Hidden valley looks a lot like the dozens of other camps that dot the woods of central Maine. There's a lake， some soccer fields and horses. But the campers make the difference. They're all American parents who have adopted kids from China. They're at Hidden Valley to find bridges from their children's old worlds to the new. Diana Becker of Montville， Maine， watches her 3-year-old daughter Mika dance to a Chinese version of “Twinkle， Twinkle Little Star.” “Her soul is Chinese，” she says， “but really she's growing up American.”
Hidden Valley and a handful of other “culture camps” serving families with children from overseas reflect the huge rise in the number of foreign adoptions， from 7，093 in 1990 to 15，774 last year. Most children come from Russia (4，491last year) and China (4，206) but there are also thousands of others adopted annually from South America， Asia and Eastern Europe. After cutting through what can be miles of red tape， parents often come home to find a new dilemma. “At first you think， 'I need a child'，” says Sandy Lachter of Washington， D.C.， who with her husband， Steve， adopted Amelia， 5， from China in 1995. “Then you think， 'What does the child need?' ”
The culture camps give families a place to find answers to those kinds of questions. Most grew out of local support groups; Hidden Valley was started last year by the Boston chapter of Families with Children from China， which includes 650 families. While parents address weighty issues like how to raise kids in a mixed-race family， their children just have fun riding horses， singing Chinese songs or making scallion pancakes. “My philosophy of camping is that they could be doing anything， as long as they see other Chinese kids with white parents，” says the director， Peter Kassen， whose adopted daughters Hope and Lily are 6 and 4.
The camp is a continuation of language and dance classes many of the kids attend during the year. “When we rented out a theater for 'Mulan，' it was packed，” says Stephen Chen of Boston， whose adopted daughter Lindsay is 4. Classes in Chinese language， art and calligraphy are taught by experts， like Renne Lu of the Greater Boston Chinese Cultural Center. “Our mission is to preserve the heritage，” Lu says.
Kids who are veteran campers say the experience helps them understand their complex heritage. Sixteen-year-old Alex was born in India and adopted by Kathy and David Brinton of Boulder， Colo.， when he was 7. “I went through a stage where I hated India， hated everything about it，” he says. “You just couldn't mention India to me.” But after six sessions at the East India Colorado Heritage Camp， held at Snow Mountain Ranch in Estes Park， Colo.， he hopes to travel to India after he graduates from high school next year.
Camp can be a learning experience for the whole family. Whitney Ning， 23， a counselor for four years， says the Korea Heritage Camp helped her become closer to her parents. “They were hesitant at first，” she says， “but when they saw how much it meant to me， they became very supportive.” Sometimes the most direct route around the world is across a campfire.
注(1)：本文选自Newsweek; 10/04/99， p75;
注(2)：本文习题命题模仿对象2004年真题Text 1;
1. Why American parents come to Hidden Valley?
[A]It has a large gathering of adopted children.
[B]Parents want to find a place to exchange their ideas.
[C]It helps children adapt to the new culture well.
[D]It is a very good place for relaxation.
2. Which of the following is not the advantage of the culture camp?
[A]It well reflects the increasing foreign adoptions.
[B]Parents can find the answers to their questions in raising the adopted children.
[C]Children can learn a lot in culture camp.
[D]It helps the adopted children have a better understanding of their complex heritage.
3. The expression “miles of red tape”(Line 5， Paragraph 2) most probably means _________.
[A]a number of choices
[B]many hard journeys
[C]a lot of difficulties
[D]most troublesome procedures
4. What is Alex‘s attitude toward India now?
[A]Strong disapproval.
[B]Reserved consent.
[C]Slight contempt
[D]Enthusiastic support
5. Which of the following is true according to the text?
[A]Foreign adoption is a common phenomenon in America.
[B]Children can do whatever they want to do in the culture camp.
[C]Both parents and their adopted children can benefit from the culture camp.
[D]Children can receive best education in the culture camp.
答案：CADBCIn this week's Nature， a group of zoologists led by Andrew Whiten of the University of St Andrews in Scotland and Christophe Boesch of the Max Planck Institute for Evolutionary Anthropology in Leipzig， Germany， have provided that evidence. They have synthesised the results from seven chimpanzee-research centres scattered across Africa， and shown that chimps can， indeed， do more than just pass on the odd behaviour pattern here and there. Individual groups of chimps exhibit behavioural“complexes'' that are recognisably different from those of other groups， yet seem to have no connection with environmental or genetic differences between the groups. If that is not culture， it is difficult to think what is.
The problem that confronted Dr Whiten and Dr Boesch was how to disentangle which of chimpanzees' many behaviour patterns are genetically instinctive， which are learnt by individuals in isolation (and so are not cultural， because not copied from others) and which are culturally transmitted (by animals copying one another)。 They solved it by standardising the reports from the research centres， and paying as much attention to what the animals in each place did not do as to what they did.
Behaviour patterns found at all sites were deemed as likely to be genetic as cultural (leaf-sponging turned out to be in this category)， as were those whose absence was due to some environmental factor (fishing algae out of ponds is impossible where there are no algae to fish)。 Nor were behaviour patterns that did not appear to be sporadic (digging for termites， rather than using a stick to fish for them) classified as cultural. They could just as well have been the result of individual invention， as of copying.
That still left 39 behaviour patterns that were common at some sites and absent from others. Termite fishing with twigs and the mid-ribs of leaves were two. So were breaking nuts open with a hammer (which could be done in four different ways， each with its own pattern of occurrence among the sites)， and picking marrow out of the bones of hunted animals using a tool. Nor does chimpanzee culture revolve solely around food. Some chimps have developed flywhisks in the form of leaves. Others have learnt how to tickle themselves. And there is even a behaviour pattern the researchers refer to as ``rain dance''， though it takes place in response to rain， rather than as a way of conjuring it up.
The idea that these and some 30 other behaviour patterns are cultural rather than genetic was supported by the fact that particular sub-species (which differ from one another genetically) are not associated with particular behaviours. Indeed， abrupt cultural transitions often occur in the middle of sub-specific homelands. Short of developing language (and there are a few researchers who believe that chimps can also manage that)， it is hard to see what more man's closest relatives could possibly be required to do to be admitted to the culture club.
