题目内容
（请给出正确答案）
A．motivation
B．perspective
C．impression
D．impact
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更多“Professor Taylor's talk has in…”相关的问题
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
It may not have generated much interest outside energy and investment circles, but a recent comment by Tidewater, Inc. president Dean Taylor sent earthquakes through the New Orleans business community. In June, Taylor told the Houston Chronicle that the international marine services company—the world's largest operator of ships serving the offshore oil industry—was seriously considering moving its headquarters, along with scores of administrative jobs, from the Crescent City to Houston, "We have a lot of sympathy for the city, " Taylor said. "But our shareholders don't pay us to have sympathy. They pay us to have results for them".
It was the last thing the hurricane-scarred city needed to hear. Tidewater was founded here a little more than 50 years ago, and kept its main office in New Orleans throughout the oil bust of the-1980s and the following decades of industry consolidation, when dozens of energy firms all but abandoned New Orleans for greener pastures on the Texas coast. In the nearly two years since Hurricane Katrina ravaged the city, the pace of exodus has accelerated, complicating New Orleans' halting recovery; according to the local business weekly CityBusiness, the metropolitan area has lost 12 of the 23 publicly traded companies headquartered here, taking white-collar jobs, Corporate community support and sorely needed taxpayers with them—and threatening to leave the city even more dependent on a tourism-based economy than it was before the storm.
Making matters worse, some observers say, is the city leadership's apparent indifference to the bloodletting. Just weeks after Hurricane Katrina in August 2005, Mayor Ray Nagin, then in the very early stages of a heated reelection bid, dismissed warnings that many companies, like displaced residents, might opt to relocate. Nagin said he hoped they would stay. "But if they don't", he said with typical glibness, "I'll send them a postcard". The comment might have been written off as one of Nagin's many verbal missteps. But in the months that followed, the warnings turned out in many cases to be true, even as the city's rebuilding effort languished, infrastructure repairs limped along, the state reimbursement program for damaged homes faltered and the New Orleans' infamous crime rate made a sickening comeback.
New Orleans "wasn't considered a great city for doing business before the storm. People were always dribbling out", says Peter Ricchiuti, a professor of economics at Tulane University. While many of the companies that made it through the storm could stand to benefit from the city's recovery, he says, Katrina may have hastened the loss of high-paying energy jobs. "We're losing the white-collar jobs and keeping the blue-collar jobs", he says. "We're becoming much more of a blue-collar oil industry".
One of the latest examples is Chevron Corp., which is building new offices in the northern suburbs, 40 miles north of the city across Lake Pontchartraln, and plans to transfer 550 employees from New Orleans to Covington by the end of the year. That would take well-paid people out of downtown New Orleans, a move that will impact the central business district's economy. "We made the decision in May, 2006, when our employees were making important housing decisions", says Qi Wilson, a Chevron spokesperson. The company; like many employees, decided the north shore offered better security should another hurricane strike, along with fewer of the post-Katrina headaches that still plague the city. The move "will make it easier to retain the talent we have, and to attract new talent", Wilson says.
It can be inferred from the first paragraph that.
A．Dean Taylor is also famous outside energy and investment circles.
B．shareholders are not paid to have sympathy.
C．many companies are planning to move their offices into New Orleans.
D．shareholders are more concerned with performance.
Now read the passageand decide if the following statements are TRUE (T) or FALSE (F). THE WINNER OF A TEACHING AWARD We are pleased to announce that the winner of this year's Teaching Award goes to Dr. Marie Dagenais. Dr. Dagenai graduated from Université de Montreal in 198
3. She became an Assistant Professor in the Faculty in 1988. In 2000 she was appointed as Associate Dean, a very important role in the Faculty. In 2001 she was appointed to Associate Professor and was Professor five years later. For many years she has held important roles in the Association of Teaching and Learning, including being President of this Association in 2005-06. Similarly she has been heavily involved with the American Association of Distance Education and was that Association's President during 2008-1
1. She has also held a number of leadership roles in the Commission on Lifelong Education of America, one of the most important organizations in adult education. This is an incomplete list of some of the countless important roles Dagenai has had both within the University and beyond in the field of distance education in America. She is a very worthy winner of the year's Teaching Award.
1.Marie is the winner of this year's Teaching Award.()
2.Marie graduated from Yale University in 1983.()
3. Marie was appointed to Professor in 2006.()
4.Marie was the president of American Association of Distance Education during 2009-11.()
5. Marie has done a great contribution to American distance education.()
It’s not quite that simple. “Kids can be given the opportunities to become passionate about a subject or activity, but they can’t be forced, ” says Jacquelynne Eccles, a psychology professor at the University of Michigan, who led a landmark, 25-year study examining what motivated first grade students in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.
