Adam Smith, the Scottish professor of moral philosophy, was thrilled by his recognition of order in the economic system. His book, the Wealth of Nations (1776), is the germinal book in the field of economics which earned him the title "the father of economics". In Smith"s view, a nation"s wealth was dependent upon production, not agriculture alone. How much it produced, he believed, depended upon how well it combined labor and the other factors of production. The more efficient the combination, the greater the output, and the greater the nation"s wealth. The essence of Smith"s economic philosophy was his belief that an economy would work best if left to function on its own without government regulation. In those circumstances, self-interest would lead business firms to produce only those products that consumers wanted, and to produce them at the lowest possible cost. They would do this, not as a means of benefiting society, but in an effort to outperform their competitors and gain the greatest profit. But all this self-interest would benefit society as a whole by providing it with more and better goods and service, at the lowest prices. Smith said in his book: "Every individual endeavors to employ his capital so that its produce may be of greatest value. He generally doesn"t intend to promote the public interest. He intends only his own security, only his gain. And he is in this led by an invisible hand to promote that which was no part of his intention." The "invisible hand" was Smiths" name for the economic forces that we today would call supply and demand. Smith agreed with the physiocrats and their policy of "laissez faire", letting individuals and businesses function without interference from government regulation. In that way the "in-visible hand" would be free to guide the economy and maximize production. Smith was very critical of monopolies which restricted the competition that he saw as vital for economic prosperity. He recognized that the virtues of the market mechanism are fully realized only when the checks and balances of perfect competition are present. Perfect competition refers to a market in which no firm or consumer is large enough to affect the market price. The invisible hand theory is about economies in which all the markets are perfectly competitive. In such circumstances, markets will produce an efficient allocation of resources, so that an economy is on its production-possibility frontier. When all industries are subject to the checks and balances of perfect competition, markets can produce an efficient bundle of products with the most efficient techniques and using the minimum amount of inputs. But when monopolies become pervasive, the remarkable efficiency properties of the invisible economic philosophy disappear.

In the following article, some sentences have been removed. Choose the most suitable one the list A—G to fit into each of the numbered blank. There are extra choices, which do not fit in any of the gaps. It has often been remarked that the saddest thing about youth is that it is wasted on the young. Reading a recent newspaper report on a survey conducted among college freshmen, I recalled the regret, "If only I knew then what I know now". The survey disclosed what I had already suspected from informal polls of students. According to the survey, which was based on the responses of over 188,000 students, today"s traditional-age college freshmen are" more materialistic and less altruistic". (41)______. It follows then that today the most popular course is not literature or history but accounting. Interest in teaching, social service and the" altruistic" fields is at a low, along with ethnic and women"s studies. On the other hand, enrollment in business programs, engineering and computer science is way up. (42)______. Frankly, I"m proud of the young lady (not her attitude but her success). But why can"t we have it both ways? Can"t we educate people for life as well as for a career? I believe we can. If we"re not, then that is a fault of our educational system—elementary, secondary and higher. In a time of increasing specialization, a time when 90 percent of all the scientists who have ever lived are currently alive, more than ever we need to know what is truly important in life. (43)______. Most of us finally come to realize that quality of life is not entirely determined by how much we earn. Sure, everyone wants to be financially comfortable, but we also want to feel that we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow man and to the world. (44)______. It is equally true that, in studying the diverse wisdom of others, we learn how to think. More important, perhaps, education teaches us to see the connections between things, as well as to see beyond our immediate needs. (45)______. In the long run that"s what education really ought to be about. And I think it can be. That"s the way it should be. Oscar Wilde had it right when he said that we ought to give our ability to our work but our genius to our lives. Let"s hope our educators answer the students cries for career education, but at the same time, let"s ensure that the students are prepared for the day when they realize their folly. There"s a lot more to life than a job.A. Academic emphasis on competition, rationality and externals acknowledges only one kind of knowing. It makes students devalue their inner selves or larger social purposes.B. Not surprising in these hard times, the student"s major objective" is to be financially well off". Less important than ever is developing a meaningful philosophy of life.C. Education must meet the needs of the human spirit. It must assist students to develop a satisfactory personal philosophy and sense of values; to cultivate tastes for literature, music and the arts; to grow in ability to analyze problems and arrive at thoughtful conclusions.D. That"s no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of her college instructors during her first year on the job. And that was four years ago; She must be earning much more now.E. Most people, somewhere between the ages of 30 and 50, finally arrive at the inevitable conclusion that they could do more than serving a corporation, a government agency, or whatever.F. But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense.G. While it"s true that we all need a career, preferably a profitable one, it is equally true that our civilization has accumulated an incredible amount of knowledge—be it scientific or artistic.

