emerging centered around knowledge. Individuals who fall too far behind in the 78 ofknowledge at a young age will find it almost impossible to catch up later, nomatter how hard they try. Illiteracy in English language has been a severe79 for marry years in the United States, but we are alsomoving to the point when computer illiteracy will hinder many more people and 80 them to a life oflow-skill and low-paid labor. 61. A. quantitative B. extensive C. comprehensive D. sophisticated 62. A. moreover B. however C. thereforeD. nevertheless 63. A. aggression B. proficiency C. productivity D. evolution 64. A. dominant B. impressive C. magnificent D. significant 65. A. source B. factor C. component D. element 66.A. adequate B. profitable C. material D. spiritual
67. A. advantages B. consequences C. problems D. potentials 68.A. them B. those C. which D. that
69. A. deny B. refuseC. admit D. acknowledge
70. A. emergenceB. innovation C. extinctionD. discovery 71. A. In addition B. For example C. Above all D. In short 72. A. produced B. created C. improved D. facilitated 73. A. line B. need C. doubt D. match
74. A. idealized B. recognizedC. supervised D. summarized 75. A. stepped in B. settled down C. leaned over D. mined out 76. A. accessibleB. important C. popular D. abundant
77.A. enterprises B. employment C. professions D. industries 78. A. control B. mastery C. searchD. pursuit
79. A. handicap B. penalty C. inconvenience D. shortcoming 80. A. enforce B. punish C. confine D. condemn
PART Ⅳ READING OOMPREHENSION (30 points)
Directions: Answer all questions based on the information in the passages below.
Passage 1
Let us assume, for the moment, that labor is not prepared to work for a lower money-wage and that a reduction in the existing level of money-wages would lead, through strikes or otherwise, to a withdrawalfrom the labor market of labor which is now employed. Does it follow from this that the existing level of real wages accurately measures the marginal disutility of labor? Not necessarily. For, although a reduction in theexisting money-wage would lead to a withdrawal of labor, it does not follow that a fall in the value of theexisting money-wage in terms of wage-goods would do so, if it were due to a rise in the price of the latter.In other words, it may be the case that within a certain range the demand of labor is for aminimum money-wage and not for a minimum real wage. The classical school has tacitly assumed that this would involve nosignificant change in their theory. But this is not so. For if the supply of labor is not a function of realwages as its sole variable, their argument breaks down entirely and leaves the question of what the actual employment will be quite indeterminate. They do not seem to have realized that, unless the supply of labor is a function of real wages alone, their supply curve for labor will shift bodily with every movement ofprices. Thus their method is tied up with their very special assumptions, and cannot be adapted to dealwith the more general case.
Now ordinary experience tells us, beyond doubt, that a situation where labor stipulates (within limits)for a money-wage rather than a real wage, so far from being a mere possibility, is the normal case. Whilstworkers
will usually resist areduction of money-wages, it is not their practice to withdraw their labor whenever there is a rise in the price of wage-goods. It is sometimes said that it would be illogical for labor to resist a reduction of money-wages but not to resist a reduction of real wages. For reasons given below, thismight not be so illogical as it appears at first; and, as we shall see later, fortunately so. But, whether logical or illogical, experience shows that this is how labor in fact behaves.
Moreover, the contention that the unemployment which characterizes a depression is due to a refusal by labor to accept a reduction of money-wages is not clearly supported by the facts. It is not very plausibleto assert that unemployment in the United States in 1932 was due either to labor obstinately refusing to accept a reduction of money-wages or to its obstinately demanding a real wage beyond what the productivity ofthe economic machine was capable of furnishing. Wide variations are experienced in the volume of employment without any apparent change either in the minimum real demands of labor or in its productivity. Laboris not more truculent in the depression than in the boom-fax from it. Nor is its physical productivity less.These facts from experience are a prima facie ground for questioning the adequacy of the classical analysis. 81. \A. a fall in the value of the existing money-wage would lead to a withdrawal of labor B. a rise in the price of wage-goods would lead to a withdrawal of labor C. the demand of labor is for a rise of existing money-wage
