Sector Reading Test 65 MINUTES, 52 QUESTIONS Foch possage o por of passages below is followed by o number of questions. Alter reoding leach possoge oF pit, choose the bes! answer to each question bosed on what i sated or implied inthe passoge or possoges and in any accompanying graphics Questions 1-10 are besed on the following Passage. This possoge is fom Relph Woldo Emerson, “Prudence,” Public domain. Fist published in 184) What right have [to write on prudence, of which I have litle, and that of the negative sort? ‘My prudence consists in avoiding and going without, not inthe inventing of means and ‘methods, not in adroit steering, notin gentle repairing, Ihave no skill to make money spend ‘well, no genius in my economy, and whoever sees my garden discovers that | must have some other garden. Yet love facts, and hate shiftiness and people without perception, ‘Then I have the same ttle co write on pru: dence that I have to write on poetry or holi ness, We write from aspiration as well as from experience. We paint those qualities that we do not pos: sess. The poet admires the man of energy and tac ties; the merchant breeds his son for the church or the bar; and where a man is not vain and egotistic you shall find what he lacks, by his praise. Yetit would be hardly honest for me not to balance these fine lyric words with words ‘of coarser sound, Prudence is the virtue of the senses. It is the science of appearances. Itis the ‘outmost action of the inward life. Itis God taking ‘thought for oxen. It moves matter after the laws of matter. IIs content 10 seek health of body by 40 50 complying with physical conditions, and health of mind by the laws of the intellect, The world of the senses is a world of shows; it {does not exis for itself, but has @ symbolic charac- ter; and a true prudence or law of shows recog- nizes the co-presence of other laws and knows that its own office is secondary; knows that itis surface and not center where it works. Prudence is false when detached. Itis legitimate when itis the natural history of the soul incarnate, when it unfolds the beauty of laws within the narrow scope of the senses. ‘There are all degrees of proficiency in know! ‘edge of the world. Itis sufficient to our present Purpose to indicate three. One class lives tothe utility ofthe symbol, esteeming health and wealth «final good. Another class lives above this mark, tothe beauty of the symbol, asthe poet and artist and the naturalist and man of science. third class lives above the beauty of the sym- bol to the beauty ofthe thing signified; these are wise men. The first class has common sense; the second, taste; and the third, spiritual perception, Once in along time, a man traverses the whole scale, and sees and enjoys the symbol solidly, then also has a clear eye for its beauty, and lastly, while hie pitches his tent on this sacred voleanie isle of nature, does not offer to build houses and barns thereon, reverencing the splendor of the God. which he sees bursting through each chink and‘The world is filled with the proverbs and acts ofa base prudence, which isa devotion to 460 matter, as if we possessed no other faculties than the palate, the nose, the touch, the eye and ear; prudence that never subscribes, that never gives, that seldom lends, and asks but one question of any project: will it bake bread? This sa disease 45 like a thickening ofthe skin until the vital organs are destroyed. But culture, revealing the high origin of the apparent world and aiming at the perfection of the man as the end, degrades every thing else, as health and bodily life, into means, Ls) “The tone of the first paragraph is best described as A) self-effacing, 1B) pontifical. ©) aspirational. D) sardonte. “The author's reference to “some other garden’ (lines 8-8) primarily suggests that he A) finds solace in the art of planting. B) seeks new challenges and experiences. ©) considers arable land to be a valuable resource. D) lacks the particular skills associated with farming i Inline 11, “ttle” most nearly means A) ownership. B) office ©) authority. D) publication. 