题目内容
听力原文：M: They are exactly what we need. The only problem is the price.
W: How much do they cost？
M: $60.
W: If we buy 30, what discount will they give us？
M: 10%.
W: What if we bought 100？
M: We'd get a higher discount, but we'd never be able to sell them all.
Questions 1-8
•For question 1-8 you will hear eight short recordings.
•For each question, mark one letter (A, B or C) for the correct answer.
•After you have listened once, replay each recording.
What will the price be if they buy 30？
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The NFC person is complaining about
•Read the article below about how to avoid working long hours and the questions on the opposite page,
•For each question 13-18, mark one letter (A, B, C or D) on your Answer Sheet, for the answer you choose.
Morning, noon and night
The long-hours culture at work
Working an eight-hour day is a luxury for most professional people. Nowadays, the only way to guarantee an eight-hour working day is to have the kind of job where you clock on and off. Those professionals who have managed to limit their hours to what was, 20 years ago, the average do not wish to identify themselves. 'I can quite easily achieve my work within a normal day, but I don't like to draw attention to it,' says one sales manager. 'People looked at me when I left at 5 o'clock. Now, I put paperwork in my bag. People assume I'm doing extra hours at home.'
But more typical is Mark, who works as an account manager. He says, 'My contract says I work from 9 until 5 with extra hours as necessary. It sounds as if the extra hours are exceptional. In fact, my job would be enough not only for me, but also for someone else part-time. The idea of an eight-hour day makes me laugh!' He says he has thought about going freelance but realises that this doesn't guarantee better working hours.
Professor Cary Cooper, occupational psychologist at the University of Manchester, is the author of the annual Quality of Working Life survey. The most recent survey found that 77% of managers in Britain work more than their contracted hours, and that this is having a damaging effect on their health, relationships and productivity. Professor Cooper is critical of the long-hours culture. He says that while bosses believe long hours lead to greater efficiency, there is no evidence to support this. 'In fact, the evidence shows that long hours make you iii.'
There are, he says, steps that can be taken. One is to accept that the in-tray will never be empty. 'There are always things to do. You just have to make the rule that on certain days you go home early.' Prioritising work and doing essential tasks first helps, he says. He also thinks it's time to criticise bad employers and unreasonable terms of employment. 'By all means, show commitment where necessary but when expectations are too high, people have to begin saying openly that they have a life outside of work.'
Personal development coach Mo Shapiro agrees that communication is important. Staff need to talk to managers about the working practices within a company. Both parties should feel that the expectations are realistic and allow them to have responsibilities and interests outside work. She recognises, however, that in many organisations the response might well be, 'If you want more interests outside work, then find another job'.
She believes that senior staff have a duty to set an example. 'I recently worked for a firm of solicitors where the partners started at 7.30am. What kind of message is that to send to the staff？' She believes there is no shame in working sensible hours - in fact quite the reverse. 'Some people might be in at 7.30 but will be doing very little. You can work really hard from 9 to 5 and achieve the same. If you find it difficult to achieve an eight-hour day, there is, as a last resort, the old trick of leaving your jacket on your chair and your computer switched on, even after you have left the building.'
What does the writer say in the first paragraph about people who work an eight-hour day？
WHO, working closely with its Member States, other United Nations agencies and non governmental organizations, is focusing on major crippling forms of malnutrition: protein energy malnutrition, iodine deficiency disorders, vitamin A deficiency, and iron deficiency anaemia.
In some regions, such as sub-Saharan Africa and south Asia, stagnation of nutritional improvement combined with a rapid rise in population has resulted in an actual increase in the total number of malnourished children. Currently, over-two-thirds of the world's malnourished children live in Asia, followed by Africa and Latin America.
Various types of micronutrient malnutrition are important causes of disability in themselves and often underlie other types of morbidity. Their prevalence is even more widespread than that of protein-energy malnutrition.
In sheer numbers, iron is the most prevalent micronutrient deficiency, with nearly 1,990 million people being anemic and 3,600 million iron-deficient. Iron deficiency is present when body iron stores are depleted.
Mainly women of reproductive age and children under five are affected by iron deficiency, with prevalences hovering around 50% in developing countries. Among various regions of the world, it is south Asia which is hit hardest with prevalences reaching 80% in some countries. In infants and young children even mild anaemia is associated with impaired intellectual as well as physical development. In older children and adults iron deficiency reduces work capacity and output. It also leads to increased absenteeism and accidents at work. During pregnancy, maternal anaemia aggravates the effects of hemorrhage at childbirth and is a major contributing factor to maternal mortality.
