fuller died. |
|
Explain: |
| 61. The passage mentions which of the following as a dance of Fuller′s that was set to music? |
61
|
|
Explain: |
| 62. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “For all her originality in dance, her interests expanded beyond it into newly emerging artistic media.” could be added to the passage. Where would the sentence best fit? |
62
|
|
Explain: |
| 63. An introductory sentence for a brief summary of the passage is “Loie Fuller was an important and innovative dancer.”. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
63
| |
A. |
By the 1920's, Fuller's theater at the Paris Exhibition had become the world center for innovative dance. |
| |
B. |
Fuller continued to develop throughout her career, creating more complex works and exploring new artistic media. |
| |
C. |
Fuller transformed dance in part by creating dance interpretations of works by poets and painters. |
| |
D. |
Fuller's work influenced a number of other dancers who were interested in experimental dance. |
| |
E. |
Fuller introduced many technical innovations to the staging of theatrical dance. |
| |
F. |
Fuller believed that audiences in the late nineteenth century had lost interest in most theatrical dance. |
|
Explain: |
PULSARS There is still much for astronomers to learn about pulsars. Based on what is known, the term pulsar is used to describe the phenomenon of short, precisely timed radio bursts that are emitted from somewhere in space. Though all is not known about pulsars, they are now believed in reality to emanate from spinning neutron stars, highly reduced cores of collapsed stars that are theorized to exist. Pulsars were discovered in 1967, when Jocelyn Bell, a graduate student at Cambridge University, noticed an unusual pattern on a chart from a radio telescope. What made this pattern unusual was that, unlike other radio signals from celestial objects, this series of pulses had a highly regular period of 1.33730119 seconds. Because day after day the pulses came from the same place among the stars, Cambridge researchers came to the conclusion that they could not have come from a local source such as an Earth satellite. (1) A name was needed for this newly discovered phenomenon. (2) The possibility that the signals were coming from a distant civilization was considered, and at that point the idea of naming the phenomenon L.G.M. (short for Little Green Men) was raised. (3) However, after researchers had found three more regularly pulsing objects in other parts of the sky over the next few weeks, the name pulsar was selected instead of L.G.M. (4) As more and more pulsars were found, astronomers engaged in debates over their nature. It was determined that a pulsar could not be a star inasmuch as a normal star is too big to pulse so fast. The question was also raised as to whether a pulsar might be a white dwarf star, a dying star that has collapsed to approximately the size of the Earth and is slowly cooling off. However, this idea was also rejected because the fastest pulsar known at the time pulsed around thirty times per second and a white dwarf, which is the smallest known type of star, would not hold together if it were to spin that fast. The final conclusion among astronomers was that only a neutron star, which is theorized to be the remaining core of a collapsed star that has been reduced to a highly dense radius of only around 10 kilometers, was small enough to be a pulsar. Further evidence of the link between pulsars and neutron stars was found in 1968, when a pulsar was found in the middle of the Crab Nebula. The Crab Nebula is what remains of the supernova of the year 1054, and inasmuch as it has been theorized that neutron stars sometimes remain following supernova explosions, it is believed that the pulsar coming from the Crab Nebula is evidently just such a neutron star. (5) The generally accepted theory for pulsars is the lighthouse theory, which is based upon a consideration of the theoretical properties of neutron stars and the observed properties of pulsars. (6) According to the lighthouse theory, a spinning neutron star emits beams of radiation that sweep through the sky, and when one of the beams passes over the Earth, it is detectable on Earth. (7) It is known as the lighthouse theory because the emissions from neutron stars are similar to the pulses of light emitted from lighthouses as they sweep over the ocean; the name lighthouse is therefore actually more appropriate than the name pulsar. (8)
| 64. The phrase “emanate from” in paragraph 1 is closest in meaning to ................ |
64
| |
C. |
receive directions from |
|
Explain: |
| 65. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
65
| |
A. |
It was unusual for celestial objects to emit radio signals. |
| |
B. |