70 It sees prudence not to be a separate faculty, byta ‘name for wisdom and virtue conversing with the body and its wants. Cultivated men always feel and speak so, as ifa great fortune, the achieve- ‘mentoofa civil or social measure, great personal 75 influence, a graceful and commanding addcess, had their value as proofs of the energy of the spirit. Ifa man loses his balance and immerses bbimselfin any trades or pleasures for their own sake, he may bea good wheel or pin, but he is not 60 acultivated man. ‘The author believes chat he Is justified in acting as an authority on prudence primarily because of his, A) experience in making decisions 1B) regret for his past mistakes. (©) studies in classical philosophy. D) yearning for wisdom. Which choice provides the strangest evidence for the answer to the previous question? A) Lines 6-9 ("Ihave no skill... some other garden") 1B) Lines 13-14 ("We write from... aswell as from experience") (©) Lines 20-22 ("Ver t would D) Lines 26-28 ("Itis content intellect") coarser sound") laws of the“The passage suggests that members of the “third. class" (line 46) are superior for their ability to A) solve important problems. B) discern sublime qualities, ©) create works of beauty. 1) reason logically a sae “Se honed bana i 6 tpn 1A) an unwise alleglanee to woldy things 1) thereectionofmeresybol ©) the nobility oftving with naz. ) thetmportnce of suong ble, Inline $8, “base” most nearly means A) supportive. B) ignoble. ©) necessary. D) straightforward. ‘The “disease” mentioned in line 64 is best described as A) apathy. B) gluttony. ©) sensuousness. 1D) egotism, The passage as a whole characterizes prudence primarily as. A) the aspiration to wisdom and righteousness. B)_acommitmentto aesthetic principles. ©) the pursuit of practical skills and sensory experience. D) the noble pursuit of spiritual goals.Questions 11-21 are based on the following passage. This paztoge is from Josaph Conrad, The Secret Shore Ik was originally published in 1912, Tha norrator ofthis stony isthe coplain of e ship about fo begin a voyage. She foated atthe starting point ofa longouc- ney, very stillin an immense silinss, the shad- tne ows oher spars fang far tothe eastward by the Setting un. Atthat moment was alone on her 5. decks. There was nota sound ia her—and around usnothing moved, nothing lived, ota cance on the water, nota bied in the aie, not cloud ia the sky. In this breathless pause atthe threshold of along passage we seemed to be messucing our Jo frness fora long and arduous enterprise the appointed task ofboth our existences to be car- Ted out, far from all human eyes, with only sky and sea for spectators and for judges “There must have been some glare i the 15 air to interfere with one's sight, because it was nly just before the sun lefts that my roam- ing eyes made out beyond the highest ridges of the principal islet ofthe group something that Aid away with the solemnity of perfect solitude 20% The tide of darkness lowed on swift, and with ‘topical suddenness a swarm of tars came out above the shadowy earth, while Fingered yet, ry hand resting lightly on my ahip's al asifon the shoulder of trusted friend, Gt with all that 25. multitude of celestial bodies staring down atone, the comfort of quiet communion with her was gone for ood. And there were also disturbing founds by this time—voies, footsteps forward: the steward fitted along the main-deck, a busily 30 ministeringspirit; hand bell tinkled urgently under the poop deck. ‘ound my two officers waiting for me near the supper table, inthe lighted euddy. We sat down atonce, and as helped the chief mate, 35. said“Are you aware that there sa ship anchored inside che Islands? | sawher mastheads above the ridge asthe sun went down.” He raised sharply is simple fae, over. charged by a terrible growth of whisker, and emit 4 tedhis usual ejaculations: so a 20 “Bless my soul, sit You don't sayso!” —* My second mate was a ound-cheeked, silent young man, grave beyond his years, Ithought; but 8s our eyes happened to meet I detected a sight quiver on his lips. looked dowa at once. twas ‘notimy part to encourage sneering on board my ship. Itmust be said, too, that knew very litle of ry officers In consequence of certain events of no particular significance, exceptto myself, had been appointed to the command only a fortnight before. Neither did Tknow much of the hands forward. All these people had been together for eighteen months oro, and my position was that of the only stranger oa board. ! mention this because ithas some bearing on what ito follow. But what I felt most was my being stranger to the ship; and ifall the truth must be