单选题Which of the following is a British news and cable network? A. ABC. B. CNN. C. CBS. D. BBC.

单选题 Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions. Now listen to the news.

单选题What do the examples in Par

单选题{{B}}TEXT C{{/B}} It is incongruous that the number of British institutions offering MBA courses should have grown by 254 percent during a period when the economy has been sliding into deeper recession. Optimists, or those given to speedy assumptions, might think it marvellous to have such a resource of business school graduated ready for the recovery. Unfortunately, there is now much doubt about the value of the degree -- not least among MBA graduates themselves, suffering as they are from the effects of recession and facing the prospect of shrinking management structures. What was taken some years ago as a ticket of certain admission to success is now being ex posed to the scrutiny of cost-conscious employers who seek 'can-dos' rather than 'might-dos', and who feel that academia has not been sufficiently appreciative of the needs of industry or of the employers' possible contribution. It is curious, given the name of the degree, that there should be no league table for UK business schools; no unanimity about what the degree should encompass; and no agreed system of accreditation. Surely there is something wrong. One wonders where all the tutors for this massive in fusion of business expertise came from and why all this mushrooming took place. Perhaps companies that made large investments would have been wiser to invest in already existing managers, perched anxiously on their own internal ladders. The Institute of Management's 1992 survey, which revealed that eighty-one percent of managers thought they personally would be more effective if they received more training, suggests that this might be the case. There is, too, the fact that training alone does not make successful managers. They need the inherent qualifications of character; a degree of self-subjugation; and, above all, the ability to communicate and lead; more so now, when empowerment is a buzzword that is at least generating genuflexions, if not total conviction. One can easily think of people, some comparatively unlettered, who are now lauded captains of industry. We may, therefore, not need to be too Concerned about the fall in applications for business school places, or even the doubt about MBAs. The proliferation and subsequent questioning may have been an inevitable evolution. If the Management Charter Initiative, now exploring the introduction of a senior management qualification, is successful, there will be a powerful corrective. We believe now that management is all about change. One hopes there will be some of that in the relationship between management and science within industry, currently causing concern and which is overdue for attention. No one doubts that we need more scientists and innovation to give us an edge in increasingly competitive world. If scientists feel themselves undervalued and underused, working in industrial ghettos, that is not a promising augury for the future. It seems we have to resolve these misapprehensions between science and industry. Above all, we have to make sure that management is not itself smug about its status and that it does not issue mission statements about communication without realizing the essence of it is a dialogue. More empowerment is required -- and we should strive to achieve it.MBA: Master of Business Administration

单选题John Steinbeck was awarded both the Nobel Prize for Literature and the Pulitzer Prize for his masterpiece ______.

单选题The name Australia comes from the Latin words meaning ______.

单选题Compared with the other racial and ethnic minority groups, ______ lead a relatively better-off life in the US.A. the blacksB. the Asian AmericansC. the IndiansD. the Hispanics

单选题The Sound and the Fury was written by[A] Upton Sinclair.[B] Theodore Dreiser.[C] F. Scott Fitzgerald.[D] William Faulkner.

单选题1　　I take it that the purpose of any language course is to develop in learners the ability to engage in communicative behaviour and this, I have argued, must mean that there has to be a concern for capacity, for the procedural activation of competence. To coin a slogan: no course without discourse. But language courses have generally concentrated on competence and left capacity out of account. The structurally ordered course concentrates attention on linguistic competence as such but does not effectively indicate how this competence can be drawn upon as a communicative resource. It is true that words and sentence patterns will often be associated with situations, but these situations are designed simply to reveal the symbolic signification of linguistic forms. The direction of fit, as it were, is situation to language.2　　In courses which have a notional/functional orientation, the focus of attention is on the schematic level and the direction of fit is reversed. That is to say, the starting point is a particular notional frame of reference or, more usually, a particular functional routine: asking the way, asking and granting permission, apologizing and so on. The language is then brought in to service the presentation of these schemata. In both cases the whole business of language behaviour is presented as a straightforward matter of projecting knowledge. One gets the image of the language user as somebody going around with bits of language in his head aiming for the appropriate occasion to insert them into the right situational slots.3　　But actual language use is not like this at all. It is rather a series of problems that have to be solved on the spot by reference to a knowledge of linguistic systems and communicative schemata. This knowledge does not provide ready-made solutions which are simply selected from storage and fitted in. But language courses have generally been based on the assumption that it does. Whether they are structurally or functionally oriented, what they have tended to do is to present and practise solutions. What they need to do, I suggest, is to create problems which require interpretative procedures to discover solutions by drawing on the knowledge available as a resource. In other words, they need to encourage the exercise of the capacity for negotiating meaning and working out the indexical value of language elements in context.

