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TEXT C Opinion polls are now beginning to show a reluctant consensus that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. This means we shah have to find ways of sharing the available employment more widely. But we need to go further. We must ask some fundamental questions about the future of work. Should we continue to treat employment as the norm Should we not rather encourage many other ways for serf-respecting people to work Should we not create conditions in which many of us can work for ourselves, rather than for an employer Should we not aim to revive the household and the neighbourhood, as well as the factory and the office, as centres of production and work The industrial age has been the only period of human history in which most people’s work has taken the form of jobs. The industrial age may now be coming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could offer the prospect of a better future of work. Universal employment, as its history shows, has not meant economic freedom. Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people’s homes. Later, as transport improved, first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many people’s work lost all connection with their home lives and the places in which they lived. Meanwhile, employment put women at a disadvantage. In preindustrial times, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to pay employment, leaving the unpaid work of the home and family to his wife. Tax and benefit regulations still assume this norm today, and restrict more flexible sharing of work roles between the sexes. It was not only women whose work status suffered. As employment became the dominant form of work, young people and old people were excluded -- a problem now, as more teenagers become frustrated at school and more retired people want to live active lives. All this may now have to change. The time has certainly come to switch some effort and re sources away from the utopian goal of creating jobs for all, to the urgent practical task of helping many people to manage without full times jobs. The word "revive" in paragraph 2 meant that
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TEXT B An invisible border divides those, arguing for computers in the classroom on the behalf of students career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few write on the subject: have explored this distinction -- indeed, contradiction -- which goes to the heart of what is wrong with the campaign to put computers in the dark. An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently asses how his livelihood and happiness are affected by things outside of himself. But this was not always the case, before it was legally required for all children to attend school until a certain age. It was widely acteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery out-look. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer advocates often emphasize the job prospects of graduates over their educational achievement. There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the profession they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations. But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a life-long acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is of course, an entirely different computer skills are only complementary to the host of great skills that are necessary to becoming any kind of professional. It should be observed, of course that no school, vocational or not, is helped by a confusion over its purpose. According to the author, basic computer skills should be ______.
ADVERTISING IS USEFUL In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary. Marks will be awarded for content, organization, grammar and appropriacy. Failure to follow the above instructions may result in a loss of marks. Write your composition on ANSWER SHEET FOUR.
阅读下列材料，回答问题： 材料一： (太和)八年……六月丁卯诏日：“置官班禄，行之尚矣。周礼有食禄之典，两汉著受禄之秩，逮于魏晋，莫不聿稽往宪，以经纶治道。自中原丧乱，兹制中绝，先朝因循，未遑釐改。朕……故宪章旧典，始班俸禄。” ——选自《魏书·高祖纪上》 材料二： (太和)九年，下诏均给天下民田：诸男夫十五以上，受露田四十亩，妇人二十亩，奴婢依良；丁牛一头，受田三十亩，限四牛。所授之田率倍之，三易之田再倍之，以供耕作及还受之盈缩。 其民调，一夫一妇帛一匹，粟二石。民年十五以上未娶者，四人出一夫一妇之调。奴任耕、婢任织者，八口当未娶者四。耕牛二十头，当奴婢八。其麻布之乡，一夫一妇布一匹…… ——选自《魏书·食货志》 材料三： 魏初不立三长，故民多荫附，荫附者皆无官役。(太和)十年给事中李冲上言：“宜准古，五家立一邻长，五邻立一里长，五里立一党长……”高祖从之。 ——选自《魏书·食货志》 材料四： (太和)十有八年……革衣服之制。 十有九年……诏不得以北俗之语言于朝廷，若有违者免所居官。……诏迁洛之民死葬河南，不得迁北，于是代人南迁者悉为河南洛阳人…… ——选自《魏书·高祖纪下》 分析这场改革的背景并评价这场改革的历史意义。
Sarah Peters was born on January 4th, 1973 in Brighton. She and her family lived in Brighton until she was ten. Then they moved to Oxford and stayed there until she left school-that’s Fendale Secondary School-at eighteen. Then she went to London Business College and got a diploma in Marketing. After that Sarah Peters got a job with a hotel group- The TFL Hotel Group in Liverpool, as a marketing assistant. That happened in 1992 and she left the hotel group in October 1993. she left because she didn’t like to stay in Liverpool. She wanted to work in London. Her life changed a lot after she went to London. She joined a large business company and soon made a name for herself because of her special ability and excellent work in marketing. Sarah peters is now married with two lovely daughters. Besides being an excellent marketing expert and a good mother, she is also a good writer. She has written two books about her marketing experiences. When did she get her first job
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