65. The commonest discussion on education usually ends with our dissatisfaction of the answers because
　　A. the discussions are seemingly facts-related.
　　B. people usually discuss the issue on too narrow a base.
　　C. the discussions are usually sidetracked by irrelevant issues.
　　D. the discussions are of little value educationally and socially.

　　66. The author suggests that the discussion of the problem of education, if one wishes it to be fruitful, must
　　A. not deviate from social evils that play a role in education.
　　B. combine the issues of education with the issues of social problems.
　　C. consider the purpose of educating the citizens.
　　D. consider the whole of the social system which education serves.

　　67. According to the passage, our education is seemingly going down hill and becoming a messy business because
　　A. our society is not properly governed.
　　B. we can't perfect our society in terms of its organization.
　　C. our society lacks a common goal and a well-knitted system.
　　D. the arrangement of our society is not education-oriented.

　　68. Satisfactory answers to educational issues cannot be found unless
　　A. the philosophy of life is seriously researched into.
　　B. we bring into consideration the political and economic significance.
　　C. the financial and economic issue are considered.
　　D. we can inclusively consider the general goal of education.

　　69. The "crisis" of education for the whole world, whatever the nations or countries, according to the author, results from
　　A. the misconception of the genuine role of education.
　　B. the lack of a common goal in the education system.
　　C. the lack of well-knitted social structures.
　　D. the incompetence of educators and society governors.

　　70. According to the author, the target of education should enable people to
　　A. gain an upper hand over other people.
　　B. acquire knowledge that may quench their thirst.
　　C. get leisure and choice rather than knowledge.
　　D. get wisdom rather than other elements.

　　71. Which of the following statement is NOT true?
　　A. Education is closely connected with the social demands.
　　B. Education deprives people of the political rights.
　　C. Education has many problems to be solved.
　　D. People get education because they want to take advantage of other people.

　　Questions 72-79 are based on the following passage.
　　Ask most people to list what makes them like someone on first meeting and they'll tell you personality, intelligence, sense of humor. But they're probably deceiving themselves. The characteristic that impresses people the most, when meeting anyone from a job applicant to a blind date, is appearance. And unfair and unenlightened as it may seem, attractive people are frequently preferred over their less attractive peers.
　　Research begun in the early 1970s has shown that not only do good looks influence such things as choice of friends, lovers, and mates, but that they can also affect school grades, selection for jobs, and even the outcome of a trial. Psychologist Ellen Berscheid of the University of Minnesota and psychologist Elaine Walster, then at the University of Wisconsin, were among the first researchers to deal with the topic of attractiveness. Their seminal 1974 paper on the subject showed that the more attractive a person, the more desirable characteristics others will attribute to him or her. Attractive people are viewed as being happier, more sensitive, more interesting, warmer, more poised, more sociable, and as having better character than their less attractive counterparts. Psychologist Karen Dion of the University of Toronto has dubbed this stereotypical view as: "What is beautiful is good."
　　Our current work at Old Dominion University in Norfolk, Virginia, with colleagues and students, focuses on the role that appearance plays in judgments made about people. Our studies have been done in a variety of settings: basic research laboratories, beauty and cosmetics industry labs, plastic and reconstructive surgery practices, psychiatric hospitals, and psychotherapeutic consulting rooms.
　　One topic that has led to many avenues of research is how attractiveness influences sex-typing - the tendency of people to attribute certain stereo-typical qualities to each sex. Besides being perceived as sensitive, kind, interesting, and generally happy, attractive people tend to fit easily into sexual stereotypes, according to a study done by Barry Gillen, a social psychologist in our department.
　　Gillen speculated that attractive people possess two types of "goodness," one related to and the other unrelated to their sex. To test this hypothesis he showed a group of students photographs of both men and women of high, moderate, and low attractiveness, as determined by the previous rankings of students according to a seven-point scale (contrary to popular belief, researchers usually don't use the Bo Derek scale of 10). The judges were asked to rate the subjects according to the masculinity, femininity, and social desirability scales of the Bern Sex Role Inventory. Gillen's study found that attractive women were perceived as being more feminine, and that attractive men were viewed as being more masculine than their less attractive counterparts. This suggests a second stereotype: "What is beautiful is sex-typed."
　　One implication of Gillen's work that we wanted to test was whether good looks are a disadvantage for some people, especially women, in work situations that conflict with sexual stereotypes. By the late 1970s, there was already a sizable body of literature documenting the problems women face because of sex-role stereotypes. We speculated that attractive women might be at a real disadvantage when they aspire to occupations in which stereotypically masculine traits - such as being strong, independent, and decisive - are thought to be required for success.
　　To test that possibility we did a study with Gillen and Steve Burns, a student in our department, in which professional personnel consultants were hired to rate a "job applicant's" suitability for six positions. We matched the positions for the skill required, the prestige offered, and the degree of supervisory independence allowed. Two jobs were stereotypically masculine (automobile salesperson and wholesale hardware shipping and receiving clerk), two feminine (telephone operator and office receptionist) and two were sex-neutral (motel desk clerk and photographic darkroom assistant).
　　Each of the seventy-two personnel consultants who participated received a resume package for an individual that contained the typical kinds of information that a job applicant might submit: academic standing, a list of hobbies and interests, specific skills and recommendations from teachers and counselors. All of the resumes were identical with the exception of the name ("John" vs. "Janet" Williams) and the inclusion of a photograph of the applicant. Photographs showed either an extremely attractive applicant or an unattractive one, previously judged on an attractiveness scale.

