19. The passage suggests that the opponents of the abiogenic theory mentioned in the third paragraph would most probably agree with which one of the following statements?

(A) The formation of oil does not involve the condensation¹ of hyarocarbons 　　released from the earth s mantle².
(B) Large oil reserves are often found in locations that contain small amounts of 　　organic matter.
(C) The eruptive processes by which diamonds are brought to the earth s 　　surface are similar to those that aid in the formation of oil.
(D) Motions of the crustal plates often create the pressure necessary to 　　transform organic matter into oil.
(E) The largest known oil reserves may have resulted from organic matter 　　combining with heavier hydrocarbons³ carried by methane⁴ gas.

20. Which one of the following is most analogous⁵ to the situation described in the final paragraph?

(A) A new theory about the annual cycles of breeding and migration⁶ of the 　　monarch⁷ butterfly has led scientists to look for similar patterns in other 　　butterfly species.
(B) A new theory about the stage at which a star collapses⁸ into a black hole 　　has led astronomers⁹ to search for evidence of black holes in parts of the 　　universe where they had not previously¹⁰ searched.
(C) A new theory about how the emission¹¹ of sulfur¹² dioxide during coal-burning 　　can be reduced has led several companies to develop desulfurization 　　systems.
(D) A new theory about photosynthesis¹³ has convinced a research team to 　　explore in new ways the various functions of the cell membrane¹⁴ in plant 　　cells.
(E) A new theory about the distribution of metals in rock formations has 　　convinced a silver-mining company to keep different types of records of its 　　operations.

21. According to the passage all of the following are true of the Siljan Ring EXCEPT:

(A) It was formed from magma.
(B) It does not contain organic sediments¹⁵.
(C) Its ring shape existed 500 million years ago.
(D) Methane gas has been detected rising through it
(E) It was shaped from the granite¹⁶ that makes up the base of the continental¹⁷ 　　crust.

　　　Most studies of recent Southeast Asian immigrants to the United States 　have focused on their adjustment to life in their adopted country and on the 　effects of leaving their homelands. James Tollefson s Alien

(5) Winds examines the resettlement process from a different perspective by 　investigating the educational programs offered in immigrant processing 　centers. Based on interviews transcripts¹⁸ from classes, essays by 　immigrants, personal visits to a teacher-training unit,

(10) and official government documents. Tollefson relies on an impressive 　amount and variety of documentation in making his arguments about 　processing centers educational programs.

　　　Tollefson s main contention¹⁹ is that the emphasis

(15) placed on immediate²⁰ employment and on teaching the values, attitudes, 　and behaviors that the training personnel think will help the immigrants adjust 　more easily to life in the United States in often counterproductive and 　demoralizing. Because of

(20) concerns that the immigrants be self-supporting as soon as possible, they 　are trained almost exclusively for low-level jobs that do not require English 　proficiency²¹. In this respect. Tollefson claims. The processing centers suit the 　needs of employers more than they suit the

(25) long-term needs of the immigrant community. Tolletson also detects a 　fundamental flaw in the attempts by program educators to instill in the 　immigrants the traditionally Western principles of self-sufficiency and 　individual success. There efforts often

(30) have the effect of undermining the immigrants sense of community and, in 　doing so, sometimes isolate²² them from the moral support and even from 　business opportunities afforded by the immigrant community. The programs 　also encourage the immigrants to shed

(35) their cultural traditions and ethnic²³ identity and adopt the lifestyles, beliefs, 　and characteristies of their adopted country if they wish to enter fully²⁴ into the 　national life.

　　　Tollefson notes that the ideological²⁵ nature of these

(40) educational programs has roots in the turn-of-the-century educational 　programs designed to assimilate European immigrants into United States 　society. Tollefson provides a concise²⁶ history of the assimilationist movement 　in immigrant education, in

(45) which European immigrants were encouraged to leave behind the ways of 　the Old World and to adopt instead the principles and practices of the New 　World.

　　　Tollefson ably shows that the issues demanding real attention in the 　educational programs for Southeast

(50) Asian immigrants are not merely employment rates and government 　funding, but also the assumptions underpinning²⁷ the educational values in the 　programs. He recommends many improvements for the programs, including 　giving the immigrants a stronger voice in

(55) determining their needs and how to meet them, redesigning the curricula, 　and emphasizing long-term language education and job training over 　immediate employment and the avoiding of public assistance, Unfortunately, 　though, Tollefson does not offer enough

(60) concreate solutions as to how these reforms could be carried out, despite 　his own descriptions of the complicated bureaucratic nature of the programs

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