注(1)：本文选自Economist; 06/19/99，p82;
注(2)：本文习题命题模仿对象2004年真题Text 3(题目顺序稍做调整);
1. By “If that is not culture， it is difficult to think what is.”(Line 8， Paragraph 1)， the
author means _______.
[A]it is difficult to define what culture is
[B]scientists feel confused about culture
[C]nobody knows what the culture is
[D]it is nothing but culture
2. The most distinctive feature of culture is _________.
[A]copying one another among animals
[B]passing on the odd behavior among animals
[C]learning from one another among animals
[D]individual invention by the animals
3. How does the author feel about the cultural phenomenon among the chimps?
[A]Optimistic.
[B]Affirmative.
[C]Carefree.
[D]Panicked.
4. Which of the following will the scientists not regard as cultural behavior?
[A]Using a stick to fish for termites.
[B]Breaking nuts open with a hammer.
[C]Making flywhisks in the form of leaves.
[D]Dancing a “rain dance”。
5. To which of the following is the author likely to agree?
[A]Chimps can learn 37 behaviors by copying one another.
[B]Genes and environment have no effect on the behavior of chimps.
[C]Chimps should be admitted to the culture club.
[D]People are too critical of the behavior of chimps.
答案：DABACThe income-tax deadline approaches and some taxpayers‘thoughts turn to it.Test time approaches and some students’thoughts turn to it.Temptation appears and some spouses consider it.Nowadays，cheating is on the rise.“You want something you can‘t get by behaving within the rules，and you want it badly enough，you’ll do it regardless of any guilt or regret，and you‘re willing to run the risk of being caught.”That’s how Ladd Wheeler，psychology professor at the University of Rochester in New York，defines cheating.
Cheating represents the triumph of the“Brazen Rule”over the“Golden Rule”，says Terry Pinkard，philosophy professor at Georgetown University in Washington D.C.“The Golden Rule says，‘Do unto others as you would have them do unto you.’The Brazen Rule says，‘Do unto others as they would do unto you if they were in your place.’”Many experts believe cheating is on the rise.“We‘re seeing more of the kind of person who regards the world as a series of things to be manipulated.Whether to cheat depends on whether it’s in the person‘s interest.”He does，however，see less cheating among the youngest students.
Richard Dienstbier，psychology professor at the University of Nebraska in Lincoln，believes that society‘s attitudes account for much of the rise in cheating.“Twenty years ago，if a person cheated in college，society said：”That is extremely serious;you will be dropped for a semester if not kicked out permanently，’“he says.”Nowadays，at the University of Nebraska，for example，it is the stated policy of the College of Arts and Sciences that if a student cheats on an exam，the student must receive an‘F’on what he cheated on.That‘s nothing.If you’re going to fail anyway，why not cheat?“
Cheating is unethical，Pinkard says，whether it‘s massive fraud or failure to tell a store cashier you were undercharged.“You’re treating other people merely as a means for your own ends.You‘re using people in ways they would not consent to.The cheater says，’Let everybody else bear the burden，and I‘ll reap the benefits.’”
Cheaters usually try to justify their actions，says Robert Hogan，chairman of the psychology department at the University of Tulsa in Oklahoma.“They never think it‘s their fault.”Cheaters make justifications because they want to feel good about themselves，adds Wheeler.“They don’t want to label themselves as a cheater.Also，they may be anticipating the possibility of getting caught，so they work on their excuse ahead of time.”The most common justifications，psychologists say，include：
“I had to do it.”
“The test was unfair.”
“Everybody does it，and I have to cheat to get what‘s rightfully mine.”
“The government wastes the money anyway.”
“My wife (or husband) doesn‘t understand me，and we’ve grown apart.”
Cheating is most likely in situations where the stakes are high and the chances of getting caught are low，says social psychologist Lynn Kahle of the University of Oregon in Eugene.In his study，a group of freshmen were allowed to grade their own tests，while secret，pressure-sensitive paper indicated who changed answers.To raise the pressure，students were given an extremely high score as the“average”for the test and told that those who failed would go before an inquiring board of psychologists.About 46 percent of the male students changed answers;among the females，about 30 percent cheated.
Everybody cheats a little，some psychologists say，while others insist that most people are basically honest and some wouldn‘t cheat under any circumstances.
Despite the general rise in cheating，Pinkard sees some cause for hope：“I do find among younger students a much less tolerant attitude toward cheating.”Perhaps，he says，the upcoming generation is less spoiled than the“baby boom”students who preceded them—and therefore less self-centered.“There seems to be a swing back in the culture.”
1.The purpose of this passage is to____.
[A] convince the reader that cheating is immoral
[B] discuss the varieties of and reasons for cheating
[C] describe how cheaters cheat
[D] suggest how to curtail cheating
2.According to the passage，which of the following is TRUE?
[A] It is ethical to cheat unless money is involved.
[B] Failure to tell a store cashier you were undercharged is not considered cheating.
[C] There has been a general rise in cheating.
[D] Most cheaters are college students.
3.According to the passage，with which of the following would the author probably NOT agree?
[A] Cheating is often the result of intense pressure.
[B] Cheating is cheating，whether on a test or on income tax forms.
[C] Cheating is widespread and society is too tolerant.
[D] The Brazen Rule is a better rule than the Golden Rule.
4.When a person is caught cheating，it is most likely that he____.
[A] pretends to apologize for what he has done
[B] pretends that he has no knowledge of what is going on
[C] ascribes his misconduct to some external motivation
[D] denies the fact in fearful anticipation of escaping punishment
5.Regarding the future of cheating，the author seems to be____.
[A] depressed [B] optimistic
[C] amused [D] bewildered
参考答案：
1.[B] 第一段提到了各种各样的欺骗行为;但对原因的探讨贯穿整个文章。
2.[C] 参阅最后一段第一句，从Despite the general rise in cheating看，的确存在欺骗现象不断增加的问题。
3.[D] 本文对欺骗行为进行了鞭挞，作者对鼓励欺骗的厚颜无耻原则(the Brazen Rule)持批评态度。
4.[C] 意为：将他的不良行为归因于某种外在动机。即：不承认自己内心想欺骗。参阅第五段。
5.[B] 参阅最后一段。在作者看来，在新的一代人中，欺骗行为将减少。Many critics of the current welfare system argue that existing welfare regulations lead to family instability.They believe that those regulations，which exclude most poor husband-and-wife families from Aid to Families with Dependent Children (AFDC) assistance grants，contribute to the problem of family dissolution.Thus，they conclude that expanding the set of families that can eligibly get such grants would result in a marked strengthening of the low-income family structure.