Figuring out why the fire went out is the first step. Assuming that a kid doesn’t suffer from an emotional or learning disability, or isn’t involved in some family crisis at home, many educators attribute a sudden lack of motivation to a fear of failure or peer pressure that conveys the message that doing well academically some how isn’t cool. “Kids get so caught up in the moment-to-moment issue of will they look smart or dumb, and it blocks them from thinking about the long term,” says Carol Dweck, a psychology professor at Stanford. “You have to teach them that they are in charge of their intellectual growth and that their intelligence is malleable. ”
Howard (a social psychologist and president of the Efficacy Institute, an organization that works with teachers and parents to help improve children’s academic performance) and other educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. “The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions, ” says Michael Nakkual, a Harvard education professor who runs a Boston-area mentoring program which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to disabuse them of the notion that classwork is irrelevant, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that you have to learn to walk before you can run.
What’s the main idea of the first paragraph？
A．Children are born with plenty of ambition.
B．A baby learns to walk and talk ambitiously.
C．Ambition can be taught like other subjects at school.
D．Some teenage children lose their drive to succeed.
Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age, and how the process of ageing could be slowed down.
He set about measuring brain volumes of a thousand people of different ages and occupations.
Computer technology enabled him to obtain precise measurements of the volume of the front andside sections of the brain, which relate to intelligence and emotion, and determine the human character.
Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties, but it was still not evident in some sixty-and seventy-year-olds.
Faulkner concluded from his tests that there is a simple way to slow the contraction--using the head.
The findings show that contraction of the brain begins sooner in people in the country than in the towns. Those least at risk, says Faulkner, are lawyers, followed by university professors and doctors. White-collar workers doing routine work are, however, as likely to have shrinking brains as the farm worker, bus driver and shop assistant.
Faulkner's findings show that thinking can prevent the brain from shrinking. Blood must circulate properly in the head to supply the fresh oxygen the brain cells need. "The best way to maintain good blood circulation is through using the brain," he says. "Think hard and engage in conversstion, Don't rely on pocket calculators."
Professor Faulkner wanted to find out ______.
A．how people's brains shrink
B．the way of making people live longer
C．the size of certain people's brains
D．why certain people aged sooner than others
A Debate on the English Language
A measure declaring English the national language is under intense debate in the United States. The US Senate passed two declarations last week. One calls English the nation's official language and the other says it is the “common and unifying(统一的)”tongue. But Americans found themselves divided on the issue.
Since people worldwide know that most Americans speak only English, many can't understand why the issue is so controversial(有争议的).
“The discussion is related to fears of immigration issues,” says Dick Tucker, a social scientist at Pittsburgh's Carnegie Mellon University. “It's related to a worry about the changing demography(人口统计)of the US. It's a worry about who will continue to have political and economic influence.”
In fact, the notion of protecting the language has been kicked around almost since the nation's founding. John Adams lobbied(游说)in 1780 for the creation of a national academy to correct and improve the English language. But his proposal died, since lawmakers saw it as a royalist(保皇主义者)attempt to define personal behavior.
Since then, the country hasn't had a national language, but the idea of recognizing the special status of English lived on.
The emotions surrounding language resurface(再次浮现)not because people feel comfortable with English. It is more about the discomfort many Americans feel with the new languages, says Walt Wolfram, a professor at North Carolina State University.
“Language is never about language,” he says.
According to the 2000 US Census Bureau report, of 209 million Americans over 18 years old,172 million speak only English at home. About 37 million speak languages other than English. Among them, 6.5 million speak poor English and 3.1 million don't speak English at all.
What are the two declarations concerned with？
A．The status of the English language.
B．The protection of new languages.
C．The rights to speak one's mother tongue.
D．The improvement of the English language.
Amitai Etzioni is not surprised by the latest headings about scheming corporate crooks(骗子). As a visiting professor at the Harvard Business School in 1989 ,he ended his work there disgusted with his students' overwhelming lust for money. "They're taught that profit is all that matters," he says. "Many schools don't even offer ethics (伦理学) courses at all."
Etzioni expressed his frustration about the interests of his graduate students. "By and large. I clearly had not found a way to help classes full of MBAS see that there is more to life than money, power, fame and self-interest," he wrote at the time. Today he still takes the blame for not educating these "business-leaders-to-he". "I really feel like I failed them, "he says. "If I was a better teacher maybe I could have reached them."
