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¡¾ÌâÄ¿¡¿Where do you keep ice? In the freezer, of course. That's what scientists might have thought when they were looking for a safe place to store ice from mountain glaciers from around the world. They¡¯ve decided to store ice in Antarctica because global warming is causing some of the glaciers in places like the Alps to melt.

Jerome Chappellaz of the French National Centre for Scientific Research is involved in creating an ice vault (µØÏÂÊÒ£©there. He says: ¡°We are probably the only scientific community whose sample (Ñù±¾) is in danger of disappearing from the face of the planet. If you work on rocks or on tree rings, the raw material is still here and will be for many centuries."

And why do scientists need to study ice from the Alps£¿Ice formed on the top of a mountain is made of snow accumulated over thousands of years. Trapped air bubbles (ÆøÅÝ) contain samples of the atmosphere that existed when that ice was formed. Ice is a record of climate. By examining ice, we know carbon dioxide in the atmosphere is higher now than in the last three million years. Researchers use this kind of data to build computer models and try to predict what might happen in the future.

The ice vault will be housed in a snow cave at the Concordia Research Station, which is operated by scientists from France and Italy. The ice samples will be sealed in bags and placed 10 meters below the surface at a constant temperature of -50*C. This will put the scientists¡¯ minds at rest. Losing the ice samples would be a disaster, and nobody wants to see a mine of scientific knowledge lost forever in a giant pool.

¡¾1¡¿What is the researchers' purpose of studying ice?

A. To learn about climate.

B. To learn about the Alps.

C. To trap air bubbles.

D. To reduce carbon dioxide.

¡¾2¡¿Jerome compares ice with rocks and tree rings to state that ________.

A. ice should be stored at home

B. it¡¯s more valuable to study ice

C. ice disappears very quickly

D. it's necessary to store ice

¡¾3¡¿What makes Antarctica a safe place to store ice?

A. Its large mountains.

B. Its function as a freezer.

C. The abundant ice samples there.

D. The absence of global warming.

¡¾4¡¿What do scientists think of storing ice in Antarctica?

A. They consider it an easy job.

B. They¡¯re not optimistic about it.

C. They think it will cause disasters.

D. They think it¡¯s a reliable way.

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¡¾1¡¿A

¡¾2¡¿D

¡¾3¡¿B

¡¾4¡¿D

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¡¾1¡¿A ÍÆÀíÅжÏÌâ¡£¸ù¾ÝµÚÈý¶ÎÄÚÈÝBy examining ice, we know carbon dioxide in the atmosphere is higher now than in the last three million years. Researchers use this kind of data to build computer models and try to predict what might happen in the future.¿É¿´³ö£¬Ñо¿ÕßÃÇÑо¿±ùµÄÄ¿µÄÊÇÔ¤²âδÀ´µÄÌìÆø¡£¹ÊÕýÈ·´ð°¸ÎªA¡£

¡¾2¡¿D ÍÆÀíÅжÏÌâ¡£¸ù¾ÝµÚ¶þ¶ÎJerome ChappellazËù˵µÄ»°He says: ¡°We are probably the only scientific community whose sample (Ñù±¾) is in danger of disappearing from the face of the planet. If you work on rocks or on tree rings, the raw material is still here and will be for many centuries.¿ÉÖª£¬Jerome°Ñ±ùºÍÑÒʯ¡¢Ê÷µÄÄêÂÖ×ö±È½ÏÊÇΪÁ˲ûÊö´¢´æ±ùµÄ±ØÒªÐÔ¡£¹Ê´ð°¸ÎªD¡£

¡¾3¡¿B ϸ½ÚÀí½âÌâ¡£¸ù¾ÝµÚÒ»¶ÎÄÚÈÝWhere do you keep ice? In the freezer, of course. That's what scientists might have thought when they were looking for a safe place to store ice from mountain glaciers from around the world.¿ÉÖª£¬ÕýÈ·´ð°¸ÎªB¡£

¡¾4¡¿D ÍÆÀíÅжÏÌâ¡£¸ù¾Ý×îºóÒ»¶Î°Ñ±ù´¢´æÔÚÄϼ«µÄ±íÊöThis will put the scientists¡¯ minds at rest.£¨¿Æѧ¼ÒÃǺܷÅÐÄ£©£¬¿É¿´³ö¿Æѧ¼ÒÃÇÈÏΪ°Ñ±ù´¢´æÔÚÄϼ«ºÜ¿É¿¿£¬¹ÊÑ¡D¡£

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¡¾ÌâÄ¿¡¿Friends play an important part in our lives, and although we may take friendship for granted, we often don't clearly understand how we make friends. While we get on well with a number of people, we are usually friends with only a very few---for example, the average among students is about 6 per person. In all the cases of friendly relationships, two people like one another and enjoy being together, but beyond that, the degree of intimacy(Ç×ÃÜ) between them and the reasons for the shared interests vary enormously. As we get to know people, we take into account things like age, race, economic conditions, social position, and intelligence. Although these factors are not of prime importance, it is more difficult to get on with people when there is a marked difference in age and background.

Some friendly relationships can be kept on argument and discussion, but it is usual for close friends to have similar ideas and beliefs, to have attitudes and interests in common ---they often talk about ¡°being on the same wavelength.¡± It generally takes time to reach this point. And the more intimately involved people become, the more they rely on one another. People want to do friends favors and hate to break a promise. Equally, friends have to learn to put up with annoying habits and try to tolerate differences of opinion.