If all poor families could receive welfare，would the incidence of instability change markedly? The answer to this question depends on the relative importance of three types of potential welfare recipients.The first is the“cheater”—the husband who is reported to have abandoned his family，but in fact disappears only when the social worker is in the neighborhood.The second consists of a loving husband and devoted father who，sensing his own inadequacy as a family supporter，leaves so that his wife and children may enjoy the relative benefit provided by public assistance.There is very little evidence that these two types are significant.
The third type is the unhappily married couple，who remain together out of a sense of economic responsibility for their children，because of the high costs of separation，or because of the consumption benefits of marriage.This group is large.The formation，maintenance，and dissolution of the family is in large part a function of the relative balance between the benefits and costs of marriage as seen by the individual members of the marriage.Since the family performs certain functions society regards as vital，a complex network of social and legal process has evolved to reinforce marriage.Much of the variation in marital stability across income classes can be explained by the variation in costs of dissolution imposed by society，such as division of property，and child support.
Marital stability is related to the costs of achieving an acceptable agreement on family consumption and production and to the prevailing social price of instability in the marriage partners‘social-economic group.Expected income exerts pressures on family instability by reducing the cost of dissolution.To the extent that welfare is a form of government-subsidized AFDC payments，it reduces the costs of separation and guarantees a minimal standard of living for wife and children.So welfare opportunities are a significant determinant of family instability in poor neighborhoods，but this is not the result of AFDC regulations that exclude most intact families from coverage.Rather，welfare-related instability occurs because public assistance lowers both the benefits of marriage and the costs of its breach by providing a system of government-subsidized payments.
1.Which of the following best summarizes the main idea of the passage?
[A] Welfare restrictions do not contribute to low-income family instability.
[B] The most significant kind of welfare recipients is not the“cheating”father.
[C] The divorce rate is bound to fall when welfare benefits are cut.
[D] Government welfare payments lead directly to growing divorce rate.
2.The tone of the passage can best be described as____.
[A] confident and optimistic
[B] scientific and detached
[C] discouraged and alarmed
[D] polite and sensitive
3.All of the following are mentioned by the author as factors tending to sustain a marriage EXCEPT____.
[A] the social class of the married couple
[B] the cost involved in divorce
[C] the loss of property upon divorce
[D] the greater consumption possibilities of married people
4.With which of the following statements about marriage would the author most likely agree?
[A] Marriage is largely shaped by powerful but impersonal economic and social forces.
[B] Marriage has a greater value to higher income groups.
[C] Society has no interest in encouraging people to remain married to one another.
[D] Marriage will gradually give way to other forms of social organization.
5.The passage would most likely be found in a____.
[A] basic economics text
[B] book on the history of welfare
[C] religious literature on the importance of marriage
[D] scholarly journal devoted to public policy questions
参考答案：
1.[A] 文章第一段先引出对现行福利政策持批评态度的人的观点，他们认为现行政策引起了家庭的分裂。第二、三段对这一问题进行了具体分析。第四段是全文的结论，全文旨在说明的观点最清楚地阐述在本段最后两句。
2.[B] 意为：科学与客观的。作者对福利政策与家庭的稳定性的关系做了具体的分析，认为福利政策不是造成低收人家庭关系破裂的直接原因。分析有理有据，有说服力。
3.[A] 第三段提到第三类人，这些人虽然婚姻生活不幸福，但因为考虑到对孩子的经济责任而不离婚，因为离婚代价太高(选择项[B]表达的内容)，而生活在一起消费上可以有很多好处(选择项[D]表达的内容)。本段最后一句提到了(离婚时)分财产的问题。
4.[A] 参阅第三段第三、四、五句，尤其是第四段第一句。第四段第一句提到决定婚姻稳定与否的两个方面：经济和社会因素。[D]中give way to意为：让位于。
5.[D] 意为：用于探讨政府政策问题的学术杂志。本文探讨了政府的福利政策对婚姻稳定性的影响，分析有理有据，文章的措辞很富有学术味道。Adolescence is supposed to be full of ups and downs.But when the downs become persistent and obvious，it may signal a more serious psychological condition.Between 6% ~ 8% of American teenagers suffer from major depression，a disease that sometimes leads to suicide.Major depression can often be successfully treated—if it is recognized.But diagnosis is especially difficult in teens.
Teenagers can be and are uncommunicative.And some behaviors that parents may interpret as rebellious behaviors may in fact be serious symptoms of depression.
Although it can be difficult to distinguish from the typical growing pains of adolescence，there are some warning signs of major depression that parents should be aware of.If a teenager is trying to avoid relationships or constantly becomes seriously angry，more than normal teenage rebellion may be going on.In addition，frequently getting into trouble is another warning sign.Teenagers who begin to engage in serious antisocial behavior，whether it be drugs or sexual activity，etc.，often suffer from serious underlying depression.The warning signs can be difficult enough to recognize;but the problem of identifying major depression in teens is further complicated by the fact that even these ambiguous signs are not always present.
The greatest danger associated with major depression is the possibility of suicide.Suicide is the third leading cause of death among Americans between the ages of 15 and 24.After a suicide，loss and guilt are two feelings that family members must come to terms with.In half the cases of teen suicides，there was no suspicion that the victim had such serious feelings of depression.But afterward，it is common for loved ones to remember signs they may have missed and blame themselves for not intervening.
One expert recommends that the families of suicide victims seek support from each other，their friends，and professional counselors.Although friends may not like to speak about the suicide with the victim‘s family，allowing the family to talk is critical.For the most part，they desperately want to be able to tell their story.
1.From the first sentence of the passage we learn that____.
[A] young people are emotionally insecure
[B] adolescence is a period full of pains
[C] many teenagers suffer from depression
[D] many symptoms of depression are recognizable in teenagers
2.Why is it difficult to recognize depression in teens?
[A] Because too many teenagers suffer from major depression.
[B] Because its symptoms may be taken for other kinds of behavior.
[C] Because teenagers never admit they are suffering from depression.
[D] Because teenagers often commit suicide before they are identified as depressed.
3.A teenager who constantly gets into trouble____.