told, Twas somewhat ofa stranger to myself. The youngest san on board (barring the second mate), and tunteied as yet by a position ofthe fullest respon. sibility, twas willing to take the adequacy ofthe others for granted. They had simply to be equal to their tasks. But I wondered how fa Lehould turn out faithful to thatideal conception of one's own personality every man sets up for himself secretly. Meantime the chief mate, with an almost Visible effect ofcollaboration on the partofhis ound eyes and frightful whiskers, was trying to evolve a theory ofthe anchored ship. His domi- nanttrait was to take all things into earnest con- sideration, He was ofa painstaking tura of mind, ‘Ashe used to say, he “liked to account to himsell” for practically everything that came in his way, down to a miserable scorpion he had found in his cabin a week before. The why and the wherefore ofthat scorpion—how it got on board and came to select his room rather than the pantry (which was a darkplace and more whata scorpion would be partial to) and how on earth itmanaged to 4rown itselfin the inkwel ofhis writing dosk— hhad exercised him infinitely “The ship within the islands was much more easily accounted for‘The tone of the first paragraph (lines 1-13) is primar- lly one of A) reflective anticipation. B) anxious dread. © unrestrained excitement. 1D) objective analysis. ‘The reference to “some glare" (line 1) serves pri- ‘marily to make the point that A) the mastheads of another ship were not Immediately visible B) the weather was about to change. 9 D) the ocean around the ship was choppy. the crew was eager to get into the open sea. Which choice provides the strongest evidence for the answer to the previous question? ma a Dy a ») Lines 4-5 ("At that moment... her decks" Lines 24-27 (But, with ...for good") Lines 48-51 ("In consequence... fortnight before") Lines 63-65 ("But I... himself secretly”) Inline 5, “bearing” most nearly means 4) » 9 D) direction. demeanor, relevance, endurance. ma : In lines 20-24 (“The tide describes « friend") the narrator A) signs of impending danger. B) reflections of his deep inner turmoil ©) objects of wistful contemplation. 1D) the recollection of tragic experience, ‘The captain is portrayed primarily as fa Inline 69, “evolve” most nearly means A) change slowty. B) ponder stcenuously. ©) persuade earnestly. D) advance randomly. “The “truth" to which the narrator refers in lines 57, ishis a 8) ° D) self-conscious and ditfident. rugged and adventurous, anxious and short-tempered. scholarly yet intimidating, a) ») Oo D) ‘skepticism about his crew's ability apprehension about a dangerous voyage. lack of self-confidence. sense that he may be going insane.Inline 61, “exercised” most nearly means A) practiced. B) strengthened. ©) utilized. D) disquieted, ‘The “collaboration” (line 67) refers to an act of A) seliless assistance. B) deliberate menace. ©) contrived deceit. D) strained contemplation. “The chief mate believed that, compared to the recently discovered ship, the ‘scorpion’ (line 74) A) ess explicable, 1B) more frightening. ©) more ominous. D) less miserable.Line Therapeu loning Strategies Patient| Pancreatic leet eels Cardiomyocytes Source: National Institutes of Health ‘Questions 22-32 are based on the following passages. Possoge 1 is from Lindsay Smith-Doyle, “Thoughts an! the Value of Uf." ©2015 by Collage Hill Coaching. Passage 2 is from Christopher F. Black, “Who's Afwoid of Cloning?” ©2015 by Christopher F. Black. Since 19%, shen sciontiss ofthe Roslin native in England cloned a sheep from the eells of onothar adult sheep, many have! deboted the ethics of cloning human cells, These pas: sages are excerpls from arguments on this issue Passage 1 How should human life be bestawed? With ‘human cloning looming asa real scientific pos- sibility, we must question the provenance of this ultimate gift. Our intimate participation in the creation of life must never be misconstrued as. control, Rather, our atitude toward the ereation oflife must be one of humility. “The idea of "outsourcing" the creation of human life, of relegating it toa laboratory, of reducing the anticipation of childbirth to a trip to the mall ora selection from a catalog, mocks the profundity of life. The rnystery is replaced by Genetically matehed tissue Renal Cells 25 20 Nuclear transfer tate om ies on Hepatocytes design and control. Should