C
Philip was a nine-year-old boy in a Sunday school class of 8-year-old girls and boys. Sometimes the third graders didn’t welcome Philip into their group and usually tricked him. This was not because he was older, but because he was “different”. You see, Philip suffered from a condition called Downs’s Syndrome. This made him “different”, with his facial characteristics, slow responses and mental problems.
One Sunday after Easter, the Sunday school teacher gathered some plastic eggs that pulled apart in the middle. The teacher gave one to each child. On that beautiful spring day, the children were to go out and discover for themselves some symbol of “new life” and place it inside the plastic(塑料）eggs.
After the children returned to the classroom, the teacher opened their eggs one by one, asking each child to explain that symbol of “new life”. The first opened egg contained a flower. Everyone cheered. In another one was a butterfly….When the teacher opened the last egg, it was empty. “That’s stupid,” said someone. The teacher felt a pull at his shirt. It was Philip. Looking up, Philip said, “It’s mine. I did it. It’s empty. I have new life, because the tomb is empty.” Not a sound was heard in class at all. From that day on, Philip became a real part of the group. They welcomed him, and whatever made him different was never mentioned again.
Philip’s family knew he wouldn’t live a long life, for there were too many things wrong with him.The teacher gave each child one plastic egg to let them ________.
| A．put some symbol of “new life” into it |
| B．play around on that beautiful spring day |
| C．try to pull it apart in the middle |
| D．go out and discover themselves |
After Philip explained his new life, ________.
| A．The class thought he was clever. | B．He began to study in the class. |
| C．The class fell silent. | D．He felt dying. |
We learn from the passage that ________.
| A．The teacher used to have classes outdoors |
| B．Philip’s new life wish was empty |
| C．Philip was healthy as a whole |
| D．Philip was accepted by his classmates in the end |
Composite image of Europe and North Africa at night， 2016． Credit： NASA Earth Observatory images by Joshua Stevens， using Suomi NPP VIIRS data from Miguel Roman， NASA's Goddard Space Flight Center． Artificial light is often seen as a sign of progress： the march of civilization shines a light in the dark； it takes back the night； it illuminates． But a chorus of scientists and advocates argues that unnaturally bright nights are bad not just for astronomers but also for nocturnal （夜间活动的） animals and even for human health．
Now research shows the night is getting even brighter． From 2012 to 2016 the earth's artificially lit area expanded by an estimated 2.2 percent a year （map）， according to a study published last November in Science Advances． Even that increase may understate the problem， however． The measurement excludes light from most of the energy﹣efficient LED lamps that have been replacing sodium﹣vapor technology in cities all over the world， says lead study author Christopher Kyb， a postdoctoral researcher at the German Research Center for Geosciences in Potsdam．
The new data came from a NASA satellite instrument called the Visible Infrared Imaging Radiometer Suite （VIIRS）． It can measure long﹣wavelengths of light， such as those produced by traditional yellow﹣and﹣orange sodium﹣vapor street lamps． But VIRS cannot see the short﹣wavelength blue light produced by white LEDs． This light has been shown to disrupt human sleep cycles and nocturnal animals' behavior．
Credit： Mapping Specialists： Source： "Artificially Lit Surface of Earth at Night Increasing in Radiance and Extent．" by Christopher C． M． Kyba et al． in Science Advances， Vol． 3． No 11， Article No， E1701528； November 22， 2017．
The team believes the ongoing switch to LEDs caused already bright countries such as Italy， the Netherlands， Spain and the U． S． to register as having stable levels of illumination in the VIIRS data． In contrast， most nations in South America， Africa and Asia brightened， suggesting increases in the use of traditional lighting． Australia actually appeared to lose lit area but the researchers say that is because wildfires skewed the data．
"The fact that VIIRS finds an increase （in many countries）， despite its blindness in the part of the spectrum that increased more， is very sad，" says Fabiofalchi， a researcher at Italy's Light Pollution Science and Technology Institute， who did not participate in the study． In 2016 Falchi， along with Kyba and several other members of his research team， published a global atlas of artificial lighting that showed one third of the world's population currently lives under skies too bright to see the Milky Way at night．
The data also cast doubt on the idea that the LED lighting revolution will lead to energy cost savings． Between 2012 and 2016 the median nation pumped out 15 percent more long﹣wavelength light as its GDP increased by 13 percent． And overall， countries' total light production correlated with their GDP． In other words， Kyba says， "we buy as much light as we are willing to spend money on．"
（1）Which is not true about the spread of lit areas？
| A． |
Lit area expanded by an estimated 2.2 percent a year． |
| B． |
