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Directions: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Passage One Is it possible that the ideas we have today about ownership and property rights have been so universal in the human mind that it is truly as if they had sprung from the mind of God By no means. The idea of owning and property emerged in the mists of unrecorded history. The ancient Jews, for one, had a very different outlook on property and ownership, viewing it as something much more temporary and’ tentative than we do. The ideas we have in America about the private ownership of productive property as a natural and universal right of mankind, perhaps of divine origin, are by no means universal and must be viewed as an invention of man rather than an order of God. Of course, we are completely trained to accept the idea of ownership of the earth and its products, raw and transformed. It seems not at all strange; in fact, it is quite difficult to imagine a society without such arrangements. If someone, some individuals, didn’t own that plot of land, that house, that factory, that machine, that tower of wheat, how would we function What would the rules be Whom would we buy from and how would we sell It is important to acknowledge a significant difference between achieving ownership simply by taking or claiming property and owning what we tend to call the "fruit of labor." If I, alone or together with my family, work on the land and raise crops, or if I make something useful out of natural material, it seems reasonable and fair to claim that the crops or the objects belong to me or my family, are my property, at least in the sense that I have first claim on them. Hardly anyone would dispute that. In fact, some of the early radical workingmen’s movements made (an ownership) claim on those very grounds. As industrial organization became more complex, however, such issues became vastly more intricate. It must be clear that in modem society the social heritage of knowledge and technology and the social organization of manufacture and exchange account for far more of the productivity of industry and the value of what is produced than can be accounted for by the labor of any number of individuals. Hardly any person can now point and say, "That--that right there--is the fruit of my labor." We can say, as a society, as a nation--as a world, really--that what is produced is the fruit of our labor, the product of the whole society as a collectivity. We have to recognize that the right of private individual ownership of property is man-made and constantly dependent on the extent to which those without property believe that the owner can make his claim, dependent on the extent to which those without stick. According to the passage, the concept of ownership probably ______.
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Passage Three Successful businesses tend to continue implementing the ideas that made them successful. But in a rapidly changing world, ideas often become obsolete overnight. What worked in the past won’t necessarily work in the future. In order to thrive in the future, you must constantly create new ideas for every aspect of your business. In fact, you must continually generate new ideas just to keep your head above water. Businesses that aren’t creative about their future may not survive. Although Bill Gates is the richest, most successful man on the planet, he did not anticipate the Internet. Now he’s scrambling to catch up. If Bill Gates can miss a major aspect of his industry, it can happen to you in your industry. Your business needs to continually innovate and create its future. Gates is now constantly worried about the future of Microsoft. Here’s what he said in a recent interview in U.S. News World Report: "Will we be replaced tomorrow No. In a very short time frame, Microsoft is an incredibly strong company. But when you look to the two-to-three-year time frame, I don’t think anyone can say with a straight face that any technology company has a guaranteed position. Not Intel, not Microsoft, not Compaq, not Dell, take any of your favorites. And that’s totally honest." You may remember that in 1985 the Cabbage Patch Kids dolls were the best-selling toy on the market. But after Coleco Industries introduced their sensational line of dolls they became complacent and didn’t create any new toys worth mentioning. As a result, Coleco went bankrupt in 1988. The most successful businesses survive in the long term because they constantly reassess their situations and reinvest themselves accordingly. The 3M Company has a 15% rule: employees are encouraged to spend 15% of their time developing new ideas on any project they desire; it’s no surprise, then, that 3M has been around since 1902. Most businesses are not willing to tear apart last year’s model of success and build a new one. Here’s a familiar analogy to explain why they are lulled into complacency: imagine that your business is like a pot of lobsters; to cook lobsters, you put them into a pot of warm water and gradually turn up the heat; the lobsters don’t realize they’re being cooked because the process is so gradual. As a result, they become complacent and die without a struggle. However, if you throw a lobster into the pot when the water is boiling, it will desperately try to escape. This lobster is not lulled by a slowly changing environment. It realizes instantly that it’s in a bad environment and takes immediate action to change its status. According to the passage, the 3M Company’s success lies in its ______.
Passage Two The key position and role of women in the process of development is increasingly being recognized. Although the three great World Conferences of Women were more concerned with recognizing and compiling approaches to emancipation we can currently confirm a general sharpening of awareness. It has become clear that the Third World cultures, in earlier times strongly matriarchal, have been weakened in this respect by the methods of colonial education which are almost exclusively directed towards the male. Of the many criticisms of this situation let one voice be heard: "Development education’ groups and programs are very much male dominated and lack woman’s perspective". So, too, the hopes placed in vocational training--"vocationalization’--as an aid to equality have been disappointed since this in its turn was to large extent focused on the male. In these circumstances we should not be surprised that until now women have participated least in the educational processes which have been introduced. Only 20% attend primary school and the percentage of those who leave early is highest among girls. Because of the lack of basic training only around 10% take part in Adult Education programs. Hence it is vitally important to secure a turning point by increasing the awareness of the need for education. The International Conference at Jomtien in 1990 provided the solution to this: "A more educated mother raises a healthier family. She has fewer and better educated children. She is more productive at home and in the workplace and is better able to get further education." Many problems in school are consequences of incorrect or improperly balanced nutrition combined with .inadequate hygiene. Together these factors can lead to failure to keep pace in school. Hence even primary education for girls should be directed towards the basic needs and necessities and provide answers which are as simple as possible. In rural districts such answers will be different from those given in urban areas. The education of girls and women must to a large degree be an education for the life they will lead, tailored to a woman’s position. In saying this we are in fact demanding that the education of women, like all educational work in the Third World, should be an integrated part of the community. Consequently there are many partners in this process school, family, small businesses, governmental and non-governmental organizations. The educational skill consists in keeping this interplay active in such a way that there is no deficiency in material content. An important consequence of this is the awakening of the desire to question, which, on the one hand presses for further education and on the other hand for its practical application. The word "emancipation" (Paragraph 1) may be replaced by ______.
为避免泄漏客户信息导致银行卷入不必要的诉讼，银行业从业人员在提供服务时，应尽量减少对客户信息的采集。( )
Directions: Read the following passage. For each numbered blank there are four choices marked A, B, C and D. Choose the best one and mark your answers on ANSWER SHEET 1. One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two ’behavior segments’ in some novel way, never actually performed before, so as to reach a goal. Two followers of Clark Hull, Howard and Tracey Kendler, (21) a test for children that was explicitly based on Clark Hull’s principles. The children were given the (22) of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage (23) . The children were trained on each stage (24) . The stages consisted merely of pressing the correct one of two buttons to get a marble; and of (25) the marble into a small hole to release the toy. The Kendlers found that the children could learn the separate bits readily enough. (26) the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) (27) they did not for the most part ’integrate’, to use the Kendlers’ terminology. They did not press the button to get the marble and then (28) without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive (29) . The mystery at first appears to deepen when we learn, from (30) psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. But it lessens, (31) when we learn that a task was devised which was (32) to the Kendlers’ one but much easier for the African males to handle. (33) the button-pressing machine, Cole used a locked box and two (34) colored match-boxes, one of which contained a key that would open the box. Notice that there are still two (35) segments--"open the right matchbox to get the key" and "use the key to open the box"--so the task seems formally to be (36) But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then (37) that the difficulty of integration is greatly reduced. Recent work by Simon Hewson is of great interest here for it shows that, for young children, (38) , the difficulty lies not in the (39) processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem (40) college students did in the Kendlers’ own experiments.
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