The following paragraphs are given in a wrong order. For Questions 41-45, you are required to reorganize these paragraphs into a coherent article by choosing from the list A-G. Some of the paragraphs have been placed for you. (10 points)A. Here is a guideline to evaluate your current posture. Step in front of a mirror and observe the following: Are you shoulders parallel to the floor or are they inclined to any side? They have to be parallel to the floor and at the same level. Is your chin parallel to the floor? The chin has to be parallel to the floor. Are your ears in line with your shoulders? This helps to keep the head in the right place. Are your knees straight or are you locking them back? The knees should be relaxed and centered, not forward, and not locked-on at the back.B. Once you determine the problem with your posture that is what you need to work on. Try to correct it to get the right posture, you can do a few things yourself and also use a chiropractor. It will take practice. You probably have had many years of bad posture; so it will take time to make the new positions a habit. Practice and practice every time you remember and hold the right position as long as you can.C. If we do not have good posture, we put more weight in some joints and muscles than others and this causes pain. Bad posture affects your health, general well being, and your appearance. If you do not have perfect posture you can improve it. It requires practice, but it is worth it.D. Is your head relaxed, centered, and held back (ears over shoulders)? If your head is forward, backward or tilted to any side it is bad posture. Do you have an arc on your chest? The chest has to be erect, center and a slightly uplifted. Are you arching your back forward or back? There is an arch in the back but is relatively moderate. If yours look bigger, you need to correct your posture. Are your hips at the same level or one is higher than the other? They have to be at the same level. Are your ankles straight? They have to be.E. The best thing to do when you experience lower back pain or other pain when correcting your posture is to go to a doctor or a chiropractor to eliminate the possibility of any other health problems. However, if you cannot go, you may try to strengthen you abdominal muscles. These muscles are the ones that help us to keep straight and up. You can strengthen these muscles with abdominal exercises. The same exercises you do to tighten your tummy: crunches.F. Yoga and ballet exercises are probably the best way to improve your posture because they work the muscles that suffer the most from poor posture. Swimming is also a great option.G. Think about one physical attribute that all models and most celebrities have in common. You never have seen anybody on the red carpet walking with a slouched back. These people know how to walk: they have good posture. This article discusses how to have a good posture. Many of us spend long hours at our desk and forget about good posture. Good posture is important not only for appearance, but also for health reasons.Order: G is the first paragraph and F is the last.

The horse and carriage is a thing of the past, but love and the marriage are still with us and still closely interrelated. Most American marriages, particularly first marriages (1)_____ young couples, are the result of (2)_____ attraction and affection (3)_____ than practical considerations. In the United States, parents do not arrange marriages for their children. Teenagers begin (4)_____ in high school and usually find mates through their own academic and social (5)_____. Though young people feel (6)_____ to choose their friends from (7)_____ groups, most choose a mate of similar background. This is (8)_____ in part to parental guidance. Parents cannot select spouses for their children, but they can usually (9)_____ choices by (10)_____ disapproval of someone they consider unsuitable. (11)_____, marriages between members of different groups(interclass, interfaith, and interracial marriages) are increasing, probably because of the greater (12)_____ of today"s youth and the fact that they are restricted by (13)_____ prejudices than their parents. Many young people leave their hometowns to attend college, (14)_____ in the armed forces (15)_____ pursue a career in a bigger city. Once away from home and family, they are more (16)_____ to date and marry outside their own social group. In mobile American society, interclass marriages are neither (17)_____ nor shocking. Interfaith marriages are (18)_____ the rise particularly between Protestants and Catholics. On the other hand, interracial marriage is still very uncommon. It can be difficult for interracial couples to find a place to live, maintain friendships, and (19)_____ a family. Marriages between people of different national (20)_____ (but the same race and religion) have been commonplace since colonial times.