Artificial light is often seen as a sign of progress． |
| C． |
The increase in GDP is due to the increase in light． |
| D． |
It is bad for nocturnal animals and even for human health． |
（2）Which of the following about VIIRS is NOT true according to the passage？
| A． |
It is a kind of NASA satellite device． |
| B． |
It can record and analyze long﹣wavelength light． |
| C． |
The blue light generated by white LEDs can disrupt human sleep cycles． |
| D． |
VIIRS has found an increase of traditional lighting in lots of nations． |
（3）According to the article， what we can know about the LEDs？
| A． |
Artificial LED lights at nights are harmful to people's health． |
| B． |
It is a sign of civilization in modern society． |
| C． |
The blue light disrupts human and animals' life cycles． |
| D． |
Artificially lit surface of Earth increasing because of LEDs． |
（4）The author writes this article to ．
| A． |
show the VIIRS data from NASA |
| B． |
demonstrate the significance of VIIRS for its measurement of wavelengths |
| C． |
reveal the relationship between wavelength light and GDP |
| D． |
arouse people's awareness of light pollution |
Geographers are interested in the spatial patterns observed on earth． Bridging the natural and social sciences， Geography is the interdisciplinary study of environments and how people interact with the environment． It is important to study geography because many of the world's problems require understanding the interdependence between human activities and the environment． Geography is therefore a beneficial major for students because its theories and methods provide them with analytical skills relevant to occupations focused on solving social and environmental problems． The Department of Geography offers eight majors that help students tailor their focus of study．
The Geography﹣globalization and Development major will provide students with a sophisticated understanding of contemporary global issues and a geographical framework for analyzing key issues involved in national and international development． Reflecting the discipline of geography as a whole， this major emphasizes an integrated approach to studying the relationship of global change to individual and community well﹣being by combining the benefits of area studies with theoretical and topical investigations in the curriculum．
Our department is committed to excellence in both teaching and advising． Several of our faculty members have received teaching awards， and we are known across campus for the quality of our advising． As a geography major， you will meet one﹣on﹣one with your faculty advisor every semester during advising week， and you are always welcome to talk with your advisor at any time throughout the semester whenever questions may arise． In addition to advising our students about their academic programs， we provide timely information about internships， nationally competitive awards， and other opportunities as they arise． Many of our students complete internships and several of our students over the last few years have received nationally competitive awards．
For more information about our program， please visit our website， or contact our Undergraduate Chair， whose information is listed above．
Admissions Information
Freshmen/First﹣year Admission
No requirements beyond University admission requirements．
Change of Program Policy
No selective or limited admission requirements．
External Transfer Admission
No requirements beyond University admission requirements．
Opportunities Upon Graduation
With a liberal arts degree in Geography globalization and Development， students are prepared for employment in a variety of fields， including non﹣profit and government work， particularly in the areas of community and international development． This degree will also prepare students well to work in the private sector in an international context． Graduates from this program will also be well situated to continue on to graduate school or law school， with research and professional interest in academic fields， including， but not limited to， geography， public affairs and policy， development studies， and community and regional planning．
Browse through dozens of internship opportunities and full﹣time job postings for Ohio University students and alumni on Handshake， OHIO's key resource for researching jobs， employers， workshops， and professional development events．
（1）Who can be selected as the target of the geography course in the passage？
| A． |
A freshman who has studied in a university． |
| B． |
A college student majoring in geography． |
| C． |
A senior high school graduate interested in geography． |
| D． |
A high school graduate who wants to find a job |
（2）What are the advantages of choosing the geography major in this university in terms of employment？
| A． |
Acquiring skills to solve social and environmental problems． |
| B． |
Understanding contemporary global issues． |
| C． |
Getting one﹣on﹣one information on geography teaching． |
| D． |
Achieving more international opportunities． |
（3）Where is the most likely place to read this passage？
| A． |
In a magazine． |
| B． |
On the university website． |
| C． |
In a geographic journal． |
| D． |
On the enrollment information network． |