[A] usually shows symptoms of major depression
[B] is most likely to commit suicide
[C] rebels against his or her parents with antisocial behavior
[D] may actually suffer from major depression
4.After a teenager commits suicide，the family members often have a sense of guilt because____.
[A] they have failed to stop the victim from it
[B] they regret not recognizing the signs of depression earlier
[C] it is only their misunderstanding that leads to the suicide
[D] they have intervened in the victim‘s business arrogantly
5.To help the victims‘families，it is important to____.
[A] encourage them [B] listen to them
[C] criticize them [D] comfort them
参考答案：
1.[A] 意为：年轻人情绪不稳定。这句话的意思是：青春期被认为是充满了起伏不定的情绪的。根据下文，这里所说的“起伏不定”指情绪的起伏不定。
2.[B] 第二段的两个句子是对第一段最后一句的具体说明，解释了难以辨别青少年是否患有心理压抑疾病的原因，即：某些症状经常被误认为是其他心理反应，而不是心理压抑的表现。第三段更具体地说明了这种困难。
3.[D] 第三段第三句提到，经常出问题也是一个警告信号。根据上文，这里所谓“警告信号”即指warning signs of major depression.
4.[B] 参阅第四段最后一句。这句中的“干预”实际上指解决孩子的心理压抑问题。
5.[B] 参阅最后一段第二、三句。When Governor Davis signed a bill this week authorizing stem cell research in California，he set the stage for possible conflict with the federal government.Behind this polarized controversy，too often，lurk false absolutes that prevent good public policy decisions.
The first false absolute is that it‘s always morally wrong to destroy human embryos，because extracorporeal human embryos (that is，embryos existing outside the human body) have the same moral status as human persons.The other unsound absolute is that it’s in no way whatsoever morally problematic to destroy embryos，because they have no moral worth at all;in short，destroying embryos is morally trivial.Fortunately，an alternative moral view to these two problematic positions exists.On this middle view，human embryos should be recognized as having modest moral worth.Consequently we must have serious reasons to destroy them，and in such a case we must show respect for them when we destroy them.
A classic example of such a view is seen in native American hunting cultures，1ike the Cree or the Micmac，when the hunters express genuine respect for the animals they destroy.This expression of respect can vary from apologizing to the animal before killing it to avoiding any waste associated with its use.Often the killing itself，or the eating or the later burying of the animal‘s remains，was also done in a way that sincerely demonstrated this respect.Combining such respect with the intent to destroy is neither an ethical paradox nor a sign of hypocrisy.Instead these people knew both that they had good reasons to kill animals and also that doing so was not morally trivial.
Closer to home is the deferential treatment shown to human bodies in medical schools.Respect is shown to the body that will be dissected and destroyed by holding memorial services prior to burial or cremation of these human remains.The aim here is the recognition that even the dead human body is worthy of respect in spite of our justifiable destruction of it.The importance of such respect is only highlighted by the moral outrage generated by recent stories where deplorable treatment has been shown to bodies.In short，we should genuinely respect a body even while destroying it.
What does this way of avoiding the familiar moral absolutes mean for embryos that could be used for therapeutic purposes? As destroying human embryos is neither tantamount to murder nor morally without cost，then destroying them in vital cases of therapeutic cloning can be justified.But it is only justified when done in a way respectful of the loss of a human entity with moral value.Such respectful destruction also acknowledges some of the genuine ethical concerns of those who believe this destruction is morally very serious.
Instead of banning therapeutic cloning or accepting just any use of embryos，we suggest adopting the following practices.Scientists should handle embryos with great respect and this should never be an empty or insincere gesture.This display of moral consideration should include acquiring only the minimum number of embryos required for research and disposing of their remains in a genuinely respectful way.Society should also avoid allowing human embryos to be treated as property by outlawing the buying and selling of them.While extracorporeal human embryos do not have the same moral status as born human beings，there are serious reasons to accord them some modest moral status.In this way our scientific progress need not require the hardening of our hearts.
1.It can be inferred from the passage that the President of the United States____.
[A] hesitates in making decisions concerning stem cell research
[B] insists that embryos have the same moral status as human persons
[C] does not lend his support to the use of human embryos
[D] is authorized to resolve the conflict of ideas concerning stem cell research
2.Of the three positions mentioned in the second paragraph，the author is in favor of____.
[A] the first one [B] the second one
[C] the third one [D] none of them
3.As far as the dispute mentioned in the text is concerned，the“ethical paradox”may refer to the practice of____.
[A] saying one thing but doing another
[B] showing deference when destroying a thing
[C] doing immoral things while claiming to be morally justified
[D] providing good but trivial reasons for killing animals
4，Showing respect to human embryos means all of the following EXCEPT____.
[A] using as few of them as possible in research
[B] putting an end to trading them
[C] acknowledging their value for therapeutic research
[D] handling their remains with due care
5.The author seems to suggest that therapeutic cloning____.
[A] should be banned [B] should be practiced
[C] should be encouraged [D] should be accorded with its due value
参考答案：
1.[C] 意为：不支持人类胚胎的使用。注意，这是一个推理题，本文并没有直接提到美国总统的态度，但是第一段中提到了美国联邦政府的态度，作为政府首脑，美国政府的态度当然也就是美国总统的态度。
[D]意为：被授权解决涉及干细胞研究的观念冲突。
2.[C]在使用胚胎做研究问题上，存在两种相互对立的观点，作者认为这两种观点都太极端，他支持一种“中间道路”立场(middle view)。
3.[B] 意为：毁掉一件东西时对之表示尊重。第三段第四句中提到的“伦理悖论”，实际上就是指“combining such respect with the intent to destroy”，这也是本文作者旨在说明的观点。[C] 意为：做不道德的事情但又声称自己道德正当。
4.[C] 意为：承认它们对医疗研究的价值。最后一段第三句提到要尽量少地使用胚胎做研究，并以尊重的方式处理死后的胚胎，因此选择项[A]和[D]是正确的;最后一段第四句提到要禁止买卖胚胎，因此选择项[B]表达的意思也与文章相符。
5.[B] 意为：可以进行。最后一段第一句明确提到，作者并不赞成禁止克隆研究。实际上，整篇文章谈的都是克隆研究的问题，作者并不反对这种研究，只是提醒人们在做这样的研究时应该注意一些道德伦理问题。[D]意为：应该被赋予其应有的价值。 It is easy to be in favor of multicultural and global education，in principle.If only we understood where other people were coming from—if only we had more sensitivity to their cultures—we might not be so wedded to our own points of view.And we might have a better chance of avoiding the conflicts that come from ethnic superiority.However，when we come to apply this principle，there are some serious problems.The New York State Regents‘goal for global education，which has also been taken up by multiculturalists，makes some of these problems very clear.According to the goal，“Each student will develop the ability to understand，respect，and accept people of different races，sex，cultural heritage，national origin，religion，and political，economic and social background，and their values，beliefs，and attitudes.”