单选题By "fit the pattern" (in Para. 2) the author means that ______.

单选题What is implied about the poem Gardening Gloves?

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单选题{{B}}TEXT B{{/B}} The single most shattering statistic about life in America in the late 1990s was that tobacco killed more people than the combined total of those who died from AIDS, car accidents, alcohol, murder, suicide, illegal drugs and fire. The deaths of more than 400, 000 Americans each year, 160, 000 of them from lung cancer, make a strong case for the prohibition of tobacco, and particularly of cigarettes. The case, backed by solid evidence, has been made in every public arena since the early 1950s, when the first convincing link between smoking and cancer was established in clinical and epidemiological studies—yet 50 million Americans still go on smoking. tobacco-related illness. It is a remarkable story, clearly told, astonishingly well documented and with a transparent moral motif. Most smokers in America eventually manage to quit, and local laws banning smoking in public have become common, but the industry prospers. The tobacco companies have survived virtually everything their opponents have thrown at them. At the end of his story, Mr. Brandt writes: "The legal assault on Big Tobacco had been all but repelled. The industry was decidedly intact, ready to do business profitably at home and abroad. "Although the conclusion is not to his liking, Mr. Brandt's is the first full and convincing explanation of how they pulled it off. Cigarettes overcame any lingering opposition to the pleasure they gave when American soldiers came to crave them during the World War I. War, says Mr. Brandt, was "a critical watershed in establishing the cigarette as a dominant product in modern consumer culture. " Cigarettes were sexy, and the companies poured money into advertising. By 1950 Americans smoked 350 billion cigarettes a year and the industry accounted for 3.5% of consumer spending on non-durables. The first 50 years of the"cigarette century"were a golden era for Big Tobacco. That was simply because, until the 1940s, not enough men had been smoking for long enough to develop fatal cancers (women did not reach this threshold until the 1970s). The first clinical and epidemiological studies linking eigarette-smoking and lung cancer were published only in 1950. By 1953 the six leading companies had agreed that a collective response was required. They paid handsomely for a public-relations campaign that insistently denied any proof of a causal connection between smoking and cancer. This worked well until 1964, when a devastating report from the surgeon-general's advisory committee in effect ended medical uncertainty about the harmfulness of smoking. But Big Tobacco rode the punches. When the Federal Trade Commission (FTC) ruled that health warnings must appear on each pack, the industry, consented. But it shrewdly exploited the warning: "In a culture that emphasised individual responsibility, smokers would bear the blame for willful risk-taking," notes Mr. Brandt. Many cases for damages against the companies foundered on that rock. Cigarette-makers also marshaled their numerous allies in Congress to help the passage of a law that bypassed federal agencies such as the FTC, and made Congress itself solely responsible for tobacco regulation. Describing the pervasive influence of tobacco lobbyists, he says: "Legislation from Congress testified to the masterful preparation and strategic command of the tobacco industry. " However, the industry was powerless to prevent a flood of damaging internal documents, leaked by insiders. The companies were shown, for instance, to have cynically disregarded evidence from their in-house researchers about the addictive properties of nicotine. Internal papers also showed that extra nicotine was added to cigarettes to guarantee smokers sufficient" satisfaction". Despite such public-relations disasters, the industry continued to win judgments, most significantly when the Supreme Court rejected by five votes to four a potentially calamitous attack that would have given the Federal Drug Administration the power to regulate tobacco products. The industry's shrewdest move was to defuse a barrage of eases brought by individual states, aiming to reclaim the cost of treating sick smokers. The states in 1998 accepted a settlement of $246 billion over 25 years (the price of a pack rose by 45 cents shortly afterwards). In return, the states agreed to end all claims against the companies. But the settlement tied the state governments to tobacco's purse-strings; they now had an interest in the industry's success. For those who thought the settlement was akin to" dancing with the devil", it appeared in retrospect that the devil had indeed had the best tunes, reports Mr. Brandt. To his credit, he manages to keep his historian's hat squarely on his head. But you can feel the anguish.