All I had to do for the two dollars was clean her house for a few hours after school． It was a beautiful house， too， with a plastic﹣covered sofa and chairs， wall﹣to﹣wall blue﹣and﹣white carpeting， a white enamel stove， a washing machine and a dryer things that were common in her neighborhood， absent in mine． In the middle of the war， she had butter， sugar， steaks， and seam﹣up﹣the﹣back stockings．
I knew how to scrub floors on my knees and how to wash clothes in our zinc tub， but I had never seen a Hoover vacuum cleaner or an iron that wasn't heated by fire．
Part of my pride in working for her was earning money I could squander （浪费）： on movies， candy， paddleball， jacks， ice﹣cream cones． But a larger part of my pride was based on the fact that I gave half my wages to my mother， which meant that some of my earnings were used for real things an insurance﹣policy payment or what was owed to the milkman or the iceman． The pleasure of being necessary to my parents was profound． I was not like the children in folktales： burdensome mouths to feed， nuisances to be corrected， problems so severe that they were abandoned to the forest． I had a status that doing routine chores in my house did not provide and it earned me a slow smile， an approving nod from an adult． Confirmations that I was adultlike， not childlike．
In those days， the forties， children were not just loved or liked； they were needed． They could earn money； they could care for children younger than themselves； they could work the farm， take care of the herd， run errands （差事）， and much more． I suspect that children aren't needed in that way now． They are loved， doted on， protected， and helped． Fine， and yet…
Little by little， I got better at cleaning her house good enough to be given more to do， much more． I was ordered to carry bookcases upstairs and， once， to move a piano from one side of a room to the other． I fell carrying the bookcases． And after pushing the piano my arms and legs hurt so badly． I wanted to refuse， or at least to complain， but I was afraid she would fire me， and I would lose the freedom the dollar gave me， as well as the standing I had at home although both were slowly being eroded． She began to offer me her clothes， for a price． Impressed by these worn things， which looked simply gorgeous to a little girl who had only two dresses to wear to school， I bought a few． Until my mother asked me if I really wanted to work for castoffs． So I learned to say "No， thank you" to a faded sweater offered for a quarter of a week's pay．
Still， I had trouble summoning （鼓起） the courage to discuss or object to the increasing demands she made． And I knew that if I told my mother how unhappy I was she would tell me to quit． Then one day， alone in the kitchen with my father， I let drop a few whines about the job． I gave him details， examples of what troubled me， yet although he listened intently， I saw no sympathy in his eyes． No "Oh， you poor little thing．" Perhaps he understood that what I wanted was a solution to the job， not an escape from it． In any case， he put down his cup of coffee and said， "Listen． You don't live there． You live here． With your people． Go to work． Get your money． And come on home．"
That was what he said． This was what I heard：
Whatever the work is， do it well not for the boss but for yourself．
You make the job： it doesn't make you．
Your real life is with us， your family．
You are not the work you do： you are the person you are．
I have worked for all sorts of people since then， geniuses and morons， quick﹣witted and dull， big﹣hearted and narrow． I've had many kinds of jobs， but since that conversation with my father I have never considered the level of labor to be the measure of myself， and I have never placed the security of a job above the value of home．
（1）What is the "pleasure" of the author from the sentence "The pleasure of being necessary to my parents was profound．（paragraph 3）"？
| A． |
She was proud as she could earn money for her mother． |
| B． |
Her own value of being needed． |
| C． |
She is distinctive from those children in folktales． |
| D． |
She enjoyed a status of being an adult in her family． |
（2）According to the article， which of the following is true about children in the 1940s and now？
| A． |
Children become needed， loved and liked when they are at forty． |
| B． |
Children in modern times are less likely to be spoiled by parents． |
| C． |
Children in 1940s are capable as they can handle various daily routine． |
| D． |
Children in modern times aren't needed to do daily works any more． |
（3）What did the author's father make her understand？
| A． |
Don't escape from difficulties at work． |
| B． |
Whatever decision she made， her father would support her． |
| C． |
Convey her dissatisfaction with her work． |
| D． |
Make a distinction between work and life． |
（4）Which of the following corresponds to the author's views in the passage？
| A． |
Don't regard work achievement as a criterion for evaluating oneself． |
| B． |
Hard work is a struggle for a better future in your limited life． |
| C． |
Parents are the best teachers of children． |
| D． |
Job security is less valuable when compared with family． |
California has lost half its big trees since the 1930s, according to a study to be published Tuesday and climate change seems to be a major factor（因素）.