we turn our noses up at the most precious gift in the universe, only to ‘Sorry, but [thinklI can do better?” Cloningis the engineering of human life. We Ihave for the rst time the ability to detecmine the ‘exact genetic makeup of a human being. Whether you believe in evolution or creationism, cloning ‘thwarts an essential step of the conception pro- cess: randomness in the case of natural selection, and guided purpase in the case of creationism. Achild can be created that is no longer uniquely human but the end product ofan assembly line, with carefully designed and tested features. Are the astonishing processes of nature somehow deficient? Ifhuman cloning becomes acceptable, we will have created a new society in which the value of human life is marginalized. Industries will ‘rise that turn human procreation into a proft- able free-market enterprise. The executive boards of these companies will decide the course of human evolution, with more concern for quar- tery profit reports than for the fate of humanity. “These are not idle concerns. Even as we pon- erthe ethical implications of human cloning, companies are forging ahead with procedures _40 to clone human cells for seemingly beneficial purposes, marching steadily toward a Brave New ‘World in which humanity will be forever less human, Passage 2 “6 0 55 so 6 “The breathless fears about human cloning should not surprise anyone who knows the his tory of scionce. Every step in human progress is ‘met with close-mindedness that often verges on paranoia, Not even medicine is spared. As doctors toil to save, prolong, and improve lives, the unin- formed rage at the arrogance of science. Before the merits of surgery and vaccination became commonplace and obvious, many refused to believe that cutting flesh or introducing degraded ‘germs could do more good chan harm, Pethaps ‘we should turn from science and return to super- stition and magic spells? Atfirst glance, it might seem that cloning is. awhole new ballgame. After all, cloning is “the engineering of human life” isn’t? Ie is the mass production of designer babies. Itis the end of evolution, or at least the beginning ofits corporate ‘management. [tis certainly a slap in the face of God. Orisie? Cloning foe Jeremy Rifkin is afraid of nothing so much as duplication: “It’s a horrendous crime tomake a Xerox of someone. You're putting a numan into a genetic straitjacket.” The harrar! | wonder how Mr. Rifkin would feel at the annual ‘Twins Days Festival in Twinsburg, Ohio. Genetic Xeroxes everywhere! % as 0 5 100 Identical twins are not monsters. Rifkin's fear is vacuous. Bach identical twin has his or her own unique thoughts, talents, experiences, and beliefs, Mr. Rifkin must learn that human beings are more than just their DNA; they are the prod- ucts ofthe continual and inscrutably complex Interactions of environment and biology. Human clones would be no different. “But you are playing God!” we ear. Itis the cry ofall whose power is threatened by the march ‘of human progress. cis the reasoning of the Dark ‘Ages, used to Keep the subservient masses in their place. Every great step humanity has ever taken has disrupted the “natural order” Should we be shivering in caves, eating uncooked bugs, and dying of parasites, as nature intended? But perhaps procreation is different—more sacred, Then why have the technologies of fertl ityenhancement, in vitro fertilization, embryo tuansfer, and birth control become so widely accepted? Each of these technologies was met at ‘first with legions of strident opponents. But over time, reality and compassion overcame unreason, and paranoia. Familiarity dissipates fear. ‘These supposedly “moral” objections are in fact impeding moral progress. With genetic engi- neering, cloning, and stem cell research, seien- ‘ists finally have within thele grasp technologies that can provide ample food for a starving world, cure devastating illnesses, and replace diseased organs. Only ignorant superstition stands in their way,In line 13, “control” refers specifically control over 4) B) the development of genetic technologies. the effects of cloning. ©) the process of conception. D) the ethical debate about cloning. ‘In Passage 1, the author's attitude toward “outsoure ing” (line 8) is one of a 8) bluntdisdain, 9 >) grudging approval, firm support. ironic detachment. “he quotations in ine 18 and ine 78 re arin thacboth A) represent the opinions of cloning opponents. 