It was unusual that the pattern of the pulsars was so regular. |
| |
C. |
It was unusual for researchers to hear patterns from space. |
| |
D. |
It was unusual that the period of pulses was only slightly more than a second in length. |
|
Explain: |
| 66. The word “they” in paragraph 2 refers to ................ |
66
|
|
Explain: |
| 67. The word “raised” in paragraph 3 could best be replaced by ................ |
67
|
|
Explain: |
| 68. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “This name was selected because it indicates a regularly pulsing radio source.” can be added to paragraph 3. Where would the sentence best fit? ................ |
68
|
|
Explain: |
| 69. The phrase “engaged in” in paragraph 4 could best be replaced by ................ |
69
|
|
Explain: |
| 70. The word “their” in paragraph 4 refers to ................ |
70
|
|
Explain: |
| 71. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
71
| |
A. |
Pulsars could not be white dwarfs because the frequency of the pulsars is too high. |
| |
B. |
White dwarfs cannot contain pulsars because white dwarfs spin much faster than pulsars. |
| |
C. |
Pulsars cannot spin very fast because they will fall apart if they spin fast. |
| |
D. |
White dwarfs cannot be dying stars because they cannot pulse at around thirty times per second. |
|
Explain: |
| 72. The word “Further” in paragraph 5 is closest in meaning to ................ |
72
|
|
Explain: |
| 73. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
73
| |
A. |
It is believed that the supernova of1054 created the Crab Nebula, which contains a pulsing neutron star. |
| |
B. |
It is believed that the Crab Nebula is a pulsar that is on the verge of becoming a supernova. |
| |
C. |
It is believed that a pulsar created the Crab Nebula, which exploded in a supernova in 1054. |
| |
D. |
It is believed that a neutron star exploded in the supernova of 1054, creating the Crab Nebula. |
|
Explain: |
| 74. The word “properties” in paragraph 6 is closest in meaning to ................ |
74
|
|
Explain: |
| 75. The word “it” in paragraph 6 refers to ................ |
75
| |
B. |
a spinning neutron star |
|
Explain: |
| 76. Look at the four numbers (5), (6), (7) and (8) which indicate where the sentence “The periodic flashing of pulsars is related to rotation rather than pulsing, so the name pulsar is actually not very accurate.” can be added to paragraph 6. Where would the sentence best fit? ................ |
76
|
|
Explain: |
THE UNDERGROUND RAILROAD Slavery was legal for over 200 years in some parts of North America, particularly the southern states of the United States, where the plantation system of agriculture depended on the labor of slaves, most of whom came from Africa. Slaves had no rights or freedoms because they were thought of as property. From the time of its origin, slavery had opponents. The abolitionist movement began in the 1600s when the Quakers in Pennsylvania objected to slavery on moral grounds and wanted to abolish the institution. In 1793, Canada passed a law abolishing slavery and declared that any escaped slaves who came to Canada would be free citizens. Slavery was already illegal in most northern states; however, slaves captured there by slave hunters could be returned to slavery in the South. Canada refused to return runaway slaves or to allow American slave hunters into the country. It is estimated that more than 30,000 runaway slaves immigrated to Canada and settled in the Great Lakes region between 1830 and 1865. The American antislavery movement was at the height of its activity during the 1800s, when abolitionists developed the Underground Railroad, a loosely organized system whereby runaway slaves were passed from safe house to safe house as they fled northwards to free states or Canada. The term was first used in the 1830s and came from an Ohio clergyman who said, “They who took passage on it disappeared from public view as if they had really gone to ground." Because the Underground Railroad was so secret, few records exist that would reveal the true number of people who traveled it to freedom. The most active routes on the railroad were in Ohio, Indiana, and western Pennsylvania. Runaway slaves usually traveled alone or in small groups. Most were young men between the ages of 16 and 35. (1) The fugitives hid in wagons under loads of hay or potatoes, or in furniture and boxes in steamers and on rafts. (2) They traveled on foot through swamps and woods, moving only a few miles each night, using the North Star as a compass. Sometimes they moved in broad daylight. (3) Boys disguised themselves as girls, and girls dressed as boys. In one well-known incident, twenty-eight slaves escaped by walking in a funeral procession from Kentucky to Ohio. (4) The “railroad” developed its own