Section 1Directions
In Part A, you will hear short conversation between two speakers. At the end of each conversation a third voice will ask a question about what was said. The question will be spoken just one time. After you hear a conversation and the question about it, read the four possible answers and decide which one would be the best answer to the question you have heard. The on your answer sheet find the number of the problem and mark your answer.

Answer all question about in a passage on the bassis of what is stated or implied in that passage

Questions 1-10

          Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail , or snow which reaches the ground. The average annual precipitation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A  general formula for computing the precipitation of snowfall is that ten inches of snow is equal to one inch of precipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. 

The amount of precipitation is a combined result of several factors, including location, altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation In the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rainfall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent less than that south of the Appalachian Mountains.

Questions 11-20

       Course numbers are an indication of which courses are open to various categories of students at the University Undergraduate courses with the numbers 100 or 200 are generally introductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the numbers 800 or above are open only to graduate students. Certain graduate courses generally those devoted to introductory material are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry academic credit. If students elect to take a special interest course, it will not count toward the number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eighteen credit hours. A full-time graduate student is expected to take courses that total ten to sixteen credit hours. Students holding assistantships are expected to enroll for proportionately fewer hours. A part-time graduate student may register for a minimum of three credit hours. An overload, that is, more than the maximum number of hours, may be taken with the approval of an academic advisor. To register for an overload, students must submit the appropriate approval form when registering. Overloads above 24 hours will not be approved under any circumstances. 

Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and most importantly, to free the slaves. Some women saw similarities in the social status of women and slaves. Women like Elizabeth Cady Stanton and Lucy Stone were feminist and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Llyod Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to better their living conditions and the conditions of others. 

When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminist influenced more and more women to demand the right to vote. In 1869, The Wyoming Territory had yielded to demands by feminist, but eastern states resisted more stubbornly than before. A women’s suffrage bill had been presented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.