Through its spaced station stops, the railroad suburb was at first kept from spreading or excessively increasing in numbers, for a natural greenbelt, often still under cultivation as park, gardens, remained between the suburbs and increased the available recreation area. Occasionally, in a few happy areas like Westchester, between 1915 and 1935 a parkway, like the Bronx River parkway, accompanied by continuous strip of park for pedestrian (散步的人) use, not yet overrun by a constant stream of urban traffic, added to the perfection of the whole suburban pattern. Whatever one might say of the social disadvantages this was in many ways a perfect physical environment. But it lasted less than a generation.
26. What was the special advantage of the old type of suburb?
(A) Its nearness to the railroad.
(B) The vastness of its open space.
(C) Its small size in area and population.
(D) The high social status of its residents.
27. The size of the old suburb was limited because _____.
(A) people wanted to live near a railroad station
(B) it was originally planned by railroad companies
(C) there was a law governing the size of the suburb
(D) local inhabitants didn't like to out in the country
28. "Happy areas" (Para 3, Line 3) were areas where _____.
(A) life was enjoyed by everyone
(B) more roads were built to bypass the heavy traffic
(C) a greenbelt was available solely for recreation
(D) people could have lots of fun
29. It is evident that the writer _____.
(A) finds urban life uncomfortable
(B) prefers life in the countryside
(C) feels disappointed in the changes of suburbs
(D) advocates the idea of returning to nature
30. The topic discussed in the passage is "_____".
(A) the size and scale of suburban neighborhood units
(B) the advantage of old-type suburbs
(C) the location of railroad stations
(D) the concept of the suburban pattern
Questions 31 to 35 are based on the following passage:
Recent stories in the newspapers and magazines suggest that teaching and research contradict each other, that research plays too prominent a part in academic promotions, and that teaching is badly underemphasized. There is an element of truth in these statements, but they also ignore deeper and more important relationships.
Research experience is an essential element of hiring and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment in the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the teaching qualities would have to confront this confusion.
As modern science moves faster, two forces are exerted on professor: one is the time needed to keep on with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually "made" in the elementary schools, scientists can be "lost" by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professor unwilling to teach can be called "distinguished research investigators" or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and a great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system but those who say the problem will disappear are not fulfilling their responsibilities.
31. What idea does the author want to convey in the first paragraph?
(A) It is wrong to overestimate the importance of teaching.
(B) Teaching and research are contradictory to each other.
(C) Research can never be emphasized too much.
(D) The relationship between teaching and research should not be simplified.
32. In academic promotions research universities still attach more importance to research partly because _____.
(A) research improves the quality of teaching
(B) students who want to be challenged appreciate research professors
(C) it is difficult to evaluate teaching quality objectively
(D) professor with achievements in research are usually responsible and tough
33. According to the fourth paragraph, which of the following will the author probably agree with?
(A) Distinguished professors at research universities should concentrate on research only.
(B) The separation of teaching from research can lower the quality of future scientists.
(C) It is of utmost importance to improve teaching in elementary schools in order to train new scientists.
(D) The rapid developments of modern science make it impossible to combine teaching with research.
34. The title of professor should be given only to those who, first and foremost, do _____.
(A) teaching (B) field work (C) scientific research (D) investigation
35. The phrase "the problem" (Para. 5, Line 3) refers to _____.
(A) raising the status of teaching
(B) the combination of teaching with research
(C) the separations of teaching from research
(D) improving the status of research
Questions 36 to 40 are based on the following passage:
I have had just about enough of being treated like a second-class citizen, simply because I happened to be that put upon member of society-a customer. The more I go into shops and hotels, banks and post offices, railway stations, airports and the like, the more I'm convinced that things are being run solely to suit the firm, the system, or the union. There seems to be a new motto (座右铭) for the so-called 'service' organization-Staff Before Service. How often, for example, have you queued for what seems like hours at the Post Office or the supermarket because there aren't enough staff on duty at all the service counters? Surely in these days of high unemployment it must be possible to increase counter staff. Yet supermarkets, hinting darkly at higher prices, claim that bringing all their cash registers into operation at any time would increase expenses. And the Post Office says we cannot expect all their service counters to be occupied 'at times when demand is low'.
It's the same with hotels. Because waiters and kitchen staff must finish when it suits them, dining rooms close earlier or menu choice is diminished. As for us guests ( and how the meaning of that word has been cut away little by little), we just have to put up with it. There's also the nonsense of so many friendly hotel night porters having been gradually with drawn from service in the interests of 'efficiency' (i.e.profits) and replaced by coin-eating machines which supply everything from beer to medicine, not to mention the creeping threat of the tea-making set in your room: a kettle with teabags, milk bags sugar. Who wants to wake up to a raw teabag? I don't, especially when I am paying for 'service'. |