　　72. The author suggests that when most people instantly take to another person, it is usually the person's
　　A. appearance that hinders his/her inclination.
　　B. intelligence that triggers his/her interest.
　　C. appearance that touches off his/her inclination
　　D. sweet personality and sense of humor that arouses his/her interest.

　　73. It's obvious that the author strongly believes that
　　A. good-looking people face unexpected encounters.
　　B. attractive people gain more advantages than unattractive ones.
　　C. unattractive people find it hard to be expressive.
　　D. good-looking people can get the better of other people.

　　74. Karen Dion is one of those researchers who deem that
　　A. the most beautiful thing in the world is one's attractive appearance.
　　B. all beautiful things are good things.
　　C. attractive appearance is traditionally devalued.
　　D. it's an old-fashioned view to value attractive appearance.

　　75. The author in Paragraph 3 lists a variety of settings of their research in order to
　　A. show that they are concerned with the issue under discussion.
　　B. convince readers of all the effort they have put into the research.
　　C. convince readers of the validity of their research result.
　　D. demonstrate they have spent more time than other researchers.

　　76. Gillen assumes that people's perception of one's attractiveness is sex-related, and is not sex-related, but the test result of his hypothesis indicated that
　　A. sex plays a major role in people's perception of one's attractiveness
　　B. sex does not influence people's perception of one's attractiveness.
　　C. both sex and other elements play a role in one's perception of attractiveness.
　　D. elements other than sex play a role in people's perception of attractiveness.

　　77. The implication of Gillen's work is to find out
　　A. whether one's attractiveness influences people's judgement of their success.
　　B. how one's attractiveness has an impact on people's judgement of their success.
　　C. in what way one's attractiveness affects people's judgement of their chances to find better jobs.
　　D. whether one's attractiveness does have more advantages in gaining people's approval than unattractiveness.

　　78. The result of the author's attempt to co-study the possibilities with Gillen
　　A. did not show that attractiveness has advantages.
　　B. indicated that more attractive people get more chances to be hired for jobs.
　　C. gave no indication whether attractiveness influences one's chances to be hired for jobs.
　　D. did demonstrate that more attractive people have more chances to succeed.

　　79. What does "typical kinds of information" that a job applicant might submit mean?
　　A. It means the information most job applicants would usually include in their resume.
　　B. It refers to the information that a job applicant must submit to the personnel manager for his reference.
　　C. It stands for all the information required of a job applicant.
　　D. It means the kinds of information that may influence the personnel manager's decision.

　　Questions 80-83 are based on the following passage.
　　The Future of Warfare
　　The latest revolution in warfare is based on the application of information technology to weapons. It involves gathering huge amounts of data; processing them so that relevant information is displayed on a screen; and then destroying targets, at much greater distance and with much greater accuracy than was previously possible. These changes favor attacks rather than defense: large, easy-to-hit objects - whether military bases, ship, tanks or concentration of troops - are increasingly vulnerable to weapons such as cruise missiles steered by satellite beams.
　　All this is bad news for America's potential foes. Russia, a once and perhaps future rival, has neither the money nor the know-how to imitate the latest American advances. Other countries with more cash to spare aspire to master enough of the new technology to challenge American power locally. China, for instance, is plainly flexing its muscles in Asia. Iran wants to develop cruise missiles to allow it to keep other countries' ships away from the Gulf. But the American's mastery of the new warfare will make it increasingly foolish to make them on a high-intensity shooting war, as Saddam Hussein did. So if anyone wants to have a go at Uncle Sam, he will probably do so by other methods, such as ballistic missiles, biological weapons or terrorism.
　　The revolution also has implications for America's friends. By increasing American might, it may encourage the country's unilateralist element to think it can win wars without having to work with troublesome partners. In any event, working with allies will probably become more bothersome: their low-tech armies may be incapable of plugging into American information networks. Moreover, given the increasing vulnerability of military bases to missile attack, America may wish to withdraw its soldiers from Europe and Asia. When necessary, I will be able to strike its enemies with long-range weapons and more intervention forces.