Dream is a story that a person "watches" or even "takes part in" during sleep. Dream events are imaginary, but they are related to real experiences and needs in the dreamer"s life. They seem real while they are taking place. Some dreams are pleasant, others are annoying, and still others are frightening. Everyone dreams, but some persons never recall dreaming. Others remember only a little about a dream they had just before awakening and nothing about earlier dreams. No one recalls all his dreams. Dreams involve little logical thought. In most dreams, the dreamer cannot control what happens to him. The story may be confusing, and things happen that would not happen in real life. People see in most dreams, but they may also hear, smell, touch, and taste in their dreams. Most dreams occur in color. But persons who have been blind since birth do not see at all in dreams. Dreams are a product of the sleeper"s mind. They include events and feelings that he has experienced. Most dreams are related to events of the day before the dream and strong wishes of the dreamer. Many minor incidents of the hours before sleep appear in dreams. Few events more than two days old turn up. Deep wishes or fears-especially those held since childhood-often appear in dreams, and many dreams fulfill such wishes. Events in the sleeper"s surrounding-a loud noise, for example, may become part of a dream, but they do not cause dreams. Some dreams involve deep feelings that a person may not realize he has. Psychiatrists often use material from a patient"s dreams to help the person understand himself better. Dreaming may help maintain good learning ability, memory, and emotional adjustment. People who get plenty of sleep—but are awakened each time they begin to dream—become anxious and restless.

Let"s not mince words: college can be tough. According to a 2007 study by the American College Health Association, 43 percent of students reported having felt "so depressed it was difficult to function" at least once in the prior year. Other studies, based on student surveys, suggest that one in five undergraduates reported having an eating disorder, one in six had deliberately cut or burned himself and one in 10 had considered suicide. Given those numbers, it"s deeply troubling that in 2007 just 8. 5 percent of students used their college"s counseling services. In other words, students were more likely to consider killing themselves than to seek help. "After Virginia Tech, students feel more afraid to discuss mental-health problems," says Alison Malmon, the founder of Active Minds, a national group that promotes mental-health awareness on campus. "They think they"ll be labeled as the crazy kid who"ll shoot up the school. " Counselors say that while they do keep an eye out for students who might pose a risk to others, the overwhelming majority of their patients are no threat to anyone but themselves. "The things that make it into the media aren"t people"s everyday struggles, " says Gregory Eells, head of Cornell"s counseling service and president of the Association for University and College Counseling Center Directors. "We need to let students know that seeking treatment is a strong, smart thing. " Counseling services must look for new ways to reach out to troubled students. NYU freshmen are treated annually to a Reality Show, in which NYU student actors perform skits on topics from depression to drug abuse. At Harvard, students can win iPods for attending mental-health screening sessions and are invited to "pajama party" panels, where flannel-clad counselors dispense milk and cookies along with advice about the importance of sleep. "There"s still a high level of stigma, " says Richard Kadison, head of Harvard"s mental-health services. "We"re trying to find creative ways of getting the message out. " Many campuses also offer online services allowing students to complete informal diagnostic quizzes away from the prying eyes of their peers. "You take it in the privacy of your own dorm room — not at some event where a bunch of other students might be watching you, " says Katherine Cruise, a director of Screening for Mental Health, a nonprofit that serves about 500 campuses. The results are confidential, but can help nudge students toward counseling services. Still, students and counselors agree that the most effective outreach programs are those led by students themselves. "It"s different when you hear something from another student," says Semmie Kim, a neuro-science major who founded MIT"s chapter of Active Minds in 2007. She"s held events like a bubble-wrap stomp to help students vent pre-exam stress, but says her group"s most important role is to provide troubled peers with a sympathetic ear. "We want to make students realize they"re not alone, " she says. College will always be tough, but there"s no need to suffer in silence.

