Being less than perfectly well-dressed in a business setting can result in a feeling of great discomfort that may well require treatment to eliminate (remove). And the sad truth is that “clothing mismatches” on the job can ruin the day of the person who is wearing the inappropriate attire(着装)—and the people with whom he or she comes in contact.
Offices vary when it comes to dress codes. Some businesses have very high standards for their employees and set strict guidelines for office attire, while others maintain a more relaxed attitude. However, it is always important to remember that no matter what your company’s attitude is regarding what you wear, you are working in a business environment and you should dress properly. Certain items may be more appropriate for evening wear than for a business meeting, just as shorts and a T-shirt are better suited for the beach than for an office environment. Your attire should reflect both your environment and your position. A senior vice president has a different image to maintain than that of a secretary or sales assistant. Like it or not, you will be judged by your personal appearance.
This is never more apparent than on “dress-down days”, when what you wear can say more about you than any business suit ever could. In fact, people will pay more attention to what you wear on dress-down days than on “business professional” days. Thus, when dressing in “business casual” clothes, try to put some good taste into your wardrobe choices, and recognize that the “real” definition of business casual is to dress just one notch(等级) down from what you would normally wear of business-professional attire days.
Remember, there are borders between your career and our social life. You should dress one way for play and another way when you mean business. Always ask yourself where you are going and how other people will be dressed when you get there. Is the final destination the opera, the beach, or the office? Dress properly and you will discover the truth in the principle that clothes make the man—and the woman. Unless you are sure what to wear, it pays to dress slightly traditionally than the situation demands.What is the passage mainly about?
| A．How to dress properly in a business setting. |
| B．The relationship between career and social life. |
| C．The differences between professional and casual dress. |
| D．Dressing codes vary in different situations. |
Which of the following statements is true?
| A．Every company has strict rules regarding office dress. |
| B．You can wear whatever you like if your company doesn’t have high standards for it. |
| C．You should dress according to the business setting even when there are no fixed rules. |
| D．In companies with relaxed rules on office dress, you can’t spot a manager among others. |
Which statement best describes “dress-down days”?
| A．On dress-down days, you can wear whatever you like. |
| B．People’s clothes on dress-down days don’t receive much attention. |
| C．We can’t judge a person’s taste by his clothes on dress-down days. |
| D．People are usually more careful about what they wear on dress-down days. |
Which of the following is NOT the rule offered in the passage regarding business dress?
| A．Remember to ask others for advice when you don’t know what to dress. |
| B．Think about how other guests will wear if you are invited to a dinner. |
| C．For a business meeting and a concert, you should dress differently. |
| D．Dress a bit traditionally if you are not sure what to wear. |
In general, it seems reasonable to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially “too quiet”, an experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological react
ions also declined quickly to the same levels as those of the control subjects.
But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels affect the performance of subjects who were required to monitor three dials at a time, a task not unlike that of a plane pilot or an air-traffic controller. Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did affect the subject’s ability to repeat numbers while tracking (Finkelm and Glass 1970).
Probably the most significant finding from the research on noise is that its predictability is more important than how loud it is. We are much more able to “tune out” long-lasing background noise, even if it is quite loud, than to work under circumstances with unexpected disturbance of noise. In Glass and Singer’s study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the some amount of noise overall, but the bursts occurred at random intervals (unpredictable noise). Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment. But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. The study shows that the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft unpredictable noise actually produced slightly more errors on this task than the loud predictable noise.
Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.When talking about people’s difficulty in sleeping in the mountains, what can be inferred in the passage?
| A．They usually do not prefer peace and quiet to noise. |
| B．They may be exposed to short bursts of very strange sounds. |
C．They prefer to h ear a certain amount of noise while they sleep. |
| D．They may not have adapted to a higher noise level in the city. |
What did Glass and Singer find in their noise experiment?
| A．Problem-solving is much easier under quiet conditions. |
| B．Physiological reactions prevent the ability to work. |
| C．Bursts of noise hardly disturb problem-solving in the long term. |
| D．The physiological reactions of the control subjects declined quickly. |
Researchers discovered that high noise levels are not likely to affect the __________.
| A．successful performance of a single task |
| B．tasks of pilots or air traffic controllers |
| C．ability to repeat numbers while tracking moving lines |
| D．ability to monitor three dials at once |
What does “take its toll on performance” in the passage probably mean?
| A．Destroy the performance completely. |
| B．Have a negative effect on the performance. |
| C．Improve the performance greatly. |
| D．Have a positive influence on the performance. |
One often hears that children should arrive at school “ready to learn.” For most children, the acquisition of reading and math skills starts in the first grade. In states where kindergarten is compulsory, it begins even earlier.
Many parents, teachers, and politicians maintain that preschool is the best way to prepare children to learn. There is no real consensus, however, about how this preparation should be achieved.
For some, early childhood education relates to the development of the whole child. They think that preschool should encou
rage exploration and discovery. Group activities teach positive social behaviors such as sharing, kindness, and patience. Time spent alone encourages independence. Learning letters and counting is important only for children who show an interest in them. Advocates of this approach stress that each child is unique and should learn at his or her own pace.