language. The “trains” were the large farm wagons that could conceal and carry a number of people. The “tracks” were the backcountry roads that were used to elude the slave hunters. The “stations” were the homes and hiding places where the slaves were fed and cared for as they moved north. The “agents” were the people who planned the escape routes. The “conductors” were the fearless men and women who led the slaves toward freedom. The “passengers” were the slaves who dared to run away and break for liberty. Passengers paid no fare and conductors received no pay. The most daring conductor was Harriet Tubman, a former slave who dedicated her life to helping other runaways. Tubman made 19 trips into the South to guide 300 relatives, friends, and strangers to freedom. She was wanted dead or alive in the South, but she was never captured and never lost a passenger. A determined worker, she carried a gun for protection and a supply of drugs to quiet the crying babies in her rescue parties. A number of white people joined the effort, including Indiana banker Levi Coffin and his wife Catherine, who hid runaways in their home, a “station” conveniently located on three main escape routes to Canada. People could be hidden there for several weeks, recovering their strength and waiting until it was safe to continue on their journey. Levi Coffin was called the “president of the Underground Railroad” because he helped as many as 3,000 slaves to escape. The people who worked on the railroad were breaking the law. Although the escape network was never as successful or as well organized as Southerners thought, the few thousand slaves who made their way to freedom in this way each year had a symbolic significance out of proportion to their actual numbers. The Underground Railroad continued operating until slavery in the United States was finally abolished in 1865.
| 77. The word “abolish” in paragraph 1 is closest in meaning to |
77
|
|
Explain: |
| 78. Why did thousands of runaway slaves immigrate to Canada? |
78
| |
A. |
Former slaves could live as free citizens in Canada. |
| |
B. |
Working conditions for slaves were better in Canada. |
| |
C. |
They preferred the climate of the Great Lakes region. |
| |
D. |
Canada had no laws restricting immigration. |
|
Explain: |
| 79. The phrase “The term” in paragraph 3 refers to |
79
|
|
Explain: |
| 80. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. |
80
| |
A. |
Few people understood why the Underground Railroad would not reveal how many people chose to travel in this way. |
| |
B. |
We do not know exactly how many slaves escaped on the Underground Railroad because it was a secret organization. |
| |
C. |
The Underground Railroad's records were not accurate, so the true number of travelers is difficult to estimate. |
| |
D. |
The Underground Railroad kept secret records in which all of the passengers and trips were documented. |
|
Explain: |
| 81. The word “fugitives” in paragraph 4 is closest in meaning to |
81
|
|
Explain: |
| 82. All of the following arc mentioned as methods of escape on the Underground Railroad EXCEPT |
82
| |
A. |
walking in a procession |
|
Explain: |
| 83. The author discusses the language of the Underground Railroad in paragraph 5 in order to |
83
| |
A. |
point out that some words have more than one meaning |
| |
B. |
compare the Underground Railroad to other railways. |
| |
C. |
illustrate the secret nature of the escape network |
| |
D. |
trace the history of American English words |
|
Explain: |
| 84. The word “elude” in paragraph 5 is closest in meaning to |
84
|
|
Explain: |
| 85. Which of the following statements is true about passengers on the Underground Railroad? |
85
| |
A. |
Their destination was in the northern states or Canada. |
| |
B. |
They were not allowed to make stops during the journey. |
| |
C. |
Their babies were disguised to look like baggage. |
| |
D. |
They paid the conductors at the end of the journey. |
|
Explain: |
| 86. Why was Harriet Tubman wanted dead or alive in the South? |
86
| |
A. |
She became the president of the Underground Railroad. |
| |
B. |
She was an escaped slave who led others to freedom. |
| |
C. |
She was a criminal who carried a gun and sold drugs. |
| |
D. |
She refused to return the runaway slaves that she captured |
|
Explain: |
| 87. It can be inferred from paragraph 8 that the author most likely believes which of the following about the Underground Railroad? |
87
| |
A. |
Southerners did not know about the railroad until after it closed. |
| |
B. |
The railroad was unsuccessful because it could not help every slave. |
| |
C. |
The people who worked on the railroad should have been arrested. |
| |
D. |
The railroad represented a psychological victory for abolitionists. |
|
Explain: |