Studythefollowingpicturecarefullyandwriteanessayinnolessthan160—200words.Youressaymustbewrittenclearlyandyouressayshouldmeettherequirementsbelow:1)Interpretthesetofthefollowingpictures,giveyourcomments,and2)Pointoutitsimplicationsinourlife.

My objective is to analyse certain forms of knowledge, not in terms of repression or law, but in terms of power. But the word power is apt to lead to misunderstandings about the nature, form, and unity of power. By power, I do not mean a group of institutions and mechanisms that ensure the subservience of the citizenry. I do not mean, either, a mode of subjugation that, in contrast to violence, has the form of the rule. Finally, I do not have in mind a general system of domination exerted by one group over another, a system whose effects, through successive derivations, pervade the entire social body. The sovereignty of the state, the form of law or the overall unity of a domination are only the terminal forms power takes. It seems to me that power must be understood as the multiplicity of force relations that are immanent in the social sphere; as the process that, through ceaseless struggle and confrontation, transforms, strenghtens, or reverses them; as the support that these force relations find in one another, or on the contrary, the disjunction and contradictions that isolate them from one another; and lastly, as the strategies in which they take effect, whose general design or institutional crystallization is embodied in the state apparatus, in the formulation of the law, in the various social hegemonies. Thus, the viewpoint that permits one to understand the exercise of power, even in its more "peripheral" effects, and that also makes it possible to use its mechanisms as a structural framework for analysing the social order, must not be sought in a unique source of sovereignty from which secondary and descendent for/ns of power emanate but in the moving substrate of force relations that, by virtue of their inequality, constantly engender local and unstable states of power. If power seems omnipresent, it is not because it has the privilege of consolidating everything under its invincible unity, but because it is produced from one moment to the next at every point, or rather in every relation from one point to another. Power is everywhere, not because it embraces everything, but because it comes from everywhere. And if power at times seems to be permanent, repetitious, invert, and self-reproducing, it is simply because the overall effect that emerges from all these mobilities is a concatenation that rests on each of them and seeks in torn to arrest their movement. One needs to be nominalistic, no doubt: power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategic situation in a particular society.

TheInvestigationoftheScaleofChineseNetizenA.Studythefollowingchartcarefullyandwriteanessayof160-200words.B.Youressayshouldcoverthesetwopoints:1)thechangeofthenumberofnetizen2)possiblereasons

