题目内容
（请给出正确答案）
Hazel Conway stresses the importance of finding out about candidates' interests.
A．Right
B．Wrong
C．Doesn't say
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Hazel Conway gives details of the costs resulting from poor interviewing.
A．Right
B．Wrong
C．Doesn't say
A．Right
B．Wrong
C．Doesn't say
A．Right
B．Wrong
C．Doesn't say
Interviewing Skills, by Hazel Conway
The aim of interviewing is to fill vacancies with suitable people, and Hazel Conway points out that if all interviewers were skilled, far fewer people would be given jobs they cannot do, and then leave soon afterwards. It is generally recognised that the cost of recruiting a replacement can equal an annual salary, but it is a weakness of Conways book that it does not deal with the costs that ineffective interviewing techniques can lead to.
Conway claims that the traditional question and answer interview between two people depends too much on whether the interviewer likes the candidate, and not enough on whether he or she has the skills necessary for the job.
Interviewing Skills usefully covers everything an employer needs to know about preparing for and holding interviews, such as researching the applicants work experience. Surprisingly, Conway differs from many writers in considering that applicants personal interests should play no part in decisions concerning appointments. Many might also disagree with the books ideas on how to reject unsuccessful candidates.
While Interviewing Skills would be helpful for someone about to interview job applicants for the first time, it has little to offer anyone experienced in the activity.
Hazel Conway claims that an improvement in interviewing would reduce staff turnover.
A.Right
B.Wrong
C.Doesn"t say
？Read the review below of a book about interviewing job applicants.
？Are sentences 16-22 on the opposite page 'Right' or 'Wrong'？ If there is not enough information to answer 'Right' or 'Wrong', choose 'Doesn't say'.
？For each sentence (16-22), mark one letter (A, B or C) on your Answer Sheet.
Interviewing Skills, by Hazel Conway
The aim of interviewing is to fill vacancies with suitable people, and Hazel Conway points out that if all interviewers were skilled, far fewer people would be given jobs they cannot do, and then leave soon afterwards. It is generally recognised that the cost of recruiting a replacement can equal an annual salary, but it is a weakness of Conway's book that it does not deal with the costs that ineffective interviewing techniques can lead to.
Conway claims that the traditional 'question and answer' interview between two people depends too much on whether the interviewer likes the candidate, and not enough on whether he or she has the skills necessary for the job.
Interviewing Skills usefully covers everything an employer needs to know about preparing for and holding interviews, such as researching the applicant's work experience. Surprisingly, Conway differs from many writers in considering that applicants' personal interests should play no part in decisions concerning appointments. Many might also disagree with the book's ideas on how to reject unsuccessful candidates.
While Interviewing Skills would be helpful for someone about to interview job applicants for the first time, it has little to offer anyone experienced in the activity.
Hazel Conway claims that an improvement in interviewing would reduce staff turnover.
A．Right
B．Wrong
C．Doesn't say
Text 4
Jill Ker Conway ,president of Smith ,echoes the prevailing view of contemporary technology when she says that " anyone in today's world who doesn't understand data processing is not educated. " But she insists that the mcreasing emphasis on these matters leave certain gaps. Says she: "The very strongly utilitarian emphasis in education ,which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots ,which was a sense that literacy and learning were ends in themselves for a demo- cratic republic. "
In contrast to Plato's claim for the social value of education,a quite different idea of intellectu-al purposes was advocated by the Renaissance humanists. Ovejoyed with their rediscovery of the classical leaming that was thought to have disappeared during the Dark Ages,they argued that the imparting of knowledge needs no justification-religious ,social ,economic ,or political. Its purpose,to the extent that it has one ,is to pass on from generation to generation the corpus of knowledge that constitutes civilization. "What could man acquire ,by virtuous striving ,that is more valuable than knowledge？" asked Erasmus ,perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself," said John Dewey. "It is its own end. "
But what exactly is the corpus of knowledge to be passed on？ In simpler times ,it was all included in the medieval universities' Quadrivium (arithmetic, geometry, astronomy, music ) and Trivium(grammar, thetoric ,logic). As recently as the last century ,when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts,and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt," said regretfully Charles Francis Adams, Jr. ,the Union Pacific Railroad president who devoted his later years to writing history ,"that a classical education was the important distinction between a man who had been to college and a man who had not been to college ,and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy. "
56. The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education
[A] wholeheartedly.