　　80. According to the passage, the advantage of using information technology in warfare lies in
　　A. the longer distance the weapons can shoot.
　　B. the speed of winning a war.
　　C. the longer distance and more accuracy of the shooting.
　　D. the accurate calculation of the military data used in wars.

　　81. Large and observable targets such as military bases and ships are
　　A. more prone to be struck by modern weapons.
　　B. more easily found by enemies who want to attack them.
　　C. equipped with more power against missile attack.
　　D. stronger in counter-attacking cruise missiles.

　　82. According to the author, the trouble for the technological advances of America is that
　　A. their enemies can quickly imitate their weapons.
　　B. their allies are unable to produce the same kind of weapons.
　　C. many other countries are not financially capable of producing weapons that are in line with American weapons.
　　D. their enemies may come up with other dangerous weapons.

　　83. The trouble, according to the passage, for American to increase its military power is that
　　A. its allies may not be able to follow the American way of attacking other countries.
　　B. America may lose its allies for one reason or another.
　　C. America has to withdraw their armies from Asia and other areas.
　　D. America's rivals can use the same kind of weapons to attack America.

　　Questions 84-90 are based on the following passage.
　　Imagine a society in which cash no longer exists. Instead "cash" is electronic, as in bank-card systems. Currency and coin are abandoned.
　　The immediate benefits would be profound and fundamental. Theft of cash would become impossible. Bank robberies and cash-register robberies would simply cease to occur. Attacks on shopkeepers, taxi drivers, and cashiers would all end. Purse snatchings would become a thing of the past. Urban streets would become safer. Retail shops in once-dangerous areas could operate in safety. Security costs and insurance rates would fall. Property values would rise. Neighborhoods would improve.
　　Drug traffickers and their clients, burglars and receivers of stolen property, arsonists for hire, and bribe-takers would no longer have the advantage of using untraceable currency. Electronic "money" would leave incriminating trails of data, resulting in more arrests and convictions. These prosecutions, in turn, would inhibit further crimes.
　　The impact of the monetary change on underground economies would be nearly as dramatic as the effect on crime. In the United States, the underground economy is estimated at between 10% and 28% of the gross national product. Internal Revenue Service (IRS) researches suggest that almost all hidden labor is paid in currency.
　　In a society devoid of physical money, a change from cash to recorded electronic money would be accompanied by a flow of previously unpaid income-tax revenues running in the tens of billions of dollars. As a result, income-tax rates could be lowered and the national debt reduced.
　　Cash has been the root of much social and economic evil. The emergence of electronic funds-transfer technology makes it possible to change the nature of money and to divorce it from evil. Eighty percent of Americans regularly use credit cards. The development of a federal system to handle the country's 300 billion annual cash transactions in the United States electronically is within reach.
　　A national electronic-money system would operate as debit-card system. Each individual's "money" would be held in his money-system account. A transaction would effect an instant transfer of "money" from his account to that of another account holder.
　　The principal differences between a national electronic-money system and commercial bank-card systems would be: The money system would be federally operated; payment would constitute "legal tender"; system-account holders would be able to receive as well as pay out funds by use of their accounts; and funds would be transferable between private-account holders as well as between merchants and private-account holders.
　　Only cash would be supplanted by electronic money. The use of checks, drafts, money orders, traveler's checks, cashier's checks, as well as letters of credit, acceptances, and other financial instruments would remain in regular use. Credit card and automatic-teller-machine systems (ATMs) would not necessarily change, although you could no longer obtain cash at ATMs.

　　84. To abandon the use of cash, according to the author, can in many ways help people
　　A. avoid many problems that upset the society.
　　B. get rid of petty theft and property robbery
　　C. remove all the trouble that bewilders them.
　　D. get a better living environment

　　85. Electronic "money" refers to
　　A. money that denies direct transactions.
　　B. the bank paper and coins.
　　C. money issued by the electronic industry.
　　D. money that is hard to obtain.