This goal，expressed in a lot of positive words，sounds very broad-minded，and very reasonable.And up to a point，it expresses what we‘d hope for from a multicultural and global education.And educated person is not narrow-minded or provincial.So，of course we don’t want students to be prejudiced—to prejudge the correctness or desirability of some idea or action before they know anything about it.We want them to be open to new ideas and ways of doing things.But do we really want them to“respect and accept”the values，beliefs，and attitudes of other people，no matter what they are? For example，should we teach students to accept the sexism of the Japanese or their racist attitudes toward immigrants just because they‘re part of the Japanese culture?
People who support this kind of approach to multicultural and global education may think they are being objective—even scientific.They may think they‘re freeing themselves from the limitations of their own culture and its values.But by not taking a position，they are taking one.They are saying that apartheid is okay;that there is nothing wrong with murdering someone who has committed blasphemy.
They‘re also teaching their students not to make moral judgments.If any custom or law of people in any culture is as defensible as any other，what kind of judgment is possible? So，without intending to，they encourage students in prejudice of a different sort.Instead of mindlessly assuming that others’ways of doing things have to be wrong，students will mindlessly assume these ways of doing things have to be right—or at least as good as anyone else‘s.It’s important that we teach our children about each other‘s and other people’s customs and values.We are unlikely to survive if we don‘t.But this does not mean teaching students that they need not hold other people’s practices—and our own—up to moral scrutiny.If we do this，we confuse objectivity with neutrality.
1.What is wrong with multicultural education according to the author?
[A] Its goal is too idealized to be of any practical value.
[B] Its principle is seriously flawed and can cause misunderstanding.
[C] It should not be directed at students at college only.
[D] It fails to teach students to take a position.
2.It can be inferred from the first two paragraphs that the author thinks that students should be trained to____.
[A] understand the values，attitudes and beliefs of other people
[B] prejudge the value of some idea or action before they understand it
[C] be provincial and open only to better ideas and ways of doing things
[D] respect and accept only new values，beliefs and attitudes
3.The Japanese example is used to show____.
[A] racial and gender discrimination is still rampant in some countries
[B] Japan has done little to meet the goals of multicultural and global education
[C] the approach to multicultural and global education should be made objective
[D] students should learn to bring other people‘s practices to closer scrutiny
4.Towards the other people‘s customs and values，the author advocates____.
[A] sensitivity [B] objectivity [C] neutrality [D] respect
5.The word“apartheid”(Para.3) is closest in meaning to____.
[A] violence [B] segregation [C] objectivity [D] indifference
参考答案：
1.[D] 意为：它不教导学生采取某种立场。在第一段第四句作者指出，当我们想把多文化和全球教育的原理加以应用时，就产生了一些严重的问题。对于这样的严重问题，作者到第二段具体提到并举出日本人的种族偏见作为例子。从下文来看，作者的意思是：评价一种文化时，我们不应该采取中立的立场，而应该有一种社会正义立场。而目前实行的多文化教育恰恰教导学生采取价值中立的立场。[B]意为：其原理存在严重问题，可能引起误解。
2.[A] 意为：理解其他民族的价值观、态度和信仰。第一段提到纽约州立大学教育委员会为多文化教育确立的目标：教会学生理解、尊重和接受不同种族、性别、文化传统、民族、宗教信仰的人以及不同的政治、经济和社会背景的人，理解、尊重和接受他们的价值观、信仰和态度。从第二段最后两句来看，作者反对的是“尊重和接受”(respect and accept：)某些不良价值观、态度和信仰，如日本人的性别歧视(sexism)和种族歧视观念。作者并没有反对去understand.[B]意为：在没有理解之前预断某种思想或行动的价值。第二段第四句提到，我们不应该教学生这样做。[C]意为：目光狭隘，只欢迎一些好的观念和做事方式。[D]意为：只尊重和接受新的价值观、信仰和态度。这里“新的”是不对的，作者只提到不应该全盘接受和尊重某些不良的价值观、态度和信仰，并没有区别价值观等的新旧问题。
3.[D] 意为：学生应该学会仔细审视其他民族的习惯做法。第二段提到了日本人的性别和种族歧视思想，用以说明前一句旨在说明的道理，即不能教学生不加甄别地“尊重和接受”某些民族的价值观、信仰和态度。实际上，这是全文旨在说明的道理。[A]意为：种族和性别歧视在某些国家仍然很猖獗。[B]意为：日本在实现多文化和全球教育目标上没有尽责尽力。[C]意为：应该使多文化和全球教育的方法变得客观。
4.[A] 意为：敏感。这里所说“敏感”，当然应该包括对这些习俗和价值观的评价。作者自然是不赞同盲目地尊重或采取中立立场，因此选择项[C]和[D]表达的意思不对。在本文中，作者并没有提到“客观”地看待不同民族的习俗和价值观的问题，相反，他批评了某些人所谓的“客观”或 “科学”，指出，人们应该警惕将客观和中立混为一谈。言外之意，这些人所谓的“客观”仅仅是所谓“(价值)中立”而已。而这是作者所批评的。
5.[B] 意为：隔离(或分离)。该词通常用来指种族隔离Part of the scientific faith of the late nineteenth century was the view that there was one and only one scientific method.This method，argued writers like Karl Pearson in his Grammar of Science，was the only sure method for arriving at knowledge in any sphere.The method was easily described： collect the facts in the area under study;order them into sequences，such that law like occurrences could be seen;then，write down the laws so identified.According to this view，disciplines differed only as to subject matter，since the unity of science consisted of its method alone.Also，according to this view，the results of scientific investigation(that is，new knowledge)will always be embodied in the form of a law connecting the facts in the area under study.