You are going to read a text about the state of college students" mental health, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use. The state of college students" mental health continues to decline. What"s the solution? In the months before Massachusetts Institute of technology sophomore Elizabeth Shin died, she spoke with seven psychiatrists and one social worker. The psychiatrists diagnosed major depression; the therapist recommended hospitalization. Shin told a dean that she was cutting herself and let a professor know that she wanted to commit suicide. The housemaster of her dorm and two of her friends stayed up nights to watch her. But it wasn"t enough. On April 10, 2000, Elizabeth Shin locked her dorm room door and set her clothes on fire. Four days later, she was dead. (41) Many colleges are running into thorny situation. Her parents, Kisuk and Cho Hyun Shin, filed suit against MIT, charging its employees with gross negligence and wrongful death. It"s an extreme case, but it illustrates a problem facing many other schools, as more and more students line up at counseling centers requiring increasingly intensive therapy or medication or both. (42) Students with substantial personality problems. The number of freshmen reporting less than average emotional health has been steadily rising since 1985, according to the newest data from an annual nationwide survey by the University of California-Los Angeles. Reasons for the decline of college students" mental health College therapists cite several reasons for the apparent deterioration in student mental health. Not only has this generation grown up in the much-maligned era of the disintegrating American family, it is also more used to therapy and so more likely to seek help. As competition to get into college gets tougher, students burn out before they even get there. And kids with severe psychological problems, who in the past wouldn"t even have made it. to college, now take psychotropic drugs that help them succeed. (43) The soaring number of visitors to college psychiatrists. Colleges first created counseling centers for students who needed career and academic advice, says Robert Gallagher, author of the counseling center survey and former director of the University of Pittsburghs" services. As psychological counseling took over, the centers" other advising functions were packed off to other parts of the campus. (44) Inadequacies of college therapy services. The ballooning caseloads mean there isn"t the time or the staff to offer long-term therapy to any but the most troubled. "You can"t just load up with the first 100 students and see them regularly without having openings for new people", says Gallagher. Instead, colleges focus on getting students over immediate crises. (45) What"s the solution? Some schools have tried filling the gap by getting more involved in students" lives. The University of South Carolina, the University of Nevada-Reno, and Texas A 30 percent reported at least one student suicide on their campus last year.C. "If a student tells you she took five extra pills over the weekend", says Gertrude Carter, director of psychological services at Bennington College in Vermont, "it"s hard to tell if that"s a grab for attention or an actual threat".D. New statistics show that many freshmen arrive on campus depressed and anxious and feel worse as the year progresses. At the same time, colleges must also negotiate the legal and emotional pitfalls of caring for their charges, not children but not yet fully adults.E. In response to the task force report, MIT is putting together support teams of physicians, other health-care professionals, and experienced counselors to spend time in the dorms; socializing with the students and keeping an eye on them.F. One Yale student suffering from anxiety during his sophomore year rarely saw the same counselor twice. "It felt like the person I was talking to wasn"t really there", he says. After five sessions, he stopped going. "I wouldn"t want to go there again", he says, "but what else is there?"

You could say on the court, these are the best days in the history of NBA. So why isn"t the world singing the praise of the NBA? Why isn"t today"s NBA outperforming the NFL, NASCAR, and Major League of Baseball (MLB), all of which have been rocked by scandals large and small over the last few years? Simple because today"s NBA scares the white people. The NBA stands at the dead-center intersection of two rampant social dynamics: the ascendancy of hip-hop culture and 21st-century marketing"s sworn duty to easily definable demographic group. Break yourself into generalized demographic qualities: gender, age, race, economic class. There is full range of music, TV shows, movies, and website explicitly designed to keep you warm and toasty in your comfort zone, free from sharp edges. The NBA as it stands today has plenty of sharp edges and has a serious image problem; more than any other sports. For years, whites make up a majority of fan base, blacks make up a majority of players. And those players have benefited from ever-upward-spiraling paychecks, they"ve exercised their influence" to shape the sight of the game around them in their own image. But the NBA is still all about improvisation, artistry, jazz, poetry on the way to and above the rim. And while we appreciated the artistry in and of itself, the fact that we can"t do it puts many fans at some kind small, but measurable emotional distance from the game. For the white audience, the skill divide one thing. There always been players that could do things the rest of us couldn"t. What"s freaking white Americans out is the way NBA is embracing every element" of hip-hop culture—the music, the fashion, the attitude, everything... Many events, stories hurt NBA, cementing its lawless-blacks image in observers" minds. Referring to the word "thug", that"s operative in short-handing the new NBA culture, as many observers noted. "Thug" was so-opted by black culture sometime during the Tupac Era. When people slag NBA" players as "thug", it"s good bet they"re not taking about Adam Morris or J.J. Redic. It"s absolutely a racial tag. The NBA, more than any other sports entity, has potential to be a bridge between cultures, a way to bring both sides together in cheering some best athletes of any color. It"s already produced Jordan, the most widely known athlete in history, and it"s gaining ground fast on soccer as the world"s best known sport. But it"s fragile indeed, with fans in colors viewing basketball as a zero-sum game, where every stereotypically black or white culture apparently forces out it"s ethic opposite. But with serious image problems, another slat falls out of the bridge. And it"s not hard to imagine a time when nobody will be interested in crossing over.