　　86. "Hidden labor" in this passage refers to labor that is paid in
　　A. electronic money.
　　B. money that is hard to count.
　　C. after-tax money.
　　D. money that is untaxed.

　　87. Which of the following pairs of terms is identical in meaning?
　　A. electronic money and coin
　　B. coin and paper money
　　C. electronic money and funds-transfer
　　D. physical money and electronic money

　　88. According to the author, we must change
　　A. the forms of the money in order to catch thieves and robbers.
　　B. the nature of money in order to root out the cause of evils.
　　C. the availability of money so that evils can be stopped.
　　D. the use of money so that income-tax can be reduced.

　　89. The greatest disadvantage of using cash is that it
　　A. encourages people to steal.
　　B. makes money readily available for people in need of it.
　　C. enables people to engage in many kinds of illegal activities.
　　D. discourages people from paying tax.

　　90. Which of the following statements is NOT true?
　　A. When the electronic money is used, the state will be able to collect more tax.
　　B. All monetary systems should aim at making cash unobtainable.
　　C. When cash is unobtainable, the rate of crimes can be reduced.
　　D. A national commercial bank-card system should also be abolished.

　　Questions 91-95 are based on the following passage.
　　It is amazing how many people still say, "I never dream", for it is now decades since it was established that everyone has over a thousand dreams a year, however few of these nocturnal productions are remembered on waking. Even the most confirmed "non-dreamers" will remember dreams if woken up systematically during the rapid eye movement (REM) periods. These are periods of light sleep during which the eye-balls move rapidly back and forth under the closed lids and the brain becomes highly activated, which happens three or four times every night of normal sleep.
　　It is a very interesting question why some people remember dreams regularly - perhaps several a night on occasion - while others remember hardly any at all under normal conditions. In considering this, it is important to bear in mind that the dream tends to be an elusive phenomenon for all of us. We normally never recall a dream unless we awaken directly from it, and even then it has a tendency to fade quickly into oblivion.
　　Given this general elusiveness of dreams, the basic factor that seems to determine whether a person remembers them or not is the same as that which determines all other memory, namely degree of interest. Dream researchers have made a broad classification of people into "recallers" - those who remember at least one dream a month - and "non-recallers", who remember fewer than this. Tests have shown that cool, analytical people with a very rational approach to their feelings tend to recall fewer dreams than those whose attitude to life is open and flexible. Engineers generally recall fewer dreams than artists. It is not surprising to discover that in Western society, women normally recall more dreams than men, since women are traditionally allowed an instinctive, feeling approach to life.
　　In modern urban-industrial culture, feeling and dreams tend to be treated as frivolities which must be firmly subordinated to the realities of life. We pay lip-service to the inner life of imagination as it expresses itself in the arts, but in practice relegate music, poetry, drama and painting to the level of spare-time activities, valued mainly for the extent to which they refresh us for a return to work. We discourage our children from paying much attention to anything that might detract from the serious business of studying for exams or making a living in the "real" world of industry and commerce.

　　91. Many people are unaware that they dream because
　　A. their dreams fade very quickly.
　　B. they do not recall their dreams.
　　C. they sleep too heavily.
　　D. they wake up frequently.

　　92. During REM periods, people
　　A. dream less.
　　B. wake up more easily.
　　C. remember their dreams more clearly.
　　D. experience discomfort.

　　93. People who remember their dreams do so because they
　　A. find the content relevant.
　　B. are awakened suddenly.
　　C. have retentive memories.
　　D. are regular dreamer.

　　94. Those who recall their dreams tend to be
　　A. practical.
　　B. unrealistic.
　　C. disorganized.
　　D. imaginative.

　　95. The writer believes that, in Western society, dreams are considered to be
　　A. shameful.
　　B. beneficial.
　　C. unimportant.
　　D. artistic.

