泰祺教育

Section I Use of English

Directions:

Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)

Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an    1   should be made even before choice of a curriculum in high school. Actually,   2  , most people make several job choices during their working lives,    3   because of economic and industrial changes and    4   to improve their position. The “one perfect job” does not exist. Young people should    5   enter broad flexible training program that will   6   them for a field of work rather than for a single    7  .

Unfortunately many young people have to make career plans    8   benefit of help from a competent vocational counselor or psychologist. Knowing    9   about the occupational world, or themselves for that matter, they choose their lifework on a hit-or-miss    10  . Some drift from job to job. Others    11   to work in which they are unhappy and for which they are not fitted.

One common mistake is choosing an occupation for its real or imagined    12  . Too many high-school students—or their parents for them—choose the professional field,    13   both the relatively small proportion of workers in the professions and the extremely high educational and personal    14  . The imagined or real prestige of a profession or a “White-collar” job is no good reason for    15   it as life's work.    16  , these occupations are not always well paid. Since a large proportion of jobs are in mechanical and manual work, the    17   of young people should give serious    18   to these fields.

Before making an occupational choice, a person should have a general idea of what he wants    19   life and how hard he is willing to work to get it. Some people desire social prestige, others intellectual satisfaction. Some want security; others are willing to take    20    for financial gain. Each occupational choice has its demands as well as its rewards.

Part A

Directions:

Read the following four texts. Answer the questions after each text by choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)

Text 1

The decision of the New York Philharmonic to hire Alan Gilbert as its next music director has been the talk of the classical-music world ever since the sudden announcement of his appointment in 2009. For the most part, the response has been favorable, to say the least. "Hooray! At last!" wrote Anthony Tommasini, a sober-sided classical-music critic.

One of the reasons why the appointment came as such a surprise, however, is that Gilbert is comparatively little known. Even Tommasini, who had advocated Gilbert’s appointment in the Times, calls him "an unpretentious musician with no air of the fearful conductor about him." As a description of the next music director of an orchestra that has hitherto been led by musicians like Gustav Mahler and Pierre Boulez, that seems likely to have struck at least some Times readers as faint praise.

For my part, I have no idea whether Gilbert is a great conductor or even a good one. To be sure, he performs an impressive variety of interesting compositions, but it is not necessary for me to visit Avery Fisher Hall, or anywhere else, to hear interesting orchestral music. All I have to do is to go to my CD shelf, or boot up my computer and download still more recorded music from iTunes.

Devoted concertgoers who reply that recordings are no substitute for live performance are missing the point. For the time, attention, and money of the art-loving public, classical instrumentalists must compete not only with opera houses, dance troupes, theater companies, and museums, but also with the recorded performances of the great classical musicians of the 20th century. These recordings are cheap, available everywhere, and very often much higher in artistic quality than today’s live performances; moreover, they can be "consumed" at a time and place of the listener’s choosing. The widespread availability of such recordings has thus brought about a crisis in the institution of the traditional classical concert.

One possible response is for classical performers to program attractive new music that is not yet available on record. Gilbert’s own interest in new music has been widely noted: Alex Ross, a classical-music critic, has described him as a man who is capable of turning the Philharmonic into "a markedly different, more vibrant organization." But what will be the nature of that difference? Merely expanding the orchestra’s repertoire will not be enough. If Gilbert and the Philharmonic are to succeed, they must first change the relationship between America’s oldest orchestra and the new audience it hopes to attract.

Text 2

Judy Carter Davis and her husband, Dwight, recently got back from a trip to Scotland — the “Home of Golf” — with its tourist must-sees like Edinburgh and the Old Course in St. Andrews. But the couple didn’t travel 4,508 miles in late May to go sightseeing. They crossed the Atlantic and spent $4,800 over 10 days to watch their son Ian, who turned 14 last month, compete in the U.S. Kids Golf European Championship 2017 at the Royal Musselburgh Golf Club. The couple recently sold their Dallas home and moved to Orlando, Fla., so Ian could hone his skills at Bishops Gate Golf Academy, where annual tuition, including academics at Montverde Academy, costs $60,000.The goal: an athletic scholarship and good education for Ian. Playing pro on the PGA Tour one day, Dwight Davis adds, would be a “bonus.”