The United States is widely recognized to have a private economy because privately owned business play【B1】______ roles. The American free enterprise system【B2】______private ownership more than public sectors. Private businesses produce 【B3】______ goods and services, 【B4】______almost two-thirds of the nation' s total economic output goes to 【B5】______ for personal use. The consumer role is 【B6】______ great, in fact, that the nation is sometimes characterized as having a "【B7】______economy". This emphasis 【B8】______ private ownership arises,【B9】______, from American beliefs about personal freedom. From the time the nation was【B10】______, Americans have【B11】______excessive government power, and they have sought to【B12】______government's authority over individuals—including its role in the economic realm. 【B13】______Americans generally believe that an economy largely with private ownership is likely to operate more【B14】______than【B15】______with substantial government ownership. When economic forces are unfettered, Americans believe, supply and demand【B16】______the prices of goods and services. Prices, in turn, tell businesses what to produce; if people want more of particular goods than the economy is producing, the price of the goods【B17】______. That catches the attention of new or other companies that,【B18】______an opportunity to earn profits, start producing more【B19】______that goods. On the other hand, if people want less of the goods, prices fall and less competitive producers either go out of business or start producing【B20】______goods.

A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people. Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability. Accountability isn't hard to define. It means that every person is responsible for his or her actions and liable for their consequences. Of the many values that hold civilization together—honesty, kindness, and so on—accountability may be the most important of all. Without it, there can be no respect, no trust, no law—and, ultimately, no society. My job as a police officer is to impose accountability on people who refuse, or have never learned , to impose it on themselves. But as every policeman knows, external controls on people's behavior are far less effective than internal restraints such as guilt, shame and embarrassment. Fortunately there are still communities—smaller towns, usually—where schools maintain discipline and where parents hold up standards that proclaim: "In this family certain things are not tolerated—they simply are not done!" Yet more and more, especially in our larger cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you annoy him. The main cause of this breakdown is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it's the criminal who is considered victimized; by his underprivileged upbringing, by the school that didn't teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn't provide a stable home. I don't believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.