Explanation，according to this view，is simply accounting for facts on the basis of a deduction from a known law or laws，or accounting for some subordinate law on the basis of a deduction from some more general law or laws.The most influential formulation of this explanation is Carl G Hempel‘s， perhaps most accessibly articulated in his article“Explanation in Science and History”。Sometimes，according to Hempel，such laws are of a strictly universal form and other times they are of a probabilistic or statistical form.They are assertions，in this latter case，of the kind that if certain specified conditions are realized then an occurrence of such and such a kind will come about with such a probability.
I think that it would be true to say that in the late nineteenth century it was felt that one feature distinguishing physics from history as a discipline was that，even if they shared exactly the same method，physics had no need for the latter kind of probabilistic explanation——at least in principle——while in history it was unavoidable.
However，in the twentieth century，whatever else may distinguish physics and history as disciplines it is not that physics uses only strictly universal laws and deductive explanations in the nineteenth century sense，while history does not.The physics of the century，from 1 900 onward，has been interested in aggregates of certain classes of physical individuals(the particles)and in accounts of the individuals that would enable one to understand the aggregates.As a consequence partly of this interest in statistical data pertaining to the very small，as well as for a number of other reasons，physicists have tended to formulate the mechanics of the very small in terms of equations in which probabilistic notions are fundamental.
1. According to Karl Pearson，only one scientific method——。
[A J prevailed in every field of study during 1890s
[B]directed the collection and arrangement of facts
[C]served as a unique element uniting all disciplines
[D]made the identification of new knowledge plausible
2. As stated by Hempel，general laws are——。
[A]based on detailed accounts of actual facts
[B]composed of subordinate laws by deduction
[C]realized in probabilistic or statistic form
[D]applied to all cases or under certain conditions
3. The author feels sure of the truth that in 19th century———————
[A]physics and history shared a common feature
[B]the same method blended history with ph)rsics
[C]statistical laws were compatible with physics
[D]probabilistic method was inapplicable to history
4. In the 20th century， it was true that—————————
[A]universal laws ceased to belong merely to physics
[B]deductive explanations became dominant in history
[C]distinction between history and physics turned obscure
[D]statistical explanations were adopted by physicists
5. In the study of physical particles_____
[A]statistical information accounts for the interest in aggregates
[B]probabilistic conceptions result from their formulation
[C] description of their mechanics is based on statistical data
[D]physical equations are accountable for probabilistic ideas
核心词汇
sphere n.范围，领域
subordinate adj.从属的
probability n.可能性
sequence n.次序，顺序
articulate vt.清晰地表达
consequence n.结果
embody vt.使具体化
statistical adj.统计的
formulate vt.用公式表示
完整译文：
19世纪末期的科学信仰中包括这样一种观点，即世界上有且仅有一种科学方法。一些作家指出(如卡尔。皮尔逊在其著作《科学的语法》中写道)：这种方法是惟一一种在任何领域都可获得知识的有效方法。这种方法描述起来十分容易：通过调查研究后，在该领域收集事实;将这些事实按顺序排好，以保证根据所发生的事件总结出定律;然后，将所发现的定律写下来。根据这种观点，既然科学是统一的，并且只包含这惟一一种方法，因此各个学科的区别仅仅在于内容的不同。同样，根据这种观点，科研调查的结果(也就是新知识)永远都是以在该领域进行调查的前提下连接各类事实的定律的形式所体现出来的。
根据这种观点，解释仅仅是在演绎的基础上说明事实，而这种演绎来自于的定律，或者是在演绎的基础上说明某种从属定律，这种演绎来自于更普遍的定律。关于解释影响力的确切表达来自于卡尔吉。亨普尔，在他的《科学与历史中的解释》一文中表述得很清楚。根据亨普尔的观点，有的时候，这些定律有着十分严格的共同形式;其他时候，这些定律体现的则是概率或是统计数字的形式，这种情况下，这些定律属于论断，即如果满足某些具体条件，某种结果便会依某种概率而发生。
在19世纪末期，人们认为物理作为一门学科，与历史相比，一个明显区别就是即使两种学科均使用同一种方法，但至少从原则上讲，物理没有必要进行概率解释，而历史这门学科则不可避免。我个人认为这种说法是正确的。
但是，在20世纪，不论还有些什么别的特征可能用来区分物理学与历史学这两门学科，从以下角度加以区分肯定是不对的：物理学只是严格运用19世纪那个意义上的普遍规律和演绎性解释，而历史学并非如此。从1900年以后，20世纪的物理研究兴趣主要在于某些种类的物质个体(粒子)的总计及对这些物质个体的解释以便人们了解这种总计。部分地由于物理学对于微观世界的统计数据的兴趣，同时也由于很多其他相关原因，物理学家们倾向于用方程式来阐述微观世界的力学原理，而在这些方程式中，有关概率的概念是最基础的。
参考答案：
1. c推断题。由题干关键词Karl Pearson定位文章第一段。根据第二句之后的内容，可立即排除A(流行于每一个研究领域);题干中的According to Karl Pearson相当于第四句的According to this View，因此可将答案锁定在此句，推断可知c与其内容一致，是正确答案;B(指导事实论据的搜集和整理)不全面;D中的plausible(似是而非的)是一种不确定的说法，不合文意。
2. D推断题。由题干中关键词Hempel定位第二段第三、四句，其中的such laws即general laws(普遍规律)。选项D概括了这两句的内容，all cases相当于第三句中的universal from(普遍型)，certain conditions即specified conditions(特定情况)。A(基于对事实的详细说明)、B(由演绎得出的从属定律构成)两项指的是explanation;C不全面，只是指general laws中的一种，即概率型或统计型。
3. A推断题。题干中的The author feels相当于第三段开头的I think，故答案应在此段之中。A说物理学和历史学有共同特点，即指此段所说的也same method(同样的方法)，故为答案。B(同样的方法把历史学和物理学混为一谈)不合逻辑;C的comparable with(相符的)和D的was inapplicable to(不适用于)皆与句意相悖。
4. D推断题。由题干关键词20m century定位文章最后一段。文中指出用19世纪的普遍规律和演绎性解释来区分物理学和历史学是不对的。由此可知选项A(普遍规律不再只属于物理学)、B(演绎性解释在历史学中占主导地位)、c(历史学和物理学之间的区别变得模糊)是对文章的故意曲解;文章末句说，物理学家往往用方程式来阐述微观世界的力学原理，而方程式的基础就是概率概念，故推断可知D正确。
5. C推断题。由题干关键词physical particles定位最后一段第二、三句，其中提到20世纪的物理研究兴趣主要在于某些种类的物质个体的总计及对这些物质个体的解释以便人们了解这种总计，由此可知A(统计信息说明人们对总计的兴趣)因果颠倒;文中说物理学家们倾向于用方程式来阐述微观世界的力学原理，而在这些方程式中，有关概率的概念是最基础的，言外之意，微观世界的描述是以概率的概念为基础的，由此可知B(概率的概念由方程式而生)本末倒置，D(物理方程式可以解释概率理念)因果颠倒，而c(对其力学原理的描述基于统计数据)正确。We threaten punishments in order to deter crime.We impose them not only to make the threats credible but also as retribution (justice)for the crimes that were not deterred.Threats and punishments are necessary to deter and deterrence is a sufficient practical justification for them.Although penalties can be unwise，repulsive，or inappropriate，and those punished can be pitiable，in a sense the infliction of legal punishment on a guilty person cannot be unjust.By committing the crime，the criminal volunteered to assume the risk of receiving a legal punishment that he could have avoided by not committing the crime.