| 88. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Women and children also escaped, but they were more easily captured.” could be added to the passage. Where would the sentence best fit? |
88
|
|
Explain: |
| 89. An introductory sentence for a brief summary of the passage is: “Underground Railroad was a secret network that helped thousands of people escape slavery.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
89
| |
A. |
Slaves that were captured in the North could be returned to slavery in the South. |
| |
B. |
The railroad was part of the American abolitionist movement that opposed slavery for moral reasons. |
| |
C. |
“Conductors” and “agents” led “passengers" north to free states and Canada. |
| |
D. |
Most slaves were captured in West Africa and transported to North America on slave ships. |
| |
E. |
The president of the Underground Railroad 1 was an Indiana banker named Levi Coffin. |
| |
F. |
The railroad was a loosely organized system that provided guides, hiding places, and food to runaway slaves. |
|
Explain: |
FEEDING HABITS OF EAST AFRICAN HERBIVORES Buffalo, zebras, wildebeests, topi, and Thomson's gazelles live in huge groups that together make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five species (they did not study buffalo), they found that each species was living on a different part of the vegetation. The different vegetational parts differ in their food qualities: lower down, there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely distributed, highly nutritious fruits, and Bell found that only the Thomson's gazelles eat much of these. The other three species differ in the proportion of lower leaves and higher stems that they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are intermediate. How are we to understand their different feeding preferences? The answer lies in two associated differences among the species, in their digestive systems and body sizes. According to their digestive systems, these herbivores can be divided into two categories: the nonruminants (such as the zebra, which has a digestive system like a horse) and the ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants cannot extract much energy from the hard parts of a plant; however, this is more than made up for by the fast speed at which food passes through their guts. Thus, when there is only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy an advantage. They are ruminants and have a special structure (the rumen) in their stomachs, which contains microorganisms that can break down the hard parts of plants. Food passes only slowly through the ruminant's gut because ruminating—digesting the hard parts—takes time. The ruminant continually regurgitates food from its stomach back to its mouth to chew it up further (that is what a cow is doing when "chewing cud"). Only when it has been chewed up and digested almost to a liquid can the food pass through the rumen and on through the gut. Larger particles cannot pass through until they have been chewed down to size. Therefore, when food is in short supply, a ruminant can last longer than a nonruminant because it can derive more energy out of the same food. The difference can partially explain the eating habits of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It migrates first to unexploited areas and chomps the abundant low-quality stems before moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of the zebras will have worn the vegetation down. As the ruminants then set to work, they eat down to the lower, leafier parts of the vegetation. All of this fits in with the differences in stomach contents with which we began. The other part of the explanation is body size. Larger animals require more food than smaller animals, but smaller animals have a higher metabolic rate. Smaller animals can therefore live where there is less food, provided that such food is of high energy content. That is why the smallest of the herbivores, Thomson's gazelle, lives on fruit that is very nutritious but too thin on the ground to support a larger animal. By contrast, the large zebra lives on the masses of low-quality stem material. The differences in feeding preferences lead, in turn, to differences in migratory habits. (1) The wildebeests follow, in their migration, the pattern of local rainfall. (2) The other species do likewise. (3) But when a new area is fueled by rain, the mammals migrate toward it in a set order to exploit it. (4) The larger, less fastidious feeders, the zebras, move in first; the choosier, smaller wildebeests come later; and the smallest species of all, Thomson's gazelle, arrives last. The later species all depend on the preparations of the earlier one, for the actions of the zebra alter the vegetation to suit the stomachs of the wildebeest, topi, and gazelle.