　　Questions 96-100 are based on the following passage.
　　In most aspects of medieval life, the closed corporation prevailed. But compared to modern life, the medieval urban family was a very open unit: for it included, as part of the normal household, not only relatives by blood but a group of industrial workers as well as domestics whose relation was that of secondary members of family. This held for all classes, for young men from the upper classes got their knowledge of the world by serving as waiting men in a noble family: what they observed and overheard at mealtime was part of their education. Apprentices lived as members of the master craftsman's family. If marriage was perhaps deferred longer for men than today, the advantages of home life were not entirely lacking, even for the bachelor.
　　The workshop was a family; likewise the merchant's counting house. The members ate together at the same table, worked in the same rooms, slept in the same or common hall, converted at night into dormitories, joined in the family prayers, participated in the common amusements.
　　The intimate unity of domesticity and labour dictated the major arrangement within the medieval dwelling-house itself. Houses were usually built in continuous rows around the perimeter of their gardens. Freestanding houses, unduly exposed to the elements, wasteful of the land on each side, harder to heat, were relatively scarce: even farmhouses would be part of a solid block that included the stables, barns and granaries. The materials for the houses came out of the local soil, and they varied with the region. Houses in the continuous row forming the closed perimeter of a block, with guarded access on the ground floor, served as a domestic wall: a genuine protection against felonious entry in troubled times.
　　The earliest houses would have small window openings, with shutters to keep out the weather; then later, permanent windows of oiled cloth, paper and eventually glass. In the fifteenth century, glass, hitherto so costly it was used only for public buildings, became more frequent, at first only in the upper part of the window. A typical sixteenth-century window would have been divided into three panels: the upper-most panel, fixed, would be of diamond-paned glass; the next two panels would have shutters that opened inwards; thus the amount of exposure to sunlight and air could be controlled, yet on inclement days, both sets of shutters could be closed, without altogether shutting out our light. On any consideration of hygiene and ventilation this type of window was superior to the all-glass window that succeeded it, since glass excludes the bactericidal ultra-violet rays.

　　96. The urban family unit described in the passage
　　A. consisted of people related by blood.
　　B. was made up of workers, servants and family members.
　　C. excluded domestics and craftsmen.
　　D. was composed of members of the same social class.

　　97. How did young noblemen receive their education?
　　A. They were taught in their own homes.
　　B. They received training in practical skills.
　　C. They were sent to other households.
　　D. They were educated with other young men.

　　98. According to the writer, why were there few free-standing houses?
　　A. Building land was expensive.
　　B. Such houses were costly to construct.
　　C. Such houses suffered the effects of bad weather.
　　D. There was no room left for a garden.

　　99. Where could you have expected to find glass used in the fourteenth century?
　　A. In small windows in private houses.
　　B. In buildings designed for public use.
　　C. Forming one part of a window protection.
　　D. Behind protective shutters.

　　100. In the writer's opinion, all-glass windows were not an improvement because they were less
　　E. healthy.
　　F. attractive.
　　G. economical.
　　H. hard-wearing.

　　Section 3: Cloze Test (25 Points)
　　In the following passage, there are 25 blanks representing words that are missing from the context. You are to provide each of the blanks with the missing word. The time for this section is 25 minutes. Write your answers on the ANSWER SHEET.

　　Social Responsibility in Science and Art

　　Compared with the immediate practical responsibility of the scientist, the _____(1) of the artist must seem puny. The decision which faces ____(2) is not one of practical action: of course he will try to throw this ____(3) into the scale, and that weight, if he is a writer or ____(4) a painter of genius, may have its effect. For the novelist - in our society the only artist who has a mass audience and at the same time effective economic control of the means of addressing ____(5) - the hope of some decisive influence is a reasonable ____(6). For him, since he takes of all artists _____(7) is probably the largest portion of his culture as material, there is no _____(8) escape from the necessity for treating the content of his work seriously than ____(9) is for the social psychologist he is coming so closely to resemble. The dichotomy which people have tried to establish between artistic proficiency and _____(10) content is becoming unbearable to almost all sensitive minds. I doubt if it has ever been real - we might have admired Shelley as ____(11) if he had been indifferent to such things as war and tyranny, though I doubt it; certainly ____(12) he been indifferent we should never have been led by ____(13).
　　There is no Hippocratic oath in literature, and I am not attempting to draw ____(14) up. As far as I am concerned, the artist is a human being writ large and his ____(15) are the ethics of any human being. Perhaps I can best illustrate ____(16) seems to me the new _____(17) of those duties of assertion and refusal from one writer, and I do not ____(18) it is without significance that this _____(19) projects the whole situation of choice into a scientific parable, the ____(20) of a pestilence: a ____(21) many human ____(22) are called to fight against, called not by any supernatural ____(23) but by the simple fact that the fight against a plague is _____(24) like a biological human _____(25).