“ * * ”的十年指的是 A．1949－1959年 B．1956－1966年

阅读下文，完成文后各题。

随着欧洲一个航天器的抵达，地球的神秘姊妹行星——金星的一些在太阳系中保守最严密的秘密可能就会展现在世人面前。

本月晚些时候发射的“金星快车”将绘制这颗行星及其大气层的详图。它搜集的数据可能有助于解释与地球如此相似的一颗行星为何那么灼热和恶劣，无法形成生命。

揭示谜底的关键在于金星的大气层及其众多大火山的活动。金星大气层的密度比地球大气层大92倍。从太空看，只能看到这个行星被厚厚的白云包裹着，高层大气的风速为每小时200英里。

欧洲航天局的“金星快车”定于10月26日从哈萨克斯坦的拜科努尔航天发射场搭乘“联盟”号火箭升空，它将携带7种功能强大的工具，其中包括一架相机。这架相机利用紫外线和红外线波长透过云层“看”金星表面，从而拍下金星表面的细节。

“金星快车”携带的分光计将测量金星大气层不同高度的温度，并挑出金星表面的热点，比如活火山。

金星距离太阳6500万英里，而地球距离太阳9300万英里，尽管金星比地球距离太阳更近一些，但是这不足以说明金星表面的平均温度为何高达464摄氏度。金星之所以如此灼热，主要是因为它的大气层密度大，如同包裹着一个厚厚的毯子，热量无法散出去。金星大气层的主要成分为二氧化碳。由于二氧化碳的排放，地球也受到这种“温室效应”的影响，只是程度比金星要小得多。

十多个航天器已经造访过金星，有的还降落在金星表面，不过它们携带的工具相对来说没有那么先进。

牛津大学大气物理学教授费雷德•泰勒说：“金星跟地球应该很相似，但是它受这种强大的温室效应的主宰，我们希望了解其中的原因。”

金星的表面对科学家也很有吸引力。跟地球一样，金星是45亿年前形成的，但是其表面却年轻得多，因为它的表面不断地受到火山爆发的摧毁和更新。到目前为止，这一过程的细节尚不得而知，因为降落在金星上的探测器要不了几分钟就会因炙热和压力而毁灭。

耗资1.4亿英镑的“金星快车”需要162天才能到达金星，然后进入距离金星表面155英里内的轨道运行，并向地球发回数据，其使用寿命最长可达三年之久。

除了太阳和月亮，金星是白天唯一可见的天体，离地球最近的距离约为2600万英里。

（选自《参考消息》）

小题1:下列关于“金星快车”的说法，不正确的一项是

A．“金星快车”抵达后，将能够绘制出金星及其大气层的详图。

B．“金星快车”将携带包括相机、分光计在内的7种功能强大的工具。

C．“金星快车”将利用分光计对金星大气层不同高度的温度进行测量，并寻找活火山等金星表面的热点。

D．“金星快车”将降落在金星表面，搜集有关金星的数据，进行探秘。小题2:下列理解符合原文意思的一项是

A．“金星快车”的发射将有助于解开金星无法形成生命的谜团。

B．与地球相比金星距离太阳更近，这也是金星表面温度灼热的一个原因。

C．因为金星大气层二氧化碳的释放，地球也受到了这种“温室效应”的影响。

D．金星与地球同为太阳系姊妹行星，它们的地质结构、运行状态等很相似，但它们的气候却截然不同。小题3:根据原文提供的信息，下列推断不正确的一项是

A．掌握了金星的大气层及其众多大火山的活动情况，就能够找到金星为何那么灼热和恶劣、无法形成生命的原因。

B．假如金星大气层的密度与地球相同，那么金星表面的平均温度肯定会有所降低。

C．金星是地球上白天可见的三个天体之一，它离地球最近的距离约为2600万英里，而最远距离为2800万英里。

D．探索金星表面不断受到火山爆发的摧毁和更新这一过程的细节，亦是“金星快车”此行的使命之一。

压缩机内置电动机为什么要设过热保护？

营业网点负责人（）对网点重要空白凭证库查库一次。

A、每旬

B、每周

C、每月

D、每日

安装配阀门衬垫时，要求（）。

A.应先将法兰接合面和衬垫两面都清理干净，在衬垫上均匀地抹上掺油的黑铅粉

B.将衬垫放到法兰结合面上，夹住衬垫

C.对称地拧紧法兰螺钉

D.注意检查法兰接合面之间的间隙是否均匀

A conventional teacher’s licensee usually requires a university degree in education plus an unpaid term of practice teaching. This has never made much sense. It excludes bright students who take degrees in other subjects, and might teach those subjects; it is costly and time-consuming for career-switchers, who must wait a year or more before they can enter a classroom; it is so rigid that private-school teachers or university professors with years of experience have to jump through hoops before they can start teaching in a state school. And there is virtually no evidence that it creates better teachers. For all that, it is ply backed by schools of education, which have a monopoly of teacher-training, and by teachers’ unions, whose members make more money when it is artificially hard for others to get into the profession.

Now, some 45 states and the Districts of Columbia offer an "alternative route" to a teacher’s licensee, up from only a handful in the 1980s. Alternative certification (AC) generally allows individuals with a university degree to begin teaching immediately after passing an entrance examination. These recruits, watched over by a mentor teach the subject they studied at university, and take education courses at a sponsoring university while drawing their salaries.

The traditional sort of American teacher is likely to be young, white and female. Alternative certification attracts more men and more non-whites. In Texas, for instance, roughly 90% of public-school teachers are white, but 40% of those who have joined through alternative certification are non-whites. The AC route also draws teachers willing to go where they are most needed. A survey of Troops to Teachers, a program that turns exsoldiers into public-school teachers (" Proud to serve again"), found that 39% of those taking part are willing to teach in inner-city schools, and 68% in rural areas.

Are they good teachers Officialdom is reluctant to release the details which might answer that question for certain. But anecdotal evidence suggests they do well. In New Jersey, which has been running this sort of program since 1984, rich districts, which can afford to be choosy, consistently hire more AC teachers than poor districts do. In Houston, Texas, where the Teach of America program (TFA) puts recent university graduates into poor communities as teachers, the most effective teachers are generally the TFA ones. " School principals are our biggest fans," Wendy Kopp, TFA’s president, says proudly.

So why not scrap the cumbersome teacher-licensing laws Frederick Hess, a professor at the University of Virginia, has written a paper for the Progressive Policy Institute arguing that teacher-licensing ought to be stripped to the bare essentials. Prospective teachers should be required only to hold a college degree, pass a test of essential skills, and be checked to make sure they do not have a criminal background. Other training is important, argues Mr. Hess, but the market, not state legislators, should decide what that training looks like. This notion of "competitive certification" has drawn favorable attention from the Bush administration.

What has changed since the introduction of AC（）

A. Schools now have more male than female teachers

B. Non-whites account for 40% of Texas’s school teachers

C. AC has turned a number of soldiers into teachers

D. The percentage of teachers willing to work in inner city has risen