[B] with reservation.
[C] against her own will.
[D] with contempt.
In contrast to Plato's claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification—religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. " What could man acquire, by virtuous striving, that is more valuable than knowledge？" asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself, " said John Dewey. "It is its own end. "
But what exactly is the corpus of knowledge to be passed on？ In simpler times, it was all included in the medieval universities' Quadrivium (arithmetic, geometry, astronomy, music ) and Trivium(grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorizeand recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt, " said regretfully Charles Francis Adams, Jr. , the Union Pacific Railroad president who devoted his later years to writing history, "that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy. "
The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education
A．wholeheartedly.
B．with reservation.
C．against her own will.
D．with contempt.
What Are Tropical Storms？
Severe storms spawned in the tropics are known by different names in different parts of the world: hurricanes in the Atlantic and east Pacific and typhoons in the northwest Pacific and cyclones in the southwest Pacific and Indian Ocean. These storms originate over tropical waters, close to the equator. If the atmosphere is calm and the water is warmer than about 27℃, evaporation forces large amounts of moisture into the air, creating a low-pressure system. When this water vapor condenses, it releases heat that powers the circular winds that characterize these storms.
Rainfall in the developing storm releases more heat, triggering a convection process that pulls more moisture-laden air up through the centre of the system. The storm grows via this feedback mechanism. The strongest winds are found immediately outside the centre, or "eye", of the hurricane at ground level.
Every one of these systems begins as a tropical depression—a system of thunderstorms with an overall circular motion and maximum sustained winds less than 62 km/h. When a storm becomes severe enough and the winds pick up to more than 62 km/h, it is designated a tropical storm. When the winds reach 119 km/h, the system is called a hurricane, typhoon or cyclone.
An average of 10 tropical storms develop over the Atlantic Ocean each year, of which about six become severe enough to be called hurricanes. Besides strong winds and heavy rain, these hurricanes also create a "storm surge", a massive wave beneath the centre of the storm. In the eye of the hurricane, air is sucked upward faster than it can rush in at the bottom. This lowers the atmospheric pressure under the eye of the storm; as a result, the eye tries to pull at the ocean itself, creating a bulge of water as much as six metres high that moves together with the storm.
When is the hurricane season？
Hurricane season officially runs from June I to November 30, but the most intense storms mainly occur between mid-August and mid-October.
How are hurricanes classified？
Tropical storms that get strong enough to be classified as hurricanes are categorized by the intensity of their wind speeds using the Saffir-Simpson scale. Only three Category 5 hurricanes have made landfall in the U.S. in the past century—one that struck the Florida Keys in 1935, Hurricane Camille in 1969, and Hurricane Andrew in 1992. How are tropical storms named？
A tropical storm is given a name if its winds reach a speed of 62 kilometres per hour. An international committee has drawn up a list of 126 names—half male and half female—which are repeated after a six-year cycle. However, if a hurricane causes extensive damage, its name is retired from use. So far, more than 50 names have been retired, from Hazel in 1954 to Juan in 2003.
Memorable hurricanes
In August and September 1992, Hurricane Andrew wrought havoc across the Caribbean and Florida. Andrew was an unusual storm—after brewing for several days at low latitudes, it weakened and nearly vanished about 600 km east of Puerto Rico. But the storm regained its strength and moved northward with devastating results. Andrew left 17,000 people homeless in Florida alone and destroyed or badly damaged 85,000 homes. The storm caused a record $26.5 billion in property damage. In 2002 Andrew, initially classified a Force 4, was upgraded to have actually been a Force 5 storm.
In November 1998, Hurricane Mitch tore through Central America, killing as many as 10, 000 people and leaving two million homeless in Nicaragua and Honduras. The storm's 300 km/h winds and heavy rains caused more than $3 billion in damage—more than half the combined gross domestic product of those two countries. Mitch also unleashed deadly landslides, and caused the worst flooding in the region in 200 years. In the storm's wake, with roads and infrastructure
A．Y
B．N
C．NG
