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以下叙述正确的为()。
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下列关于岩石的渗透系数的说法错误的为()。
如下图所示。如果有三台同型号水泵关联工作，当供水量为QA时(Q1＜QA＜Q3)，在运行中考虑定速泵与调速泵相结合，但定速泵与调速台数的确定时，要根据具体情况来考虑，当Q1＜QA＜Q2且QA接近Q2时，应开()泵；当Q1＜QA＜Q2且QA接近Q1时，应开()泵。
Read the article below about educational background of successful managers.
Choose the best word to fill each gap, from A, B, C or D.
For each question 19—33 mark one letter (A, B, C or D) on your Answer Sheet.
There is an example at the beginning.
Educational Background of Successful Managers
Psychologist Douglas Bray and Ann Howard have for more than 25 years been studying college graduates in entry-level management ranks for AT&T. Here are some of their findings.
Master's degree can be…19… Howard says of Master's degree holders, " They bring us greater...20…and interpersonal skills and more motivation for…21…and money, but they are not any
smarter. " This applied equally to…22…of an MA, MS, and MBA.
There are key…23…between technical and non-technical majors. Business majors led the pack in organizing, planning, and decision-making skills…24…and social science graduates also…25...high. Math, science, and engineering majors scored much lower in these skills. Technical majors did have …26…general mental ability, but they were not as…27…or as good at interpersonal skills. As you might expect, social science majors were quite low on…28…skills. Business majors were the ones most eager to get ahead.
For the future managers, AT&T is still looking for about a third each of business, technical, and liberal arts majors. While they are still looking for master's degrees, some firms say that the…29…of the MBA has passed. Many companies…30…the same management training programs for their new people, whether or not they have a master's degree.
…31…the success/failure studies of managers, educational background is probably less important
than…32…skill that people develop. As one president of a large company puts it, " We're really looking for a particular kind of…33…rather than a particular degree. "
(19)
In a reaction against a too - rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espousal of "life experience" as the sole source of learning. Using their narrow interpretation of John Dewey’s theories as a base for support, they conclude that only throught" doing, can learning take place. Spouting such phrases as," Teach the child, not the subject," they demand, without sensing its absurdity, and end to rigorous study as a means of opening the way to learning. While not all adherents to this approach would totally eliminate a study of great books, the influence of this philosophy has been felt in the public school curricula, as evidenced by the gradual subordination of great literature.
What is the purpose of literature7 Why read, if life alone is to be our teacher？ James Joyce states that
the artist reveals the human situation by re -creating life out of life; Aristotle states that art presents universal truth because its form. is taken from nature. Thus, consciously or otherwise, the great writer reveals the human situation most tellingly, -*extending our understanding of ourselves to our world.
We can soar with the writer to the heights of man's aspirations, or plumment with him to tragic despair. The works of Steinbeck, Anderson, and Salinger; the poetry of Whitman, Sandburg, and Forst; the plays of Ibsen, Miller and O’Neill: all present starkly realistic portrayals of life's problems, Really？ Yes! But how much wider is the understanding we gain than that attained by viewing life through the keyhole of our single existence.
Can we measure the richness gained by the young reader venturing down the Mississippi with Tom and Huck, or cheering Ivanhoe as he battles the Black Knight; the deepening understanding of the mature reader of the tragic South of William Fanlkner and Tennessess Williams, of the awesome determination--and frailty--of Patrick White's Australian pioneers？
This function of literature, the enlarging of our own life sphere, is of itself of major importance. Additionally, however, it has been suggested that solutions of social problems may be suggested in the study of literature. The overweening ambitions of political leaders--and their sneering contempt for the law--did not appear for the first time in the writings of Bernstein and Woodeard; the problems, and the consequent actions, of the guiltridden did not await the appearance of the bearded psychoanalyst of the twentieth century.
Federal Judge Learned Hand has written, "I venture to believe that it is as important to a judge called upon to pass on a question of constitutional law, to have at least a bowing acquaintance with Thucydided, Gibbon, and Carlyle, with Homer, Dante, Shakespeare, and Milton, with Montaigne and Rabelais, with Plato, Bacon, Hume, and Kant, as with the books which have been specitically written on the subject. For in such matters everything turns upon the spirit in which he approaches the questions before him. "
But what of our dissenters？ Can we overcome the disapproval of their" life experience classroom "theory of learning？ We must start with the field of agreement—that education should serve to improve the individual and society. We must educate them to the understanding that the voice of human experience should stretch our human faculties, and open us to learning. We must convince them—in their own personal language per haps-- of the "togetherness" of life and art; we must prove to them that far from being separate, literature is that pan of life which illumines life.
According to the passage the end goal of great literature is______.
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