Etzioni was a respected ethics expert when he arrived at Harvard. He hoped his work at the university would give him insight into how questions of morality could he applied to places where serf-interest flourished. What he found wash't encouraging. Those would-be executives had, says Etzioni, little interest in concepts of ethics and morality in the boardroom--and their professor was met with blank stares when he urged his students to see business in new and different ways.
Etzioni sees the experience at Harvard as an eye-opening one and says there's much about business schools that he'd like to change. "A lot of the faculty teaching business tire bad news themselves. "Etzioni says. From offering classes that teach students how to legally manipulate contracts, to reinforcing the notion of profit over community interests, Etzioni has seen a lot that's left him shaking his head. And because of what he's seen taught in business schools, he's not surprised by the latest rash of corporate scandals. "In many ways things have got a lot worse at business schools. I suspect. "says Etzioni.
Etzioni is still teaching the sociology of right and wrong and still calling for ethical business leadership. "People with poor motives will always exist," he says. "Sometimes environments constrain those people and sometimes environments give those people opportunity. "Etzioni says the booming economy of the last decade enabled those individuals with poor motives to get rich before getting in trouble. His hope now: that the cries for reform. will provide more fertile soil for his longstanding messages about business ethics.
What impressed Amitai Etzioni most about Harvard MBA students？
A．Their keen interest in business courses.
B．Their intense desire for money.
C．Their tactics for making profits.
D．Their potential to become business leaders.
听力原文：M: Say, Lisa, what are you watching？
W: An old Japanese film. I'm going to spend next year there, so I'd better start familiarizing myself with the culture (23) .
M: You mean you are accepted into the program？
W: Sure was.
M: That's wonderful. You must be very-excited.
W: Excited and nervous. You know I owe a lot to Professor Whitehead. He wrote a letter of recommendation for me and he bought me some tapes and books so I can work on my basic conversation skills (24) .
M: How much Japanese can you understand？
W: Not a lot right now. But I signed up for Intensive Japanese this semester.
M: I wish I were as talented as you are in foreign languages. I'd love to study abroad.
W: Then why don't you？ The university has lots of overseas programs that don't require mastery of a foreign language. The tuition is about the same. You just have to be the kind of person who is willing to accept new culture and who can also adapt to a different kind of life style. (25) .
M: Really？ I might check into this.
W: You won't regret it.
(20)
A．Taping some music.
B．Watching a film.
C．Making a video recording.
D．Writing a letter.
Many thinkers, including almost all orthodox Catholics, believe that euthanasia is immoral. They oppose killing patients in any circumstances whatever. However, they think it is all right, in some special circumstances, to allow patients to die by withholding treatment The American Medical Association's policy statement on mercy killing supports this traditional view. In my paper "Active and Passive Euthanasia" I argue, against the traditional view, that there is in fact no normal difference between killing and letting die --if one is permissible, then so is the other.
Professor Sullivan does not dispute my argument; instead he dismisses it as irrelevant The traditional doctrine, he says, does not appeal to or depend on the distinction between killing and letting die. Therefore, arguments against that distinction "leave the traditional position untouched".
Is my argument really irrelevant？ I don' t see how it can be. As Sullivan himself points out, nearly everyone holds that it is sometimes meaningless to prolong the process of dying and that in those cases it is morally permissible to let a patient die even though a few more hours or days could be saved by procedures that would also increase the agonies of the dying. But if' it is impossible to defend a general distinction between letting people die and acting to terminate their lives directly, then it would seem that active euthanasia also may be morally permissible.
But traditionalists like professor Sullivan hold that active euthanasia--the direct killing of patients--is not morally permissible; so, if thy argument is sound, their view must ,be mistaken. I can not agree, then, that my argument "leave the traditional position untouched".
However, I shall not press this point. Instead I shall present some further arguments against the traditional position, concentrating on those elements of the position which professor Sullivan himself thinks most important. According to him, what is important is, first, that we should never intentionally terminate the life of a patient, either by action or omission, and second, that we may cease or omit treatment of a patient, knowing that this will result in death, only if the means of treatment involved are extraordinary.
The author's purpose in writing this passage is______
A．to air his opinions on Sullivan's fallacies.
B．to attack the traditional view on euthanasia.
C．to explain why his argument is relevant.
D．to draw a line between killing and letting die.