There remain，however，two moral objections.The penalty may be regarded as always excessive as retribution and always morally degrading.To regard the death penalty as always excessive，one must believe that no crime—no matter how heinous—could possibly justify capital punishment.Such a belief can be neither confirmed nor refuted;it is an article of faith.Alternatively，one may believe that everybody，the murderer no less than the victim，has a natural right to life.The law therefore should not deprive anyone of life.
Justice Brennan has insisted that the death penalty is “uncivilized，”“inhuman，”inconsistent with “human dignity”and with “the sanctity of life，”that it “treats members of the human race as nonhumans，as objects to be toyed with and discarded，”that it is “uniquely degrading to human dignity”and “by its very nature，involves a denial of the executed person‘s humanity.” Justice Brennan does not say why he thinks execution“uncivilized.”Hitherto most civilizations have had the death penalty，although it has been discarded in Western Europe.
By“degrading，”Justice Brennan seems to mean that execution degrades the executed convicts.Yet philosophers have insisted that，when deserved，execution，far from degrading the executed convict，affirms his humanity by affirming his rationality and his responsibility for his actions.They thought that execution，when deserved，is required for the sake of the convict‘s dignity.Common sense indicates that it cannot be death—our common fate—that is inhuman.Therefore，Justice Brennan must mean that death degrades when it comes not as a natural or accidental event，but as a deliberate social imposition.The murderer learns through his punishment that his fellow men have found him unworthy of living;that because he has murdered，he is being expelled from the community of the living.This degradation is self-inflicted.By murdering，the murderer has so dehumanized himself that he cannot remain among the living.
Execution of those who have committed heinous murders may deter only one murder per year.If it does，it seems quite warranted.It is also the only fitting retribution for murder I can think of.
1.The author‘s attitude towards death penalty is____.
[A] negative [B] positive [C] impartial [D] ambiguous
2.It is implied that infliction of legal punishment is justified because the offender____.
[A] spares no effort in holding himself back from the criminal action
[B] shows no regard for the dignity of the victim
[C] is well aware of the consequence of his action
[D] can be deterred by no legal punishment whatsoever
3.By saying that“most civilizations have had the death penalty”，the author really means that____.
[A] civilization in Western European countries is degenerating
[B] the assertion that capital punishment is uncivilized is arbitrary
[C] death penalty is an effective legal institution for defending civilization
[D] being uncivilized is not equivalent to being inhuman
4.Justice Brennan would agree that____.
[A] death in any way means a denial of a person‘s humanity
[B] the society has no right to take an individual‘s life
[C] murders should be educated rather than punished
[D] degrading a convict is nothing more than executing him
5.According to philosophers，death penalty____.
[A] should be executed with due regard for human dignity
[B] should not be given in a way that degrades the murder
[C] meets the murder‘s need for claiming back his humanity
[D] serious crimes deserve cruel or even inhuman retribution
参考答案：
1.[B] 意为：赞同。作者在第一段指出，虽然惩罚可能是不理智、令人厌恶或不合适的，那些受到惩治的人是值得怜悯的，但是对一个罪犯实施法律惩处在某种意义上不可能是不公正的。作者在第二段驳斥了两种反对惩罚 (包括死刑)的观点，并在第三、第四段驳斥了Brennan法官的观点。最后一段提到，对那些犯有恶意杀人罪的犯人施以死刑也许每年只能终止一场杀人案，如果是那样的话，实施死刑似乎也是值得的，这也是我能想像的对杀人罪惟一合适的惩罚。可见，作者是赞同实施死刑的。[C]意为：客观的。D]意为：模棱两可的。
2.[C] 意为：允分意识到了其行为后果。第一段最后一句提到，在决定犯罪时，罪犯就自愿承担接受法律惩罚的风险，而他是本来可以通过不去犯罪来避免这种惩罚的。这就是作者认为惩罚不可能是不公正的理由。[A]意为：根本不想阻止自己犯罪。[B]意为：根本不尊重受害者的尊严。[D]意为：根本不可能被任何法律惩罚制止。
3.[B] 意为：关于死刑是不文明的论断是武断的(或没道理的)。第三段提到Brennan法官的观点，在他看来，死刑是“不文明的”表现，虽然他并没有说明其中的理由。但是，作者在第三段最后一句指出，迄今为止，许多文明社会都实行死刑，虽然欧洲废除了死刑。言外之意是，实施死刑并不是区分社会是否文明的标志。[A]意为：西欧国家的文明正在走向没落。[C]意为：死刑是保护文明的一种有效法律体制。[D]意为：不文明不等于不人道。
4.[B] 意为：社会没有权利剥夺一个人的性命。第三段提到，Brennan法官坚持认为，死刑是“不文明的”、“非人性的”，是与“人的尊严”和“生命的神圣”观念不一致的，它“把人类的成员不当做人来看，而是当做可以随意玩耍和丢弃的物品”，这是“对人的尊严的特有的贬低”，因此“就其本质而言，是对被判死刑者人性的否定”。这里，Brennan法官始终强调了生命(权利)的不可侵犯性。事实上，Brennan法官的观点就是第二段提到的第二类人的观点，参阅第二段最后两句。[A]意为：任何方式的死亡都是对一个人人性的否定。Brennan法官并没有提到如何看待自然死亡或偶然死亡。[D]意为：贬斥一名罪犯就等于是将他处以死刑。
5.[C] 意为：满足了杀人犯索回其人性的需要。根据第四段，在哲学家看来，如果死刑是罪有应得，它就不会起到贬低被执行死刑者的作用，相反它会通过确认其行动的理性和责任来确认其人性。他们认为，实行罪有应得的死刑的目的是为了维护罪犯的尊严。这里所谓“确认其行动的理性和责任”，实际上指让罪犯承担其杀人的责任，也即将他处以死刑。因此，这里的逻辑是，将罪犯处以死刑就是还给他通过杀人丧失的人性，也就是维护其人性尊严。[A]意为：应该在充分尊重人性尊严的前提下实施。[B]意为：不应该以贬低凶手的方式实施。[D]意为：重罪应该施以残酷、甚至不人道的惩罚。Browse through the racks of dresses， skirts， and tops in almost any trendy clothing store in Argentina， and whether your find something that fits depends on your size， but shops carry few—if any – options for curvaceous women. When you go into a store and find an extra large， you know that it is really start to think that everybody is like this， and that you are big. But that‘s not true.