1B) indicate cautious advocacy for genetic engineering, )_are presented as being insincere, D) contradict the viewpoints of the respective authors. Jeremy Rifkin (line 63) would most likely advocate ay B ° D) the “humility” mentioned in line 7. the “design and control” mentioned in line 13. the “engineering” mentioned in line 16. the “industries” mentioned in line 30. ‘The accompanying diagram best illustrates a 1B) the “assembly line” mentioned in line 24. the “guided purpose” mentioned in line 22. ©) the “course of human evolution” mentioned in lines 33-34, the "procedures" mentioned in line 8. In ine 52, “introducing” refers to an act of A) explanation. B)_ proposition, injection, ‘The author of Passage 1 would most likely regard the “management” (Line 61) as A) anecessary measure to avoid the abuse of procreative technologies, 1B) an acceptable means by which the medical community can find alternatives to cloning. CC) aregretiable invasion of commercial interests into human reproduction. D) a dangerous impediment to the development of, effective cloning techniques. Passage 2 quotes Jeremy Rifkin in line 64 primarily to ‘A) exemplify an untenable position, B) illustrate the potential dangers of cloning ©) reveal the interests of the corporate ‘community. D) cite a corroborating opinion from an expertPassage 2 refers to the Twin's Day Festival in line 68 asan example of essen ee A) amovement that promotes beneficial cloning, B) seemingly harmless event that harbors hidden dangers. ©} the innocuousness of genetic duplication. D) the logical consequences of procreative technologies. ‘The author of Passage 2 would mostlikely argue that the “procedures” to which the author of Passage 1 objects in line 38 are in fact, A) inconsequential aspects ofthe cloning debate. 1B) necessary contributions to medical progress. ©) not representative of the methods used by real genetic researchers. D)_ ways of manipulating public opinion, Which choice provides the strongest evidence for the answer to the previous question? A) Lines 59-61 ("Its the end. .. management”) B) Lines 71-73 (Bach identical... beliefs") ©) Lines 60-82 (tis the reasoning... place D) Lines 95-100 (With genetic... organs”)Une 2 2s 20 a5 Questions 33-42 are based on the following passage. This passoge is from Stoven Pinker, An Invitation Jo | Cognitive Science (Gleitman, Liberman, and Oshorson, eds) ©1995 by Bradford Book, Language is the main vehicle by which we know about other people's thoughts, and the two ‘must be intimately related. Every time we speale we are revealing something about language, s0 the facts of language structure are easy to come by; these data hint ata system of extraordinary complexity. Nonetheless, learninga first lan- guage is something every child does successfully, in a matter of a few years and without the need for formal lessons. With language so close to the core of what it means to be human, itis not surpris- ing that children’s acquisition of language has received so much attention, Is language simply grafted on top of cognt- tion as a way of sticking communicable labels on ‘thoughts? Or does learning a language some- how mean learning to think in that language? A famous hypothesis, outlined by Benjamin Whorf, asserts that the categories and relations that we use to understand the world come from our par- ticular language, so that speakers of different lan- guages conceptualize the world in different ways, Language acquisition, then, would be learning to think, norjust learning to talk, ‘This is an intriguing hypothesis, but virtually all modern cognitive scientists believe it is False. Babies can think before they can talk. Cognitive psychology has shown that peaple think not justin words but also in images and abstract, logical propositions. And linguistics has shown that human Languages are too ambiguous and schematic to use as a medium of internal compu- tation: when people think about “spring,” surely they are not confused.as to whether they are thinking about a season or something that goes “boing’—and if one word can correspond to two thoughts, thoughts can't be words. But language acquisition has a unique contribution to make to this issue. Itis views- ally impossible to show how children could Tearna language unless you assume they have a 50 60 7s as