Welcome to the expensive world of elite youth sports. Nearly 20% of U.S. families spend more than $12,000 a year, or $1,000 per month, on youth sports, per child, according to a TD Ameritrade survey of parents between 30 and 60 years old with $25,000 in investable assets with kids currently playing youth sports or ones that did. That's in line with the median mortgage payment of $1,030 that Americans make monthly, according to the U.S. Census Bureau.

But it shouldn't come at the expense of your own retirement account or other family funding needs, says Mike Trombley, a former ballplayer at Duke University who went on to pitch 11 pros seasons for the Minnesota Twins and who now runs Trombley Associates, an investment and retirement planning firm in Wilbraham, Mass. “We all love our kids,” Trombley says. “But you've got to put yourself and your retirement first.”

But that’s often not the case, the TD Ameritrade survey found. One in three parents (33%) say they “do not contribute regularly to a retirement account” due to sports-related expenses. Forty percent say they don’t have an emergency fund. And 60% say they worry that paying for sports “may impact their ability to save for retirement.”

Judy Carter Davis, 52, is 100% behind the investment in her son's golf career, but is still keenly aware that the family's dreams for their son are akin to a risky investment. “It's like putting all your money into one stock on Wall Street, and not knowing if your investment will be successful,” she says.

Text 3

Being a man has always been dangerous. There are about 105 males born for every 100 females, but this ratio drops to near balance at the age of maturity, and among 80-year-olds there are twice as many women as men. But the great universal of male mortality is being changed. Now, boy babies survive almost as well as girls do. This means that, for the first time, there will be an excess of boys in those crucial years when they are searching for a mate. More important, another chance for natural selection has been removed. Fifty years ago, the chance of a baby (particularly a boy baby) surviving depended on its weight. A kilogram too light or too heavy meant almost certain death. Today it makes almost no difference. Since much of the variation is due to genes, one more agent of evolution has gone.

There is another way to commit evolutionary suicide: stay alive, but have fewer children. Few people are as fertile as in the past. Except in some religious communities, very few women have 15 children. Nowadays the number of births, like the age of death, has become average. Most of us have roughly the same number of offspring. Again, differences between people and the opportunity for natural selection to take advantage of it have diminished. India shows what is happening. The country offers wealth for a few in the great cities and poverty for the remaining tribal peoples. The grand ordinary of today——everyone being the same in survival and number of offspring——means that natural selection has lost 80% of its power in upper-middle-class India compared to the tribes.

For us, this means that evolution is over; the biological Utopia has arrived. Strangely, it has involved little physical change. No other species fills so many places in nature. But in the pass 100,000 years —— even the pass 100 years —— our lives have been transformed but our bodies have not. We did not evolve, because machines and society did it for us. Darwin had a phrase to describe those ignorant of evolution: they “l(fā)ook at an organic being as a savage looks at a ship, as at something wholly beyond his comprehension.” No doubt we will remember a 20^th century way of life beyond comprehension for its ugliness. But however amazed our descendants may be at how far from Utopia we were, they will look just like us.

Text 4

Over the past decade, thousands of patents have been granted for what are called business methods. Amazon.com received one for its "one-click" online payment system. Merrill Lynch got legal protection for an asset allocation strategy. One inventor patented a technique for lifting a box.

Now the nation's top patent court appears completely ready to scale back on business-method patents, which have been controversial ever since they were first authorized 10 years ago. In a move that has intellectual-property lawyers abuzz the U.S. court of Appeals for the federal circuit said it would use a particular case to conduct a broad review of business-method patents. In re Bilski, as the case is known , is "a very big deal", says Dennis D. Crouch of the University of Missouri School of law. It "has the potential to eliminate an entire class of patents."