单选题During the first 70 years of the 20th century, inequality declined and Americans prospered together. Over the last 30 years, by contrast, the United States developed the most unequal distribution of income and wages of any high-income country. Some analysts see the gulf between the rich and the rest as an incentive for strivers, or as just the way things are. Others see it as having a corrosive effect on people's faith in the markets and democracy. Still others contend that economic polarization is a root cause of America's political polarization. Could, and should, something be done? Claudia Goldin and Lawrence F. Katz, two Harvard economists, think yes. Their book, the Race Between Education and Technology (Harvard, $ 39.95), contain many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation--namely, thanks to its schools. The authors skillfully demonstrate that for more than a century, and at a steady rate, technological breakthroughs--the mass production system, electricity, computers--have been increasing the demand for ever more educated workers. And, they show, America's school system met this demand, not with a national policy, but in grassroots fashion, as communities taxed themselves and built schools and colleges. If only it were that easy. The authors' argument is really two books in one. One offers an incisive history of American education, especially the spread of the public high school and the state university system. It proves to be an uplifting tale of public commitment and open access. The authors remind us that the United States long remained "the best poor man's country". A place where talent could rise. The other story rigorously measures the impact of education on income. The authors' compilation of hard data on educational attainment according to when people were bona is an awesome achievement, though not always a gripping read. They show that by the 1850s, America's school enrollment rate already "exceeded that of any other nation". And this lead held for a long time. By 1960, some 70 percent of Americans graduated from high school--far above the rate in any other country. College graduation rates also rose. In the marketplace, such educational attainment was extremely valuable, but it didn't produce wide economic disparity so long as more people were coming to the job market with education. The Wage premium-- or differential paid to people with a high school or a college education--fell between 1915 and 1950. But more recently, high school graduation rates flatlined at around 70 percent. American college attendance roses, though college graduation rates languished. The upshot is that while the average college graduates in 1970 earned 45 percent more than high school graduates, the differential three decades later exceeds 80 percent. "In the first half of the century," the authors summarize, "education raced of technology, but later in the century technology raced ahead of educational gains." Proving that the demand for and supply of educated workers began not in the time of Bill Gates but in the era of Thomas Edison is virtuoso social science. But wasn't a slowdown in rising educational attainment unavoidable? After all, it's one thing to increase the average years of schooling by leaps and bounds when most people start near zero, but quite another when national average is already high. The authors reject the idea that the United States has reached some natural limit in educational advances. Other countries are now at higher levels. What, then, is holding American youth back? The authors give a two-part answer. For one thing, the financial aid system is a maze. More important, many people with high school diplomas are not ready for college. The second problem, the authors write, is concentrated mostly in inner-city schools. Because the poor cannot easily move to better school districts, the authors allow that charter schools as well as vouchers, including those for private school, could be helpful, but more evaluation is necessary. Data on the effects of preschool are plentiful, and point to large returns on investment, so the authors join the chorus in extolling Head Start, the federal government's largest preschool program. Providing more children with a crucial start, along with easier ways to find financial aid, are laudable national objectives. One suspects, though, that the obstacles to getting more young people into and through college have to do with knotty social and cultural issues. But assume that the author's policies would raise the national college graduation rate. Would that deeply reduce inequality? Averages can be deceptive. Most of the gains of the recent flush decades have not gone to the college-educated as a whole. The top 10 or 20 percent by income have education levels roughly equivalent to those in the top 1 percent, but the latter account for much of the boom in inequality. This appears to be related to the way taxed have been cut, and to the ballooning of the financial industry's share of corporate profits. It remains to be seen how a reconfigured financial industry and possible new tax policies might affect the 30-year trend toward greater inequality. In the meantime, it is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world.

单选题When voting, the minorities agreed to cut the legal time limit for abortion to A. 24 weeks. B. 12 weeks. C. 23 weeks. D. 22 weeks.

单选题In Ireland, ______ experienced the fastest growth.

单选题Which country is known as the Land of Maple Leaf?

单选题______ is the best sea romance written by James Fenimore Cooper.

单选题Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.

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