Passage 65 (2/22)
The founders of the Republic viewed their revolution primarily in political rather than economic or social terms. And they talked about education as essential to the public good—a goal that took precedence over knowledge as occupational training or as a means to self-fulfillment or self-improvement. Over and over again (over and over again: adv.一再地) the Revolutionary generation, both liberal and conservative in outlook, asserted its conviction that the welfare of the Republic rested upon an educated citizenry and that schools, especially free public schools, would be the best means of educating the citizenry in civic values and the obligations required of everyone in a democratic republican society. All agreed that the principal ingredients of a civic education (civic education: 公民教育) were literacy and the inculcation of patriotic and moral virtues, some others adding the study of history and the study of principles of the republican government itself.
The founders, as was the case of almost all their successors, were long on exhortation and rhetoric regarding the value of civic education, but they left it to the textbook writers to distill the essence of those values for school children. Texts in American history and government appeared as early as the 1790s. The textbook writers turned out to be very largely of conservative persuasion, more likely Federalist in outlook than Jeffersonian, and almost universally agreed that political virtue must rest upon moral and religious precepts. Since most textbook writers were New Englander, this meant that the texts were infused with Protestant and, above all, Puritan outlooks.
In the first half of the Republic, civic education in the schools emphasized the inculcation of civic values and made little attempt to develop participatory political skills. That was a task left to incipient political parties, town meetings, churches and the coffee or ale houses where men gathered for conversation. Additionally as a reading of certain Federalist papers of the period would demonstrate, the press probably did more to disseminate realistic as well as partisan knowledge of government than the schools. The goal of education, however, was to achieve a higher form of unum (one out of many used on the Great Seal (Great Seal: n. 国玺) of the U.S. and on several U.S. coins) for the new Republic. In the middle half of the nineteenth century, the political values taught in the public and private schools did not change substantially from those celebrated in the first fifty years of the Republic. In the textbooks of the day their rosy hues if anything became golden. To the resplendent values of liberty, equality, and a benevolent Christian morality were now added the middle-class virtues-especially of New England-of hard work, honesty and integrity, the rewards of individual effort, and obedience to parents and legitimate authority. But of all the political values taught in school, patriotism was preeminent; and whenever teachers explained to school children why they should love their country above all else, the idea of liberty assumed pride of place.
1. The passage deals primarily with the
(A) content of early textbooks on American history and government
(B) role of education in late eighteenth-and early to mid-nineteenth-century America
(C) influence of New England Puritanism on early American values
(D) origin and development of the Protestant work ethic in modern America（A）
(E) establishment of universal free public education in America
本题答案是A，我选了B，我想不通。
1）从textbooks和education的出现次数和位置来说，后者更多，更广泛。
2）从各段的主题句来看（见文中黑背景部分），education的意思更多，textbook只是education中的一个部分而已。
在我看来，textbook的选项A，只能是以偏概全，一段的意思无法涵盖全文，我无接受这个答案……
请教高手高见~
Passage 69 (6/22)
Public general hospitals originated in the almshouse infirmaries established as early as colonial times by local governments to care for the poor. Later, in the late eighteenth and early nineteenth centuries, the infirmary separated from the almshouse and became an independent institution supported by local tax money. At the same time, private charity hospitals began to develop. Both private and public hospitals provided mainly food and shelter for the impoverished sick, since there was little that medicine could actually do to cure illness, and the middle class was treated at home by private physicians.
Late in the nineteenth century, the private charity hospital began trying to attract middle-class patients. Although the depression of 1890 stimulated the growth of charitable institutions and an expanding urban population became dependent on assistance, there was a decline in private contributions to these organizations which forced them to look to local government for financial support. Since private institutions had also lost benefactors; they began to charge patients. In order to attract middle-class patients, private institutions provided services and amenities that distinguished between paying and non-paying patients and made the hospital a desirable place for private physicians to treat their own patients. As paying patients became more necessary to the survival of the private hospital, the public hospitals slowly became the only place for the poor to get treatment. By the end of the nineteenth century, cities were reimbursing private hospitals for their care of indigent patients and the public hospitals remained dependent on the tax dollars.
The advent of private hospital health insurance, which provided middle-class patients with the purchasing power to pay for private hospital services, guaranteed the private hospital a regular source of income. Private hospitals restricted themselves to revenue-generating patients, leaving the public hospitals to care for the poor. Although public hospitals continued to provide services for patients with communicable diseases and outpatient and emergency services, the Blue Cross (blue cross: 蓝十字(毒气)) plans developed around the needs of the private hospitals and the inpatients they served. Thus, reimbursement for ambulatory care has been minimal under most Blue Cross plans, and provision of outpatient care has not been a major function of the private hospital, in part because private patients can afford to pay for the services of private physicians. Additionally, since World War II, there has been a tremendous influx of federal money into private medical schools and the hospitals associated with them. Further, large private medical centers with expensive research equipment and programs have attracted the best administrators, physicians, and researchers. As a result of the greater resources available to the private medical centers, public hospitals have increasing problems attracting highly qualified research and medical personnel. With the mainstream of health care firmly established in the private medical sector, the public hospital has become a “dumping ground (dumping ground: 垃圾堆积场, 倾销市场).”