The number of trees larger than two feet across has declined by 50 percent on more than 46, 000 square miles of California forests, the new study finds. No area was spared or unaffected, from the foggy northern coast to the Sierra Nevada Mountains to the San Gabriels above Los Angeles. In the Sierra high country, the number of big trees has fallen by more than 55 percent; in parts of southern California the decline was nearly 75 percent.
Many factors contributed to the decline, said Patrick Mclntyre, an ecologist who was the lead author of the study. Woodcutters targeted big trees. Housing development pushed into the woods. Aggressive wildfire control has left California forests crowded with small trees that compete with big trees for resources（资源）.
But in comparing a study of California forests done in the 1920s and 1930s with another one between 2001 and 2010, Mclntyre and his colleagues documented a widespread death of big trees that was evident even in wildlands protected from woodcutting or development.
The loss of big trees was greatest in areas where trees had suffered the greatest water shortage. The researchers figured out water stress with a computer model that calculated how much water trees were getting in comparison with how much they needed, taking into account such things as rainfall, air temperature, dampness of soil, and the timing of snowmelt（融雪）.
Since the 1930s, Mclntyre said, the biggest factors driving up water stress in the state have been rising temperatures, which cause trees to lose more water to the air, and earlier snowmelt, which reduces the water supply available to trees during the dry season.
（1）What is the second paragraph mainly about?
| A． |
The seriousness of big-tree loss in California. |
| B． |
The increasing variety of California big trees. |
| C． |
The distribution of big trees in California forests. |
| D． |
The influence of farming on big trees in California. |
（2）Which of the following is well-intentioned but may be bad for big trees?
| A． |
Ecological studies of forests. |
| B． |
Banning woodcutting. |
| C． |
Limiting housing development. |
| D． |
Fire control measures. |
（3）What is a major cause of the water shortage according to Mclntyre?
| A． |
Inadequate snowmelt. |
| B． |
A longer dry season. |
| C． |
A warmer climate. |
| D． |
Dampness of the air. |
（4）What can be a suitable title for the text?
| A． |
California's Forests: Where Have All the Big Trees Gone? |
| B． |
Cutting of Big Trees to Be Prohibited in California Soon |
| C． |
Why Are the Big Trees Important to California Forests? |
| D． |
Patrick Mclntyre: Grow More Big Trees in California |
Money with no strings attached.It's not something you see every day. But at Union Station in Los Angeles last month, a board went up with dollar bills attached to it with pins and a sign that read, "Give What You Can, Take What You Need."
People quickly caught on. And while many took dollars, many others pinned their own cash to the board. "People of all ages, races, and socio-economic（社会经济的）backgrounds gave and took, "said Tyler Bridges of The Toolbox, which created the project. "We even had a bride in her wedding dress come up to the board and take a few dollars." Most of the bills on the board were singles, but a few people left fives, tens and even twenties. The video clip（片段）shows one man who had found a ＄ 20 bill pinning it to the board.
"What I can say for the folks that gave the most, is that they were full of smiles," Bridges said. "There's a certain feeling that giving can do for you and that was apparent in those that gave the most." Most people who took dollars took only a few, but Bridges said a very small number took as much as they could.
While the clip might look like part of a new ad campaign, Bridges said the only goal was to show generosity and sympathy. He added that he hopes people in other cities might try similar projects and post their own videos on the Internet.
"After all, everyone has bad days and good days," he said. "Some days you need a helping hand and some days you can be the one giving the helping hand."
（1）What does the expression "money with no strings attached" in paragraph 1 mean?
| A． |
Money spent without hesitation. |
| B． |
Money not legally made. |
| C． |
Money offered without conditions. |
| D． |
Money not tied together. |
（2）What did Bridges want to show by mentioning the bride?
| A． |
Women tended to be more sociable. |
| B． |
The activity attracted various people. |
| C． |
Economic problems were getting worse. |
| D． |
Young couples needed financial assistance. |
（3）Why did Bridges carry out the project?
| A． |
To do a test on people's morals. |
| B． |
To raise money for his company. |
| C． |
To earn himself a good reputation. |
| D． |
To promote kindness and sympathy. |