题目内容
According to the text, which of the following is correct？
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Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
In the relationship of education to business we observe today a fine state of paradox. On the one hand, the emphasis which most business places upon a college degree is so great that one can almost visualize the time when even the office boy will have his baccalaureate. On the other hand, we seem to preserve the belief that some deep intellectual chasm separates the businessman from other products of the university system. The notion that business people are quite the Philistines sounds absurd. For some reason, we tend to characterize vocations by stereotypes, none too flattering but nonetheless deeply imbedded in the national conscience. In the cast of characters the businessman comes on stage as a ill-mannered and simple-minded person. It is not a pleasant conception and no more truthful or less unpleasant than our other stereotypes.
Business is made up of people with all kinds of backgrounds, all kinds of motivations, and all kinds of tastes, just as in any other form. of human endeavour. Businessmen are not mobile balance sheets and profit statements, but perfectly normal human beings, subject to whatever strengths, frailties, and limitations characterize man on the earth. They are people grouped together in organizations designed to complement the weakness of one with strength of another, tempering the exuberance of the young with the caution of the more mature, the poetic soarings of one mind with the counting house realism of another. Any disfigurement which society may suffer will come from man himself, not from the particular vocation to which he devotes his time.
Any group of people necessarily represents an approach to a common one, and it is probably true that even individually they tend to conform. somewhat to the general pattern. Many have pointed out the danger of engulfing our original thinkers in a tide of mediocrity. Conformity is not any more prevalent or any more exacting in the business field than it is in any other. It is a characteristic of all organizations of whatever nature. The fact is the large business unit provides greater opportunities for individuality and requires less in the way of conformity than other institutions of comparable size — the government, or the academic world, or certainly the military.
The paradox in the relationship of education to business is that
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？
Which of the following is true according to the last paragraph？
1 I will now teach, offering my way of life to whomsoever desires to commit suicide by the scheme which has enabled me to beat the doctor and the hangman for seventy years. Some of the details may sound untrue, but they are not. I am not here to deceive; I am here to teach.
2 We have no permanent habits until we are forty. Then they begin to harden, presently they petrify, then business begins. Since forty I have been regular about going to bed and getting up—and that is one of the main things. I have made it a rule to go to bed when I had to. This has resulted in an unswerving regularity of irregularity. It has saved me sound, but it would injure another person.
3 In the matter of diet—which is another main thing—I have been persistently strict in sticking to the things which didn't agree with me until one or the other of us got the best of it. Until lately I got the best of it myself. But last spring I stopped frolicking with mince pie after midnight, up to then I had always believed I wasn't loaded. For thirty years I have taken coffee and bread at eight in the morning, and no bite nor sup until seven-thirty in the evening. Eleven hours. That is all right for me, and is wholesome, because I have never had a headache in my life, but headachy people would not reach seventy comfortably by that road, and they would be foolish to try it. And I wish to urge upon you this—which I think is wisdom—that if you find you can't make seventy by any but an uncomfortable road, don't you go. When they take off the Pullman and retire you to the rancid smoker, put on your things, count your checks and get out at the first way station where there's a cemetery.
4 I have made it a rule never to smoke more than one cigar at a time. I have no other restriction as regards smoking. I do not know just when I began to smoker I only know that it was in my father's lifetime, and that I was discreet. He passed from his life early in 1847, when I was a shade past eleven; ever since then I have smoked publicly. As an example to others, and not that I care for moderation myself, it has always been my rule never to smoke when asleep, and never to refrain when awake. It is a good rule, I mean, for me; but some of you know quite well that it wouldn't answer for everybody that's trying to get to be seventy.
5 I smoke in bed until I have to go to sleep; I wake up in the night, sometimes once, sometimes twice, sometimes three times, and I never waste any of these opportunities to smoke. This habit is so old and dear and precious to me that I would feel as you, sir, would feel if you should lose the only moral you've got—meaning the chairman—if you've got one; I am making no charges. I will grant, here, that I have stopped smoking now and then, for a few months at a time, but it was not on principle, it was only to show off; it was to pulverize those critics who said I was a slave to my habits and couldn't break my bonds.
The author's tone in this passage is ______.
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