9. Which of the following titles best describes the content of the passage?
(A) Public versus Private Hospitals: A Competitive Mismatch
(B) Historical and Economic Factors in the Decline of the Public Hospital
(C) A Comparison of the Quality of Care Provided in Public and Private Hospitals
(D) A Proposal for Revamping the Health Delivery Services Sector of the Economy（B）
(E) Economic Factors That Contribute to the Inability of the Poor to Get Adequate Care
此题答案是B，我选了A。
从读文章的意思来看，是在说Public Hospitals 和Private Hospitals的出现，以及到后来的分化，前者沦落，后者提升。
我选A的理由是它涵盖了两者（Public Hospitals 和Private Hospitals），而B选项，只是说明Public Hospital的decline，所以，我认为B是以偏概全。
细想之下，B选项也可以接受，作者的安排Private Hospital的出现是为了说明Public Hospital的decline。
当然，对于A选项，如果不注意mismatch的内涵意思，会很容易误选的。
Behavior is one of two general responses available to endothermic (endothermic: adj.吸热(性)的,[动]温血的) (warm-blooded) species for the regulation of body temperature, the other being innate (reflexive) mechanisms of heat production and heat loss. Human beings rely primarily on the first to provide a hospitable thermal microclimate (microclimate: n.[气]小气候(指森林、城市、洞穴等局部地区的气候)) for themselves, in which the transfer of heat between the body and the environment is accomplished with minimal involvement of innate mechanisms of heat production and loss. Thermoregulatory (thermoregulatory: adj.体温调节的,保持(一定)体温的) behavior anticipates hyperthermia, and the organism adjusts its behavior to avoid becoming hyperthermic: it removes layers of clothing, it goes for a cool swim, etc. The organism can also respond to changes in the temperature of the body core, as is the case during exercise; but such responses result from the direct stimulation of thermoreceptors distributed widely within the central nervous system (central nervous system: n. 中枢神经系统), and the ability of these mechanisms to help the organism adjust to gross changes in its environment is limited.
Until recently it was assumed that organisms respond to microwave radiation in the same way that they respond to temperature changes caused by other forms of radiation. After all, the argument runs, microwaves are radiation and heat body tissues. This theory ignores the fact that the stimulus to a behavioral response is normally a temperature change that occurs at the surface of the organism. The thermoreceptors that prompt behavioral changes are located within the first millimeter of the skin’s surface, but the energy of a microwave field (microwave field: 超高频场, 微波场) may be selectively deposited in deep tissues, effectively bypassing these thermoreceptors, particularly if the field is at near-resonant frequencies. The resulting temperature profile (temperature profile: 温度曲线图, 温度轮廓) may well be a kind of reverse thermal gradient in which the deep tissues are warmed more than those of the surface. Since the heat is not conducted outward to the surface to stimulate the appropriate receptors, the organism does not “appreciate” this stimulation in the same way that it “appreciates” heating and cooling of the skin. In theory (in theory: 理论上), the internal organs of a human being or an animal could be quite literally cooked well-done (well-done: adj.做得好的, 完全煮熟的) before the animal even realizes that the balance of its thermomicroclimate has been disturbed.
Until a few years ago, microwave irradiations at equivalent plane-wave power densities of about 100 mW/cm2 were considered unequivocally to produce “thermal” effects; irradiations within the range of 10 to 100 mW/cm2 might or might not produce “thermal” effects; while effects observed at power densities below 10 mW/cm2 were assumed to be “nonthermal” in nature. Experiments have shown this to be an oversimplification, and a recent report suggests that fields as weak as 1 mW/cm2 can be thermogenic. When the heat generated in the tissues by an imposed radio frequency (radio frequency: n.无线电频率) (plus the heat generated by metabolism) exceeds the heat-loss capabilities of the organism, the thermoregulatory system has been compromised. Yet surprisingly, not long ago (not long ag adv.不久前), an increase in the internal body temperature was regarded merely as “evidence” of a thermal effect.
1. The author is primarily concerned with
(A) showing that behavior is a more effective way of controlling bodily temperature than innate mechanisms
(B) criticizing researchers who will not discard their theories about the effects of microwave radiation on organisms
(C) demonstrating that effects of microwave radiation are different from those of other forms of radiation
(D) analyzing the mechanism by which an organism maintains its bodily temperature in a changing thermal environment（C）
(E) discussing the importance of thermoreceptors in the control of the internal temperature of an organism
还有这一例，我选D，答案C。本文是在讨论organism temperature的问题，microwave radiation只是影响它的一个因素，怎么能喧宾夺主？
总之，我觉得以上三个例子的主题题都是在以偏概全，我很讨厌，我想不通！
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发表于 2004-10-4 17:32:00
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