In contrast with marriage, there are no friendship ceremonies to strengthen the association between two persons. But the supporting and understanding of each other that results from shared experiences and emotions does seem to create a powerful bond, which can overcome differences in background, and break down barriers of age, class or race.

¡¾1¡¿According to the author, ____.

A. all those who get on well with each other are friends

B. friends are closer than people who just get on with each other

C. everyone understands clearly how to make friends

D. every student has 6 friends

¡¾2¡¿In paragraph 2, ¡°being on the same wavelength¡± means ____.

A. using the same frequency while taking

B. keeping the same friendly relationship as other people do

C. having similar ideas, beliefs, attitudes and interests

D. having the same background

¡¾3¡¿Which of the following is not implied in the passage?

A. Even friends may have differences of opinion.

B. Friends never argue with each other.

C. It generally takes time for people to become close friends.

D. Someone¡¯s habits may annoy his friends.

¡¾4¡¿To strengthen friendly relationship, people ____.

A. must hold friendship ceremonies

B. have to eliminate(Ïû³ý) differences in background

C. should make friends with those who are of the same age and of the same race

D. should support and understand each other through shared experiences and emotions

¡¾ÌâÄ¿¡¿ÇëÔĶÁÏÂÁжÌÎÄ£¬´ÓÿÌâËù¸øµÄËĸöÑ¡Ïî(A¡¢B¡¢CºÍD)ÖУ¬Ñ¡³ö×î¼ÑÑ¡Ïî¡£

Is there clear boundary between science and the liberal arts as a major for college students? The question of whether our government should promote science and technology or the liberal arts in higher education is not an either / or proposition (ÃüÌâ), although the current emphasis on preparing young Americans for STEM (science, technology, engineering, maths) -related fields can make it seem that way£®

The latest congressional report acknowledges the critical importance of technical training, but also stresses that the study of the humanities (ÈËÎÄѧ¿Æ) and social sciences must remain central elements of America¡¯s educational system at all levels£®Both are critical to producing citizens who can participate effectively in our democratic society, become innovative (´´ÐµÄ) leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides£®

Parents and students who have invested heavily in higher education worry about graduates¡¯ job prospects (Ç°¾°) as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs£®Under this circumstances, it¡¯s natural to look for what may appear to be the most ¡°practical¡± way out of the problem£®¡°Major in a subject designed to get you a job¡± seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as ¡°soft¡± often, in fact, lead to employment and success in the long run£®Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily£®

Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there is little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers£®The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible£®The ability to draw upon every available tool and insight - picked up from science, arts, and technology - to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.

¡¾1¡¿What does the latest congressional report suggest?

A. Higher education should be adjusted to the practical needs of society£®

B. The liberal arts in higher education help enrich students¡¯ spiritual life£®

C. STEM-related subjects help students find jobs in the information society£®

D. The humanities and STEM subjects should be given equal importance£®

¡¾2¡¿What does the author say about the so called soft subjects?

A. They are essential to students¡¯ healthy growth.

B. They improve students¡¯ communication skills.

C. They broaden students¡¯ range of interests.

D. They benefit students in their future life£®

¡¾3¡¿What is the main concern of students when they choose a major?

A. The academic value of the courses.

B. Their interest in relevant subjects.

C. Their chances of getting a good job.

D. The quality of education to receive.

¡¾4¡¿What advice does the author give to college students?

A. Try to take a variety of practical courses.

B. Prepare themselves for different job options.

C. Adopt a flexible approach to solving problems.

D. Seize opportunities to tap their potential£®

¡¾ÌâÄ¿¡¿Sunday, October 5

Sunny, 66¡ãF

My wife, Ellen, and I traveled by train from Paris to Strasbourg, where we met our driver and guide and the minibus which goes along with the boat. We stopped off in Barn for an hour on the way. Then we were taken to Nancy where the boat was kept.

After the other passengers arrived, we had our first dinner on the boat. After dinner we walked into downtown Nancy, a village with a large square and wooden houses.

Monday, October 6

Rained last night, cloudy in the morning, 69¡ãF

We spent about two hours in Nancy, and then sailed on the Canal de la Marne au Rhine. Kind of a lazy day. Eating breakfast, lunch, and dinner, after dinner we watched a tape on Baccarat, where we will visit tomorrow.

It was pleasant to sit out on deck and watch the scenery go by at about 3 mph.

Tuesday, October 7

Light rain, 64¡ãF

This morning we drove over to Baccarat and toured its museum and the church, which has this unbelievable lamp that is going on a world tour the next day. We did lots of shopping, and then walked across the bridge to see a very, very modern Catholic church with special Baccarat windows.

We drove to the top of the Voges Mountains and started down the eastern side. Later we drove to Sorrenbourg to see the 13th century church at the Cordeliers.

Wednesday, October 8

Cloudy, 65¡ãF

Today we sailed from Schneckenbush to Saverne. We went through two caves, an extremely unusual part of the journey. This river scenery is very different. We were in a mountain valley with grassland on one side and a forest beginning to show some color on the other.

Thursday, October 9

Cloudy, 66¡ãF

Our dependable minibus was waiting to load the luggage and take us to the hotel where everyone went their separate ways. Our boating days are over until next time.

¡¾1¡¿Where did the author get off the train?

A. Paris. B. Nancy. C. Strasbourg. D. Barn.

¡¾2¡¿On which days did the tourists spend most of their time on the boat?

A. Monday and Tuesday. B. Monday and Wednesday.

C. Wednesday and Thursday. D. Tuesday and Wednesday.

¡¾3¡¿What does the author think of the tour?

A. Tiring. B. Expensive. C. Quick. D. Enjoyable.

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