题目内容
SECTION C NEWS BROADCAST
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.
听力原文： Manmohan Singh, known as the architect of India's recent economic boom, has been named the new Prime Minister. As Anjana Pasricha reports from New Delhi, the 71-year-old Mr. Singh is the first non-Hindu in the post.
At a meeting Wednesday evening, Congress Party lawmakers endorsed Manmohan Singh as the head of the new coalition government. The Party's allies expressed confidence that a champion of economic reforms will be a successful Prime Minister. Mr. Singh commands wide respect for his integrity and intellect. Mr. Singh will be India's first Prime Minister from the minority Sikh community. On Wednesday the Congress Party again brought enormous pressure on its Italianhorn leader Sonia Ghandi to reconsider her decision to turn down the Prime Minister's job. But she urged the party to carry on with the task of forming a government. Hundreds of supporters besieged her home, senior Congress members resigned their posts, and party activists led street protests in several parts of the country, but Mrs. Ghandi did not relent. Anjana Pasricha, for VOA news New Delhi.
Which of the following is NOT TRUE about India's new Prime Minister Manmohan Singh？
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Since the late 1970's, in the face of a severe 10ss of market share in dozens of industries, manufacturers in the United States have been trying to improve productivity and therefore enhance their international competitiveness through cost-cuttig programs. (Cost-cutting here is defining the amount of labor constant.) However, from 1978 through 1982, productivity -- the value of goods manufactured divided by the amount of labor input -- did not improve; and while the results were better in the business upturn of the three years following, they ran 25 percent lower than productivity improvements during earlier, post-1945 upturns. At the same, it became clear the harder manufactures worked to implement cost-cutting, the more they lost their competitive edge.
With this paradox in mind, I recently visited 25 companies; it became clear to me that the cost-cutting approach to increasing productivity is fundamentally flawed. Manufacturing regularly observes a "40, 40, 20" rule. Roughly 40 percent of any manufacturing-based competitive advantage derives from long-term changes in manufacturing structure (decisions about the number, size, location, and capacity of facilities) and in approaches to materials. Another 40 percent comes from major changes in equipment and process technology. The final 20 percent rests on implementing conventional east-cutting. This rule does not be tried. The well-known tools of this approach -- including simplifying jobs and retraining employees to work smarter, not harder -- do produce results. But the tools quickly reach the limits of what they can contribute.
Another problem is that the cost-cutting approach hinders innovation and discourages creative people. As Abernathy's study of automobile manufacturers has shown, an industry can easily become prisoner of its own investment in cast-cutting techniques, reducing its ability to develop new products. And managers under pressure to maximize cost-cutting will resist innovation because they know that more fundamental changes in processes or systems will wreak havoc with the results on which they are measured. Production managers have always seen their job as one of minimizing costs and maximizing output. This dimension of performance has until recently sufficed as a basis of evaluation, but it has created a penny-pinching, mechanistic culture in most factories that has kept away creative managers.
Every company I know that has freed itself from the paradox has done so, in part, by developing and implementing a manufacturing strategy. Such a strategy facturing and implementing a manufacturing strategy. Such a strategy focuses on the manufacturing structure and on equipment and process technology. In one company a mamufacturing strategy that allowed different areas of the factory to specialize in different markets replaced the conventional cast-cutting approach; within three years the company regained its competitive advantage. Together with such strategies, successful companies are. also encouraging managers to focus on a wider set of objectives besides cutting costs. There is hope for manufacturing, but it clearly rests on a different way of managing.
The author of t. he passage is primarily concerned with ______.
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SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. 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.
听力原文： School Education
Interviewer: Janet, as a teacher, can you give us some idea on how the English school system works？
Janet: Um, well, first of all most children start school at the age of five and they can't leave school until the age of sixteen. Um ... they will go to primary school from the age of five until eleven ... um, and previously they used to take an eleven plus examination which would then determine whether they would go to a grammar school or alternatively a secondary school. But now we have a ... a new system where children aren't divided off at the age of eleven, instead, they could take the exams at the age of sixteen.
Interviewer: Do you think that's a ... an improvement to the system？
Janet: Well,... um, theoretically... it's supposed to be much better because it gives... it stops separating children at the age of eleven and gives them a better chance, and in fact what usually happens is that those children who wouldn't ... er who would have gone to a grammar school tend to be at the top end of the comprehensive system, and those that would have gone to secondary modern school find themselves at the lower levels of the school.
Interviewer: Do you think that the present school system is an efficient way of educating children？
Janet: Um... well if you, if you accept that, you know, there have to be schools, it seems to work fairly efficiently. Of course one of our great problems in England is that we have very large classes and ... um, it would be very nice if we could reduce that by at least half instead of there being forty children in a class, there are only twenty., um and so that each child gets more individual attention so that their own particular needs just aren't passed over.
Interviewer: Do you think the... subjects that er... children study today are adapted to present-day society？
Janet: It would be very good if... er, more children at school had the opportunity of learning about the society they live in... in economic terms and in social terms, so that they are much more aware of the problems that we face today. But I also think that education isn't only something that has to be... has to be relevant... um, I think education can be just a ... a gradual extension of oneself, and I don't think it's um ... important for subjects to be seen only in terms of how useful they are when you leave school... but how much you enjoy them and how much they mean to you.
Interviewer: What about games... er and drama and things like that？
Janet: Well, the students have about an hour and a half of games a week, and for about an hour a week they have a class called social studies, which um... provide them ... er with some basic information or knowledge about what life will be after they leave school... and they will do a drama in this class, They also study something about ecology, sociology et cetera ... It's not an "O" level class, it's just for ... er experience.
Interviewer: Janet, do you... really think that your students gain a lot from their education？
Janet: I think they gain a certain amount of necessary knowledge, yes, but I think it should be broader. I think more emphasis should be put on broadening their knowledge instead of studying towards passing an exam, or reading towards writing a paper.
Interviewer: Er... do you have any specific way in which you think... time at school could be improved？
Janet: Yes, I think there could be a... a lot more encouragement in doing things for their own sake, for getting the satisfaction out of them.
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