You are going to read a text about technical resume writing tips, followed by a list of evidences. Choose the best evidence from the list A-G for each numbered subheading(1-5). There are two extra examples which you do not need to use. List your technical knowledge first, in an organized way. Your technical strengths must stand out clearly at the beginning of your resume. Ultimately, your resume is going to be read by a thoughtful human being, but before it gets to that point it often has to be categorized by an administrative clerk, and make its way past various sorts of key word searches. Therefore, you should list as many directly relevant buzz words as you can which reflect your knowledge and experience. List all operating systems and UNIX flavors you know. List all programming languages and platforms with which you"re experienced. List all software you are skilled with. Make it obvious at a glance where your strengths lie—whether the glance is from a hiring manager, a clerk, or a machine. 【C1】List your qualifications in order of relevance, from most to least. 【C2】Quantify your experience wherever possible. 【C3】Don"t sell yourself short. This is by far the biggest mistake of all resumes, technical and otherwise. 【C4】Be concise. As a rule of thumb, resumes reflecting five years or less experience should fit on one page. More extensive experience can justify usage of a second page. Consider three pages(about 15 years or more experience)an absolute limit. 【C5】Have a trusted friend review your resume. Proofread, proofread, proofread. Be sure to catch all spelling errors, grammatical weaknesses, unusual punctuation, and inconsistent capitalizations. Proofread it numerous times over at least two days to allow a fresh eye to catch any hidden mistakes. Laser print it on plain, white paper. Handwriting, typing, dot matrix printing, and even ink jet printing look pretty cheesy. Stick with laser prints. Don"t waste your money on special bond paper, matching envelopes, or any color deviances away from plain white. Your resume will be photocopied, faxed, and scanned numerous times, defeating any special paper efforts, assuming your original resume doesn"t first end up in the circular file. [A]Cite numerical figures, such as monetary budgets/funds saved, time periods/efficiency improved, lines of code written/debugged, numbers of machines administered/fixed, etc. which demonstrate progress or accomplishments due directly to your work. [B]Avoid lengthy descriptions of whole projects of which you were only a part. Consolidate action verbs where one task or responsibility encompasses other tasks and duties. Minimize usage of articles(the, an, a)and never use "I" or other pronouns to identify yourself. [C]Leave all these things off your resume: social security number, marital status, health, citizenship, age, scholarships, irrelevant awards, irrelevant associations and memberships, irrelevant publications, irrelevant recreational activities, a second mailing address("permanent address" is confusing and never used), references, reference of references("available upon request"), travel history, previous pay rates, previous supervisor names, and components of your name which you really never use(i. e. middle names). [D]Begin sentences with action verbs. Portray yourself as someone who is active, uses their brain, and gets things done. Stick with the past tense, even for descriptions of currently held positions, to avoid confusion. [E]Be sure to pick someone who is attentive to details, can effectively critique your writing, and will give an honest and objective opinion. Seriously consider their advice. Get a third and fourth opinion if you can. [F]Only list your degree and educational qualifications first if they are truly relevant to the job for which you are applying. If you"ve already done what you want to do in a new job, by all means, list it first, even if it wasn"t your most recent job. Abandon any strict adherence to a chronological ordering of your experience. [G]Your experiences are worthy for review by hiring managers. Treat your resume as an advertisement for you. Be sure to thoroughly "sell" yourself by highlighting all of your strengths. If you"ve got a valuable asset which doesn"t seem to fit into any existing components of your resume, list it anyway as its own resume segment.

Writeanessayof160_200wordsbasedonthefollowingdrawing.Inyouressay,youshould1.describethedrawingbriefly,2.interpretitsintendedmeaning,and3.summarizeyourpoints.YoushouldwriteneadyontheANSWERSHEET.(15points)

BSection I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D./B

Now that we are alone, we can speak freely.

So what is depression? Depression is often more about anger turned【C1】______than it is about sadness. But it"s usually【C2】______as sadness. Depression can【C3】______at all ages, from childhood to old age, and it"s the United States" No.【C4】______problem. When someone is depressed, her behavior【C5】______change and she loses interest in activities she【C6】______enjoyed (like sports, music, friendships). The sadness usually lasts every day for most of the day and for two weeks or more. What【C7】______depression? A【C8】______event can certainly bring【C9】______depression, but some will say it happens【C10】______a specific cause. So how do you know if you"re just having a bad day【C11】______are really depressed? Depression affects your【C12】______, moods, behavior and even your physical health. These changes often go【C13】______or are labeled【C14】______simply a bad case of the blues. Someone who"s truly【C15】______depression will have【C16】______periods of crying spells, feelings of【C17】______(like not being able to change your situation) and【C18】______(like you"ll feel this way forever) , irritation or agitation. A depressed person often【C19】______from others. Depression seldom goes away by itself, and the greatest【C20】______of depression is suicide. The risk of suicide increases if the depression isn"t treated.

