Even before there were people, there were cases of air pollution. There were dust storms. Volcanoes erupted, sending ash and poisonous gases into the atmosphere. When people appeared on the scene and began their conquest of nature, they also began to pollute the air. They cleared land, which made possible even larger dust storms. They built cities, and the soot from their hearths filled the air. The Roman author Seneca wrote in A.D. 61 of the "stink, soot and heavy air "of the imperial city. In 1257, the Queen of England was forced to move away from the city of Nottingham because the heavy smoke was unbearable. The industrial revolution brought even worse air pollution. Coal was burned to power factories and to heat homes. Soot, smoke, and sulfur dioxide fill the air. The good old days? Not in the factory towns. But there were large rural areas unaffected by air pollution. With increasing population, the entire world is becoming more urban. It is the huge cities that are most affected by air pollution. But rural areas are not unaffected. In the neighborhoods around smoky factories, there is evidence of increased rates of spontaneous abortion and of poor wool quality in sheep, decreased egg production and a high death rate in chickens. Traffic police in Tokyo have to wear gas masks and take "oxygen breaks" --breathing occasionally from tanks of oxygen. Smog in Athena at times has forced factory closings and traffic restrictions. Acid rain in Canada is caused by air pollution in the United States, contributing to strained relationships between the two countries. Sydney, Rome, Tehran, Ankara, Mexico City, and most other major cities in the world have had frightening experiences of air pollution. One of the two major types of smog--consisting of smoke, fog, sulfur dioxide, sulfuring acid (H2SO4), ash and soot--is called London smog. Indeed, the word smog is thought to have originated in England in 1905 as a contraction of the words "smoke" and "fog." Probably the worst case of smog in history started in London... It can be inferred that when writing this article, the author was in a(n) _ mood about the topic. A) sympathetic B) optimistic C) desperate D) concerned
D
Americans are thinking about national education standards recently developed by teachers and other education experts. The National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) led the effort. The United States, unlike other nations, has never had the same school standards across the country. What is the reason? Education is not discussed in the Constitution. That document limits the responsibilities of the federal government. Other responsibilities, like education, fall to each state. Local control of education probably was a good idea two hundred years ago. People stayed in the same place and schools knew what students needed to learn. But today, people move to different cities. And some people work at jobs that did not exist even twenty years ago. Many American educators say that getting a good education should not depend on where you live. They say that some states have lowered their standards in order to increase student scores on tests required by the No Child Left behind Act. Kara Schlosser is communications director for the CCSSO. She says the new standards clearly state what a student should be able to do to be successful in college and work. Forty--eight states have already shown approval for the standards. Two states refuse to accept the idea. Critics say that working toward the same standards in every state will not guarantee excellence for all. Some educators in Massachusetts say adopting the national standards will hurt their students because the state standards are even higher. Others say the change will be too costly, requiring new textbooks and different kinds of training for teachers. Still others fear federal control. Supporters say the standards are goals and do not tell states or teachers how to teach. They also say the federal government is not forcing acceptance. However, approving the standards will help states qualify for some federal grant money. Some people are against the nationa1 education standards because _ A) the standards are higher than those of each state B) they are not yet prepared for the new standards C) the standards may prevent some students gaining excellence D) they don't want the federal government to train their teachers
C
Legend has it that sometime toward the end of the Civil War (1861 - 1865) a government train carrying oxen was caught in a snowstorm and had to be abandoned. The driver returned the next spring to see what had become of his cargo. Instead of the skeletons he had expected to find, he saw his oxen, living, fat, and healthy. How had they survived? The answer lay in a resource that unknowing Americans had trampled underfoot in their haste to cross the "Great American Desert" to reach lands that sometimes proved barren. In the eastern parts of the United States, the preferred grass for forage was a cultivated plant. It grew well with enough rain, then when cut and stored it would cure and become nourishing hay for winter feed. But in the dry grazing lands of the west, that familiar blue joint grass was often killed by drought. To raise cattle out there seemed risky or even hopeless. Who could imagine a fairy-tale grass that required no rain and somehow made it possible for cattle to feed themselves all winter? But the surprising western wild grasses did just that. They had wonderfully convenient features that made them superior to the cultivated eastern grasses. Variously known as buffalo grass, not only were they immune to drought, but they were actually preserved by the lack of summer and autumn rains. They were not juicy like the cultivated eastern grasses, but had short, hard stems. And they did not need to be cured in a barn, but dried right where they grew on the ground. When they dried in this way, they remained naturally sweet and nourishing through the winter. Cattle left outdoors to fend for themselves thrived on this hay. And the cattle themselves helped plant the fresh grass year after year, for they trampled the natural seeds firmly into the soil to be watered by the melting snows of winter and the occasional rains of spring. The dry summer air cured them much as storing in a barn cured the cultivated grasses. According to the passage, the cattle helped promote the growth of the wild grasses by _ . A) stepping on and pressing the seeds into the ground B) naturally fertilizing the soil C) continually moving from one grazing area to another D) eating only small quantities of grass
A