D. the demand of labor is for reduction in the value of real wages 82. The classical school refers to ________.
A. those scholars with traditional idea B. the traditional school C. the experts who hold to the standard theory D. all of the above
83. According to the author, the supply curve for labor depends on the ________.
A. red money wages B. movement of priceC. function of money-wages D. both A & B
84. “Their\
________.
A. a fall in the value of real wages would lead to a withdrawal of the labor from market of labor
B. a reduction in the existing level of money-wages would lead to a withdrawal from the labor marketof labor
C. the supply of labor is not a function of real wages
D. the demand of labor is only for a minimum money-wages 85. How dose labor usually behave?
A. Labor would stipulate for money-wage.
B. Labor would violently resist a reduction of real wages.
C. Labor would strenuously resist a reduction of both money-wages and real wages. D. Labor would stipulate for real wages.
86. The last paragraph of thus passage indicates that ________.
A. labor resisted a reduction of money-wages, which characterized the depression of the 1930s in the U.S. B. labor demanded a real wage, which characterized the depression of 1930s in the U. S.
C. neither labor refusing to work for a lowermoney-wage nor demanding a real wage could characterizethe depression of 1930s in the U. S. D. both A & B
Passage 2
The law of private international tribunals with respect to conflicts of interest of arbitrators is quite extensive, albeit by no means uniform. It relates both to what will disqualify an arbitrator and to what the arbitrator must disclose during the selection process. Most national legal systems have statutory rules as to thetype of interests, relationships, and experiences that disqualify an arbitrator. Not infrequently, the disqualifying factors are identical for arbitrators and judges, although they may treat domestic and internationalarbitration somewhat differently, and may indeed supplement the international roles with additional features. A closer look reveals that courts and arbitration agencies tend to apply the regulations relatively lightly, recognizing that arbitrators move in the highly interconnected world of affairs, and do not stand alooffrom commerce as judges do. Accordingly, acquaintanceship with the parties and their counsel does notsuffice to disqualify, whereas actual business or legal connections will. Inasmuch as judges do not seek more work, although arbitrators generally do, suspicions arise that an arbitrator's favor may incline to theparty or counsel who has in the past and may again in the future provide employment.
The uncertainty in the held is at its most troubling when arbitrators are party-appointed. Some arguethat such arbitrators should fulfill he same functions and satisfy the same qualifications as third-party arbitrators, others dispute any real claim to objectivity. The latter view has had considerable currency, particularly in the United States, where courts and drafters of state laws regard such advocates as pawns of the appointers. Imposing standard of neutrality and disinterestedness on them would he futile.
It follows from this dichotomy between party-appointed and non-party-appointed arbitrators that opinionon the question of their nationality is also split. A party needs to be expected to choose a fellow national.This question of nationality is acute when one party to the arbitration is a governmental agency and one ormore of the arbitrators are likewise nationals; a foreign enterprise contract calling for such arbitration may be foolhardy.
The slate is largely blank with respect to roles for the conduct of arbitrators outside the field of conflictof interests. Considering only the matter of ex-parte communications, American case law is astonishing lax,refusing to set aside awards where such communication obtained between an arbitrator and a party withoutthe presence of the other party, thereby violating evidentiary rules requiring the attendance of both patties.The differences in views on this topicindicate how useful a set of guidelines might be. 87. The best title for this passage is __________. A. International Arbitrators: Causes and Solutions B. Arbitrators: Causes and Solutions C. Arbitrators: Problems in Practice
D. International Arbitrators and Conflicts of Interests 88. The expression\A. arbitrators and judges B. national legal systems C. experiencesD. disqualifying factors