considerable amount of nonlingulstic cognisive machinery in place befoze they start. | All humans talk but no house pets do, no matter how pampered, so heredity must be involved. Buta child growing up in Japan speaks i Japanese whereas the same child brought up in | California would speak English, so enviconment {also crucial. Thus there is no question about whether heredity or em language, or even whether one or the other is, ‘more important." Instead, language acquisi- tion might be our best hope of finding out how heredity and enviconment interact. We know thatadult language is intricately complex, and ‘we know that children become adults. Therefore something in the child's mind must be capable of attaining that complexity. Any theory that posits too little innate structure, so that its hypothetical child ends up speaking something less than a zeal language, must be false. The same strue for any theory that posits oo much innate structure, 80 that the hypothetical child can acquire English but not, say, Bantu or Vietnamese ‘And not only do we know about the output of language acquisition, we know a fair amount about the input it, namely parents’ speech to their children. So even iflanguage acquis tion, like all cognitive processes, is essentially a “black box," we know enough about ts input and utputto beable to make precise guesses about its contents ‘The study of language acquisition begon around the same time asthe birth of cognitive science, inthe late 1950s. We can see now why thatis nota coincidence. The historial catalyst was Noam Chomsky's review of Skinner's Verbal Behavior in 1959. Atthattime, Anglo-American natural science, social selence, and philoso phyhad come to avirtual consensus about the answers tothe questions listed above. The ‘mind consisted of sensorimotor abilities plus a few simple laws of learning governing gradual changes in an organism's behavioral repertoire. ‘Therefore, language must be learned; it cannot be a module; and thinking must bea form of verbal behavior, since verbal behavior isthe prime manifestation of “thought” that can be observed externally. Chomsky argued thet language onment is involved in9 acquisition falsified these beliefs in a single stroke: children learn languages that are governed by highly subtle and abstract principles, and they do so without explicit Instruction or any other environmental clues to the nature of such prin- 95 ciples. Hence language acquisition depends on an innate, species-specific module that is distinct from general intelligence. Much of the debate if language acquisition has attempted to tect this ‘once-revolutionary, and still controversial, collec tion of ideas. The implications extend to the rest of human cognition.ERs ‘This passage as a whole is primarily concerned with, ‘A). delineating the general principles of linguistics. B) comparing the structural qualities of various Tanguages. ©) exploring academic questions about how we learn language, D) examining the claims of one influential Unguist. “The “data” mentioned in line 6 most likely include information regarding A) the literacy levels of various countries. 8) methods for teaching infants to speak ©) the syntax rules of different languages. 1) the structures of the human cerebral cortex. Inline 2, “the two" referst0 A) selfand other, B) thinking and expressing. ©) grammar and syntax. D) learning and teaching. Inline 15, sticking” most nearly means 4) applying By: upholding ©) plercing. D) maintaining. ‘The author's attitude toward Whor!'s "hypothesis" ine 18) is best described as A) dismissive 2B) supportive, ©) embivalent. 1D) antagor ‘The statement “Babies can think before they can talk" (Iine 27) is intended to indicate that |A) learning to talkis much more cognitively challenging than most people believe. 1B) skills associated with basic reasoning are not dependent on verbal communication. ©) both physical and cognitive skills tend 10 develop according to rigid timelines. D) researchers sometimes do not take into account the particular needs of infants, ue ‘Which ifthe following best summarizes the author's view on human language acquisition? A) Learning a language is a crucial step in learning to think, because thinking is vecbal behavior. B) ‘The structures for learning language seem to be much simpler than what scientists previously thought. ©) Humans are born with very intricate cognitive structures for learning language. D) Environmental inputis more important than, heredity in language acquisition.Which choice provides the strongest evidence for the answer to the previous question? A) Lines 1-3 (‘Language is... intimately related”) B) Lines 23-24 ("Language acquisition... to talk") ©) Lines 61-64 ("The same... Vietnamese”) D) Lines 95-87 ("Hence language... general intelligence”) Inline 62, “structure” refers to AA) the grammatical rules ofa language. 