Curbs on business-method claims would be a dramatic about-face, because it was the federal circuit itself that introduced such patents with its 1998 decision in the so-called state Street Bank case, approving a patent on a way of pooling mutual-fund assets. That ruling produced an explosion in business-method patent filings, initially by emerging internet companies trying to stake out exclusive rights to specific types of online transactions. Later, more established companies raced to add such patents to their files, if only as a defensive move against rivals that might beat them to the punch. In 2005, IBM noted in a court filing that it had been issued more than 300 business-method patents despite the fact that it questioned the legal basis for granting them. Similarly, some Wall Street investment films armed themselves with patents for financial products, even as they took positions in court cases opposing the practice.

The Bilski case involves a claimed patent on a method for escaping from risk in the energy market. The Federal circuit issued an unusual order stating that the case would be heard by all 12 of the court's judges, rather than a typical panel of three, and that one issue it wants to evaluate is whether it should "reconsider" its state street Bank ruling.

The Federal Circuit's action comes in the wake of a series of recent decisions by the supreme Court that has narrowed the scope of protections for patent holders. Last April, for example the justices signaled that too many patents were being upheld for "inventions" that are obvious. The judges on the Federal circuit are "reacting to the anti-patent future at the Supreme Court", says Harold C. Wegner, a patent attorney and professor at George Washington University Law School.

Part B  

Directions:

Read the following text and answer the questions by finding information from the left column that corresponds to each of the marked details given in the right column. There are two extra choices in the right column. Mark your answers on ANSWER SHEET. (10 points)

[A] the ability to think in a creative way is essential for the students in the new economy.

[B] a revolution should be carried out to reform the education system.

[C] enterprises should pour money and expertise to help reshape the national curriculum.

[D] it is important for students to make friends with people from different cultures.

[E] it is necessary for students to develop team spirit in school.

[F] schools should put more emphasis on courses like foreign language and world history.

[G] students must learn how to manage and interpret the overflowing information.

This week the New Commission on the Skills of the American Workforce releases a blueprint for rethinking American education to better prepare students to thrive in the global economy. While that report includes some controversial proposals, there is nonetheless a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Right now we're aiming too low. Competency in reading and math is the meager minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today's economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here's what they are:

Knowing more about the world. Kids are global citizens now, whether they know it or not, and they need to behave that way. Mike Eskew, CEO of UPS, talks about needing workers who are "global trade literate, sensitive to foreign cultures, conversant in different languages"—not exactly strong points in the U.S., where fewer than half of high school students are enrolled in a foreign-language class and where the social-studies curriculum tends to fixate on U.S. history.

Thinking outside the box. Jobs in the new economy—the ones that won't get outsourced or automated— "put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos," says Marc Tucker, a lead author of the skills-commission report and president of the National Center on Education and the Economy. That's a problem for U.S. schools. Kids also must learn to think across disciplines, since that's where most new breakthroughs are made. It's interdisciplinary combinations—design and technology, mathematics and art—"that produce YouTube and Google," says Thomas Friedman, the best-selling author of The World Is Flat.

Becoming smarter about new sources of information. In an age of overflowing information and proliferating media, kids need to rapidly process what's coming at them and distinguish between what's reliable and what isn't. "It's important that students know how to manage it, interpret it, validate it, and how to act on it," says Dell executive Karen Bruett.

Developing good people skills. EQ, or emotional intelligence, is as important as IQ for success in today's workplace. "Most innovations today involve large teams of people," says former Lockheed Martin CEO Norman Augustine. "We have to emphasize communication skills, the ability to work in teams and with people from different cultures."

Can our public schools, originally designed to educate workers for agrarian life and industrial-age factories, make the necessary shifts? The skills commission will argue that it's possible only if we add new depth and rigor to our curriculum and standardized exams, redeploy the dollars we spend on education, reshape the teaching force and reorganize who runs the schools. But without waiting for such a revolution, enterprising administrators around the country have begun to update their schools, often with ideas and support from local businesses. Organizations like the Bill and Melinda Gates Foundation are pouring money and expertise into model programs to show the way.