| 90. The word “illusory” in the passage is closest in meaning to ................ |
90
|
|
Explain: |
| 91. The word “sparsely” in the passage is closest in meaning to ................ |
91
|
|
Explain: |
| 92. Which of the following questions about Richard Bell′s research is NOT answered in paragraph 1? |
92
| |
A. |
Why were buffalo excluded from the research study? |
| |
B. |
Where did the study of herbivores' eating habits take place? |
| |
C. |
Which part of the plants do wildebeests prefer to eat? |
| |
D. |
Which of the herbivores studied is the only one to eat much fruit? |
|
Explain: |
| 93. The word "associated” in the passage is closest in meaning to ................ |
93
|
|
Explain: |
| 94. The author mentions the cow and the horse in paragraph 2 in order to |
94
| |
A. |
emphasize similarities between the diets of cows and horses and the diets of East African mammals |
| |
B. |
emphasize that their relatively large body size leads them to have feeding practices similar to those of East African mammals |
| |
C. |
distinguish the functioning of their digestive systems from those of East African mammals |
| |
D. |
illustrate differences between ruminants and nonruminants through the use of animals likely to be familiar to most readers |
|
Explain: |
| 95. According to paragraph 2, which of the following herbivores has to eat large quantities of plant stems be-cause it gains relatively little energy from each given quantity of this food? |
95
|
|
Explain: |
| 96. Paragraph 2 suggests that which of the following is one of the most important factors in determining differences in feeding preferences of East African herbivores? |
96
| |
A. |
The physical nature of vegetation in the environment |
| |
B. |
The ability to migrate when food supplies are low |
| |
C. |
The availability of certain foods |
| |
D. |
The differences in stomach structure |
|
Explain: |
| 97. According to paragraph 2, all of the following are true of East African gazelles EXCEPT ................ |
97
| |
A. |
Microorganisms help them digest their food. |
| |
B. |
They survive well even if food sup-plies are not abundant. |
| |
C. |
They digest their food very quickly. |
| |
D. |
They are unable to digest large food particles unless these are chewed down considerably. |
|
Explain: |
| 98. The phrase “provided that” in the passage is closest in meaning to ................ |
98
|
|
Explain: |
| 99. The word “fastidious” in the passage is closest in meaning to ................ |
99
|
|
Explain: |
| 100. According to paragraph 4, which of the following mammals exhibits a feeding behavior that is beneficial to the other herbivores that share the same habitat? |
100
|
|
Explain: |
| 101. According to the passage, which of the following is true of wildebeests? |
101
| |
A. |
They are able to digest large food particles if the food is of a high quality. |
| |
B. |
They tend to choose feeding areas in which the vegetation has been worn down. |
| |
C. |
They eat more stem matter than zebras do. |
| |
D. |
They are likely to choose low-quality food to eat in periods when the quantity of rainfall is low. |
|
Explain: |
| 102. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The sequence in which they migrate correlates with their body size.” could be added to the passage. Where would the sentence best fit? |
102
|
|
Explain: |
| 103. An introductory sentence for a brief summary of the passage is “East African herbivores, though they all live in the same environment, have a range of feeding preferences.”. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
103
| |
A. |
A herbivore's size and metabolic rate affect the kinds of food and the quantities of food it needs to eat. |
| |
B. |
Zebras and wildebeests rarely compete for the same food resources in the same locations. |
| |
C. |
Patterns in the migratory habits of East African herbivores are hard to establish. |
| |
D. |
Migratory habits are influenced by feeding preferences. |
| |
E. |
The survival of East African mammals depends more than anything else on the quantity of highly nutritious fruits that they are able to find. |
| |
F. |
The different digestive systems of herbivores explain their feeding preferences. |
|
Explain: |
|
Score: 0/10
|