In this beauty-conscious nation， which has the world‘s second-highest rate of anorexia， many are particularly blaming the country’s clothing industry for offering only tiny sizes of the latest fashions. The result is a dangerous paradox of girls and women adapting to the clothes rather than clothes adapting to them. The Argentitine legislature is considering whether to force clothing manufacturers to cover “all the anthropometric measurements of the Argentine woman” up to extra large size， the bill also addresses the related problem of so-called “tricky” labeling in which S，M， and L designations vary by brand and are smaller than international standards.
The proposal has raised eyebrows in a historically flirtatious society skeptical of government and well known for its obsession with beauty. “Argentina has the worlds‘ highest rates of aesthetic surgery，” says Mabel Bello， founder of the Association for the Fight Against Anorexia. “When you are talking about how preoccupied with beauty our society is， that is the most telling statistic.”
For experts such statistics spell futility for legal remedies. “These types of laws are not going to cause lasting changes，” says Susana Saulquin， a sociologist of fashion. “ A better way to address the problem is through public education that emphasizes balanced eating habits over an unrealistic ideal of customers， but over time， she believes， amore balanced view of beauty will emerge”
For their part， industry groups condeme the bill as overreaching state intervening. They say their business decisions are guided by consumer demand. “We are not in favor of anything that regulates the market，” says Laura Codda， a representative of major clothing manufacturers. “Every clothing company has the right to make anything it can sell—any color， any sizes.” She says her group is not opposed to measures that would standardize sizing， but she notes that many， if not most， clothes in Argentine stores already carry the numerical designations called for in the bill.
If history is a guide， the fate of the proposed law is somewhat bleak. However， in 2005， the provincial government of Buenos Aires managed to pass a similar law—although the government failed to sign it.
1. What kind of women of “curvaceous women”(Para.1) most probably refer to?
[A] well-proportioned and full-figured.
[B] beautiful and charming.
[C] slender and tall.
[D] full-grown and healthy.
2. “Aesthetic surgery” is mentioned to show that
[A] every woman has her rights to pursue beauty.
[B] aesthetic surgery is terribly popular.
[C] the unrealistic pursuit of beatuty is popular.
[D] aesthetic surgery is just a tricky trap.
3. According to the text， Susana Saulquin
[A] disbelieves the statistics of aesthetic surgery.
[B] thinks the proposed law will work over time.
[C] regard the legal remedies as inadvisable.
[D]has developed good and balanced eating habits.
4. In the author‘s opinion， this kind of bill
[A] has cleared the legislature.
[B] still has a faint light of hope.
[C] is actually not necessary.
[D]is none of government‘s business.
5. The best title for this text may be
[A] Women Adapting to Cloths or Vice Versa.
[B] Who is the Arbiter， Manufactures of Customers.
[C] How to Standardize Clothea Sizing.
[D]why So Few Large Size Clothes.
答案与解析
1. A 词义题。本题的问题是“‘curvaceous women’(第一段)最可能指的是哪种女性?”第一段首先提到了该短语，随后指出，如果你找到一件特大号衣服，那实际上只是美国标准的中号、小号服装，接着解释说，你会觉得沮丧，因为你认为，任何人都苗条，而你自己则肥胖。根据文中的“big”可知，该短语可能指的是“体型丰满的女性”。[A]“身材匀称、丰满的”是对此意的改写，为正确答案。[B]“美丽、迷人的”和[D]“成熟、健康的”明显是误解了该短语的意思;[C]“苗条、高挑的”与文意相反。
2. C 结构题。本题的问题是“提到‘美容手术’是为了表示 ”。题干中的“Aestheticsurgery”出自文章第三段第二句话中，表明本题与第三段有关。第二段提到了阿根廷人患厌食症的问题，第三段接着提到，阿根廷做美容手术的比例是世界上的，人们在谈论社会是如何迷恋美貌时，这就是最有说服力的统计数据，第四段引用专家的话说，解决这个问题的更好办法就是通过公众教育，强调均衡的饮食习惯，而不是追求不切实际的美貌理想。这说明，提到该短语是为了说明许多人都盲目追求美。[C]“对美貌的不切实际追求很流行”是对此意的改写，为正确答案。本文并没有说女性不能追求美，只是说人们太重视美貌，所以[A]“任何女性都有追求美的权利”与文意不符;[B]“美容手术非常流行”是用来说明阿根廷人对美貌的重视程度的例子，并不是提到该例子的目的，所以B不对;[D]“美容手术只是一个狡猾的陷阱”属于无中生有。
3. C 本题的问题是“根据本文，苏珊娜。索尔琴 ”。题干中的“Susana Saulquin”出自文章第四段第二句话中，表明本题与第四段有关。第二、三段提到了立法机构的设想，第四段首先指出，对于专家来说，这样的统计数据意味着，采取立法措施没有用，随后提到了苏珊娜。索尔琴的观点：这些法律将不会导致永久变化。这说明，她认为，采取立法措施没有用处。[C]“认为立法措施不可取”是对其观点的概括，为正确答案。[A]“不相信美容手术的统计数据”是曲解了该段第一句话的意思;[B]“认为，随着时间的推移