1B) the functional organization ofthe mind, © the environment in which infants learn, D) the systems for investigating linguistic claims, “The subjects listed in lines 78-60 are given as exam- ples of disciplines that, in 1959, A) accepted the hypothesis that cognition, depends on verbal skills. B) considered the scientific method inadequate to the study of language acquisition. C)_ regarded most ofthe processes in involved in. language acquisitions to be innate, 1D) questioned the conventional theories regarding how humans learn language.tine CASES OF MEASLES INTHE US. Cases (hundred thousands) 9501960 Cases (hundred thousands) 9501960 1970 1970 1980 1980) | 1963: Meastes vaccine licensed 19 million doses of vaccine ‘administered 1963-1975 19902000 (CASES OF MEASLES IN ENGLAND AND WALES. (71968: Measles vaccine licensed 1990-2000 ‘Source: Gentes for Diseae Conc and Prevention Questions 43-52 are based on the following passage and supplementary material This passage is edopted from Rick Smolan ord Philip | ‘Moflin, “Medicine's Great Jouiney." ©1992 by Schering Laboratories, Calloway Editions Vaccination is one of medicine's cleverest teicks: making the body believe itis sick and thus causing itto marshal just the right forces to ward offthat particular sickness. The development ofthis practice stands as a twentieth-century accomplishment, butts tots reach far back Inno the past. Centuries ago, the Chinese and ‘he Turks knew enough to produce a medicine against smallpox by grinding up the scabs of people with mid eases ofthe disease. In 1796, Dr Edward Jenner found he could induce resistance tosmallpox by using the vaccinia virus (vaccais {atin for cow) to infect people withthe celatively as 0 mild cowpox. But it was Louis Pasteur, working. a century later, who did the research that finally gave the feld of immunology the creative boost that would propel ito the forefront of modern, ‘medicine. In 1895, Pasteur produced a rabies vaccine without actually realizing that he was ‘enhancing the body's own immune system; he new only that the vaccine worked. ‘But what was the infectious agent that vac- cines fought? Could it have been a bacterlum? In Geemany, in 1882, Robert Koch had shown that just such a germ caused tuberculosis. Microscopie parasites with similarities both to plants and animals, bacteria were certainly the cause of much human misery. But they were not 1 play the starring role in the vaccine story. ‘The fist tantalizing awareness ofa virus—a microorganism even stranger than the invisible bacteria and like nothing else ever known before— ‘came in 1898 when Martinus Willem Beljerinick discovered a minuscule living thing he describedas 45 50 5s with @ name, “virus,” derived from the Latin for poisonous slime. A virus is eally no more than a protein bag carrying its own set of genetic instruc- tdons, A virus cannot reproduce on its awn. Ttmust attach itself to a cell, impregnate the cell with the viral genes, and then, parasite that iis, cum that cell into a reproductive machine for the virus's benefit. The body, for the most part, is able to recognize these viruses as foreign invaders by the signature proteins on their surface. It then attacks them with antibodies and sends killer cells to destcoy the cells that have already been infected. If the immune system is overwhelmed by the inva- sion, the body becomes sick and may die. Ifthe body wins, then its immune system keeps a record ofthis particular enemy and is better prepared to resist the next time. Sometimes the immunity is lifelong. Vaccines work by introducing the viral proteins without the dangerous genes, thereby stimulating the immune response withoutereat- ing the disease. ‘Thanks to advances in modern vaccines, measles are nearly gone, and chicken pox, 65 20 ‘whooping cough, typhoid, and cholera are under contol From a purely psychological potot of View, perhaps the