We have a problem—and the odd thing is we not only know about it, we're celebrating it. Just today, someone boasted to me that she was so busy she' s averaged four hours of sleep a night for the last two weeks. She wasn't complaining; she was proud of the fact. She is not alone. Why are typically rational people so irrational in their behavior? The answer, I believe, is that we' re in the midst of a bubble; one so vast that to bealive today in the developed world is to be affected, or infected, by it. 【R1】______ The nature of bubbles is that some asset is absurdly overvalued until—eventually—the bubble bursts, and we 're left scratching our heads wondering why we were so irrationally exuberant in the first place. The asset we're overvaluing now is the notion of doing it all, having it all, achieving it all; what Jim Collins calls "the undisciplined pursuit of more." This bubble is being enabled by an unholy alliance between three powerful trends: smart phones, social media, and extreme consumerism. 【R2】______In the process, we have been sold a bill of goods: that success means being supermen and superwomen who can get it all done. Of course, we back-door-brag about being busy: it's code for being successful and important. Not only are we addicted to the drug of more, we are pushers too. 【R3】______And with them, busyness, sleep deprivation and stress. Luckily, there is an antidote to the undisciplined pursuit of more: the disciplined pursuit of less, but better. A growing number of people are making this shift. I call these people Essentialists. These people are designing their lives around what is essential and eliminating everything else. 【R4】______ They trade off time on Facebook and call those few friends who really matter to them. Instead of running to back-to-back in meetings, they put space on their calendars to get important work done. A hundred years from now, when people look back at this period, they will marvel at the stupidity of it all: the stress, the motion sickness, and the self-neglect we put ourselves through. So we have two choices. 【R5】______ [A]On one hand, our children are given more free time to dominate and on the other hand they are usually immersed in what we regards invaluable. [B]The result is not just information overload, but opinion overload. We are more aware than at anytime in history of what everyone else is doing and, therefore, what we "should" be doing. [C]In the race to get our children into "a good college" we have added absurd amounts of homework, sports, clubs, dance performances and ad infinitum extra curricul aractivities. [D]It's the bubble of bubbles: it not only mirrors the previous bubbles(whether of the Tulip, Silicon Valley or Real Estate variety), it undergirds them all. I call it "The More Bubble." [E]We can be among the last people caught up in the "more bubble" when it bursts, or we can see the madness for what it is and join the growing community of Essentialists and get more of what matters in our one precious life. [F]The bubble makes people live in a self-thinking world, considering whether they should be proud of or hate their busy work. This paradoxical feeling worries most people. [G]These people take walks in the morning to think and ponder, they negotiate to have actual weekends(i.e. during which they are not working), they turn technology off for set periods every night and create technology-free zones in their homes.

【F1】 Any discussion of the American educational system would be less than complete if it did not mention the emphasis that many colleges and universities place upon the nonacademic, social, "extracurricular" aspect of education, often defined as personal growth. Perhaps a useful way of viewing the notion of personal growth would be to picture the very large and general term "education"as being all-embracing, including as subsets within it academic and nonacademic components. This may be one of the most difficult concepts to convey to someone who is not intimately familiar with American higher education. Few educational systems in other countries place the same emphasis on this blend of academic and personal education. The majority of colleges and universities in the United States make some attempt to integrate personal and intellectual growth in the undergraduate years.【F2】 If the ultimate goal of undergraduate education in America were simply to convey a set body of knowledge, the term of studies could undoubtedly be reduced. Yet the terms of studies are extended in order to give students a chance to grow and develop in other ways. Numerous opportunities are made available to students to become involved in sports, student government, musical and dramatic organizations, and countless other organized and individual activities designed to enhance one's personal growth and provide some recreation and enjoyment outside of the classroom.【F3】 Experience with campus organizations and off-campus community involvement can be highly valuable in preparing international students for future leadership in their professional field upon their return home. The typical American college's support for extracurricular activity is perhaps unique in the world. This special educational dimension, beyond the classroom and laboratory experience, does not mean that extracurricular participation is required to gain an American degree.【F4】 It remains an entirely optional activity, but it is noted here because Americans have traditionally viewed success in one's role as a citizen as closely linked to a "well-rounded" life that incorporates a variety of social, athletic, and cultural activities into a person's experience. A great many American campuses and communities have organized special extracurricular activities for students from other countries.【F5】 On most campuses, one can find an international club, which includes Americans, where students can get to know and learn socially from students from other countries, as well as Americans. International students are almost always invited, through organized hospitality activities, into the homes of Americans living in or outside the academic community.