While there is no single remedy, a combination of several preventive approaches is believed to work best; Dietary improvement includes consumption of iron- and vitamin C-rich foods and foods of animal origin, and avoiding drinking tea or coffee with or soon after meals. Iron fortification of foods, particularly of staple cereals, is practiced in a growing number of countries. Iron supplementation is the most common approach, particularly for pregnant women.
Another major problem is iodine deficiency disorders (IDD). Iodine deficiency remains the single greatest cause of preventable brain damage and mental retardation worldwide. WHO estimated in 1990 that 1,570 million people, or about 30% of the world's population, were at risk of IDD.
Insufficient intakes of iodine in pregnancy and early childhood result in impaired mental development of young children. Even marginal deficiency may reduce a child's mental development by as much as 10 IQ points.
The third major micronutrient' deficiency is vitamin A deficiency which is officially recognized in 76 countries as a major public health problem. The number of children under five affected clinically is estimated at 2.8 million, with 258 million being diagnosed as having a biochemical deficienicy. The highest prevalence and numbers are in Southeast Asia.
Depletion, occurs when the diet contains too little vitamin A to replace the amount used by tissues. The consequences include night blindness and the destruction of the cornea. Vitamin A deficiency is the most common cause of blindness in young children. Where clinical vitamin A deficiency is a public health problem, young child mortality rates are raised by 20% to 30%.
There are several tried and tested ways of preventing and treating vitamin A deficiency, including improved production and consumption of foods rich in vitamin A or carotene, especially dark-green leafy vegetables and fruits, and liver, eggs and milk products if available. Fortification of fats has been successfully introduced in industrialized countries while the same technique using sugar proved to be equally successful in Central America. Another use
I remember Max very well. He had a Ph. D. from Princeton. He was a Chaucerian. He was brilliant(eloquent, and professorial. He possessed everything respectable in a human being—a good mind, a sound professional ethic, a sense of learning's place in the universe. Max was truly an educator.
But there is one thing I haven't told you about Max: I hated his guts.
Max was my freshman-English teacher. And while he was, in a sense, everything I desired to be (that is, a gentleman and a scholar), he was also a man who fgrce-fed me for 15 weeks on literature and grammar (and what a foul stew it was!)
Today, I am a college teacher myself, and have discovered that very few students are encountering their own version of Max.
This is not to say that younger, ,up-and-coming professors are less erudite or well trained than Max was. On the contrary, the scarcity, of academic job opportunities has virtually assured that colleges can choose from among the best-trained young scholars in the world.
Neither am I suggesting that it is impossible for a student to find a genuinely loathsome professor. (I have enough personal evidence that the potential, for real, animosity between teacher and student does exist. We all have encountered the student who fantasized the most heinous retribution for that despicable faculty member who dared give him a C.)
What made Max unique was neither his mental prowess nor his propensity to be disliked. Rather, it was his aloofness.
Max didn't "care" about his students. He wasn't worried about whether they were passing his course. He didn't really seem concerned that most. of them never expresaed a passion for the subjects of his lectures. Arid, most of all, Max didn't 'give a damn how his students felt about him.
Chances are, most students are thankful that "Maxish" professors are an endangered species. Further, I'll wager that many professors are proud and pleased they are not Maxes (or Maxines). The reason is that, :today, c011ege teachers, individually and collectively, "care" about their students.
The explanation for the decline in Maxism is not really relewnt to my point, but one might nonetheless speculate that a general decline in college enrollment, and consequently in available teaching positions, has led some young professors to believe that. they here to be popular.
The college classroom has become, for some of these ".hungry" young men and women, a battleground in; their war against job insecurity. Their weapons are a strong response demonstrated by their students (in terms of attendance) coupled with ostensibly strong acceptance (in terms of student evaluations—which actually measure little more than the congeniality of the professor).
The knowledge that academics are more sympathetic to their students than Max was would be heartening, indeed, except for one very curious fact: Max was the best teacher I ever had. That's right. The very best teacher I ever had was the one who didn't give a damn about me or anyone else, the one who never tried to make me feel "comfortable," who didn' t even know my name.
Max could be best described as ______.
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