biggest vaccine success ofthe century was the almost total victory over polo, aneefortthatcalled upon everything sefentsts hhad learned in the new felds of immunology and virology. Polio was thought to bea true childhood plague, a crippler and a destroyer of young lives. Ttseemed to come from nowhere in 1916 and was virtually eradicated fity years later. ‘he advances against viruses continue. There now a vaccine for the vicious hepatitis B virus, and vaccines forthe potentially deadly influenza Viruses. Butherpes, another viral afiction, sil flourishes, and the most ubiquitous of all the viral maladies—the common cold, eaused by well vera hundred differen viruses—mey never be thwarted bya vaceine because the vieuses are too ‘numerous. Seientists have come along way in the fight against viruses, but further advances are necessary asit seems new viruses appear as old viral foes are eradicated. The ght will probably never be completely worte “The passage as a whole serves primarily to A) outline the various means by which the human immune system fights infection. 1B) describe the history and scientific underpinnings of a medical technique. ©} compare the medical practices of different cultures throughout history. D) identify particular controversies surrounding, a therapeutic method, ‘The passage mentions the “Chinese (lines 7-8) as examples of cultures that ind Turks" A) Identified the cause of viral infections. 8) employed early forms of vaccination. (©) were misguided in their use of medical remedies. D) were decimated by deadly infectious diseases. The passage indicates that viruses cause all of the following EXCEPT A), tuberculosis. 5) cowpox. ©) polio. D) hepatitis. ‘Which of the following statements about vaccines is, best supported by the passage? A) Some effective remedies for infectious disease were used before their mechar understood. 1B) The discovery of bacteria was key to the development ofthe first successful vaccine ©) Vaccines consist of antibodies that are introduced into the bloodstream to ward off infections. D) Vaccines work by thwarting the process that allows viruses to reproduce themselves. Which sentence provides the best evidence for the answerto the previous question? |A)_ Lines 1-4 ("Vaccination is... sickness B) Lines 18-21 ("la 1095... worked") ©) Lines 24-25 (“in Germany ... tuberculosis") D) Lines 38-42 (itmust... benefit”) ‘The discussion in the third paragraph (lines 30-55) suggests that relationship between the virus and the cell is most similar to the relationship between, A) a cowbird and the Eastern phoebe, tn which the cowbird lays its eggs in the nest of the phoebe, ‘which raises the young as its own. 1B) agrizzly bear and a salmon, in which the bear captures and eats the salmon before itcan. spawn, thereby reducing the population of the next generation. ©) atickbird and a rhinoceros, in which the tickbird cleans the parasites that live on the thinoceros, thereby providing benefit to both animals. D) bumblebee and a flower, in which the bumblebee gathers nectar from the flower, while also distributing the pollen of the flower to distant plants. ‘The passage suggests chat bacteria are similar t0 viruses in that they A) can provide benefit 2s well as inflict harm, B) can reproduce even in very harsh environments. ©} have played a major role in the development of, D) canbe parasitic to their hosts.Inline 44, "signature" most nearly means A) proprictary. B) deleterious. © distinctive. 1D) advantageous. Which of the following best describes the function of the final paragraph? A) Irpresents a generalization to explain the examples mentioned in the previous paragraph. B)_Itanswers a question suggested in the previous paragraph, ©) Itgives an example illustrating a concept introduced in the previous paragraph. 1D) Icqualifies the tone ofthe previous paragraph. ‘The ewo graphs (Figure | and Figure 2) are presented. together most likely to Mlustrate A) the fact that measles cases were already beginning to decline before the vaccines were censed. 1B) the wide range of variables that can affect the communicability ofan infectious disease. ©) the merits ofadministering avaccine in a single dose as opposed to over an extended period. D) the effects of the measlés vaccine administered to comparable populations but at different times. STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test.