89. Courts and agencies __________. A. do not apply their regulations strictly B. often consider arbitrators as judges
C. understand the general relationship between business and arbitrators D. may be described by all of the above
90. A third-party arbitrator is one who is chosen __________.
A. to supplement the two arbitratorschosen by the contending sides
B. to reach a finaldecision after the two arbitrators have submitted their decision C. by someone not involved in the matter in dispute D. as a pawn of the appointers 91. A foreign enterprises contract is a bad idea __________. A. in all cases
B. when each partner picks an arbitrator C. when third party arbitrators are involved
D. when a government agency is one side of the contract
92. \A. something that cannot be determined by the text
B. all parties being present when matters involving them are discussed C. the requirement to set aside a decision D. impartiality
Passage 3
Ask an American schoolchild what he or she is learning in school these days and you might even get areply, provided you ask it in Spanish. But don't bother, here’s the answer: Americansnowadays are not learning any of the things that we learned in our day, like reading and writing. Apparently these are considered fusty oldsubjects, invented by white males to oppress women and minorities.
What are they learning? In a Vermont college town I found the answer sitting in a toy stone book rack,next to typical kids' books like \Has Two Mommies and Daddy is 'Dysfunctional\It's a teacher's guide called \to Be Me\subtitled \Self-Esteem”. Self-esteem as it turns out, is abig subject in American classrooms. Many American schools see building it as important as teaching readingand writing. They call it \language\teaching, borrowing terminology from the granola people to compete in the education marketplace.
No one ever spent a momentbuilding my self-esteem when I was in school. In fact, from the day I first stepped inside a classroommy self-esteem was one big demolition site. All that mattered was \it geography, history, or mathematics. I was praised when I remembered that \\\was good for. Generally, I lived my school years beneath a torrent of castigation asconsistent I eventually ceased to hear it, as people who live near the sea eventually stop hearing the waves.
Schools have changed. Reviling is out, for one thing. More important, subjects have changed.
Whereas I learned English, modern kids learnsomething called \skills\Whereas I learned writing, modern kids learn something called \Communication, the book tells us, is seven percent words, twenty three per cent facial expression, twenty per cent tone of voice, and fifty percent bodylanguage. So this column, with its carefully chosen words, would earn at most a grade of seven per cent. That is, if the school even gave out something as oppressive and demanding as grades.
The result is that, in place of English classes, American children are getting a course in \and Influence People\class when we were required to keep a journal. The idea was to emulate those great writerswho confided in dimes, searching their soul and honing their critical thinking on paper.
\students they can writeone sentence or a whole page. Reassure them that no one, not even you, will read what they write. After the unit, hopefully all students will be feeling good about themselves and willwant toshare some of their entries with the class.
There was a time when no self-respecting book for English teachers would use \” or \opefully\way. Moreover, back then the purpose of English courses (an antique termfor\\about themselves\about anything.
93. In paragraph 2, \A. the writer is using direct speech
B. the writer is questioning the education concept
C. the words quoted have been extracted from a translation D. the writer is quoting from another source
94. In paragraph 3, the authoris clearly expressing his idea about self-esteem. He believes that it is __________.
A. essential that self-esteem should be promoted in American schools because the author used to sufferfrom a lack of self-esteem as a child
B. equally important to equip children with the necessary skills and knowledge they will require in thefuture C. important to remember how mush school childrenused to suffer from a lack of self-esteem D. reassuring to observe that children benefit from the promotion of a positive image 96. Which of the following is the writer implying in paragraph 4? A. Self-criticism has gone too far.
B. Evaluating criteriaare inappropriate nowadays.
C. Communication is a more comprehensive category than language skills. D. This column does not meet the demanding evaluating criteria of today.
96. We may infer from paragraph 4 that the writer generally disagrees with one of the following ideas __________.
A. the whole concept of communication is being perceived differently
B. the way American children communicate among themselves is more important than anything else C. academic skills should be encouraged and promoted in the American education system D. the progress that American children could be monitor with more traditional methods
97. In this passage, the writer is clearly stating the intention which is to get the reader to _____. A. confirm current education trends and teaching methods B. rethink and reorganize educational strategies
C. think about the various elements which constitute what we call \D. reassure the parents about the methodology currently being used in American schools 98. What's the best summary for this passage?
A. New educational theories will revolutionize the way our children learn. B. The influence of new methodologywill spread worldwide.
C. Personal values like self-esteem will become predominant for school children in the future. D. Current education trends may jeopardize the prospects of future generations.