Other people refer to research showing that children are ready to absorb basic academic concepts by age 3 or 4. They claim that early introduction to letters and numbers lays the foundation for later academic excellence. Since the 1980s, many people have stressed the value of preschool an
d point to the success of programs -such as Head Start - that target low-income children.
Is there proof that an academic curric
ulum in preschool will lead to academic success? Studies have not been conclusive. In the short term, evidence suggests that middle-class children who attend preschool are ahead of their peers in maths and language skills as well as in social skills, when they enter school. However, the same studies show that the gap narrows considerably by the time children reach age 8.
Children living in poverty are a different matter. Those enrolled in programs such as Head Start seem to do better than impoverished children who do not attend a preschool. For instance, youngsters in one group enrolled in the program, tracked until the age of 21, earned higher scores on intelligence tests, were more likely to graduate from high school, and demonstrated more interest in higher education.
The idea of public preschool raises many issues. Providing Head Start for all children would be a financial burden on communities that already struggle to fund current school programs. Also, where would a sufficient number of teachers trained in early childhood development be found?
Advocates of the development of the whole child believe school readiness is______ .
| A．showing eagerness in exploration and discovery |
| B．learning basic skills, such as knowing letters and counting |
| C．showing great interest in basic academic concepts |
| D．demonstration of intellectual , social and emotional skills |
According to the passage, Head Start is most probably______ .
| A．a preschool program that supports disabled children |
| B．a program that helps impoverished children attend a school |
| C．an organization that aims to improve current school programs |
| D．a program that helps design the academic curriculum in preschool |
Which of the following is TRUE according to the passage?
| A．Preschool benefits middle-class children more than poor children. |
| B．Most children start school with similar language and social skills. |
| C．Providing Head Start for all children has encountered great difficulties. |
| D．All children are ready to absorb basic academic concepts by age 3 or 4. |
Which of the following may best summarize the main idea of the passage?
| A．An academic curriculum in preschool will lead to academic success. |
| B．Preshool is helpful, despite the disagreement about what it should offer. |
| C．Children enrolled in preschool demonstrate more interest in learning. |
| D．Preschool education shouldn't be a financial burden on communities. |
| Billboard May 30-June 5, University of Waterloo |
Wednesday, May 30
Gloria Steinem, author of “Revolution From Within” will discuss her book. 8 p.m. Public Library Park Branch. Further information: Susan Smith, 824-4120. ext. 2896.
Thursday May 31
Noon hour concert at Art Centre Music Hall featuring chamber music; Jana Skareski, composer. 12 : 30 p.m. Admission free.
Archeology Open House at WLU. Displays of photographs and objects from Africa, Southwest Asia, the Old and New World; the university’s permanent collection. 10 a.m. to 4 p.m. Archeology rooms, 202 Regina St. Exhibit continues until June 6.
Friday, June 1
Noon hour discussion with Arthur Read, Dean of Arts and Science, WI.U.
Topic: “Universities in the 2000’s”. Public Library Mairt Branch. Details: 743-0271. Food and drinks available.
Saturday, June 2
Arts Lecture Series with Dr. Mary Malone, Religious Studies, St. Jerome’s College.
Topic: “Woman and Religion”. 9 : 30 a.m. Humanities Theatre. Details: 884-8110.
Chamber Music Concert at WLU performed by music students of WLU. 8 p. m. Art Centre Music Hall. Admission: $ 6 adults; seniors and WLU students and staff member $ 3; High school and primary pupils, free.
Sunday, June 3
University of Waterloo 2001 Campus Day featuring Chem
istry Magic Show, animal show, fashion show, square dancing and more. 9 a.m. to 5 p.m. Biology & Chemistry Block, WLU Campus. Further details: 824-4120, ext. 8366.
Monday, June 4
Slide/Video Presentation featuring Hong Kong, Macao and Singapore. Sponsored by International Graduate Students Committee (IGSC). All graduates welcome; free. 5 : 00~8 : 00 p.m. Humanities Theatre. Free snacks provided.
Tuesday, June 5
Quick Questions. Drop in to see Ms. Barb Riley, who can answer your brief career or job-related questions. 1 to 4 p. m. Career Services. Public Library Main Branch: For information call ext. 3001.
84. Rosa’s parents are both WLU professors. They are going to see Rosa perform on Saturday evening together with her grandpa and her 15-year-old sister. How much will the family pay for the tickets?
A. $12. B. $18. C. $15. D. $9.
Nick is eager to find a good job after graduation. From whom can he get some information?
| A．Gloria Steinem. |
| B．Ms. Barb Riley. |
| C． Jana Skareski. |
| D．Arthur Read or Mary Malone. |
When are you likely to meet quite a few graduates of Waterloo University?
| A．5:00~8:00 p.m., Monday. |
| B．9:30 a.m., June 2. |
| C．10 a.m. to 4 p.m., Thursday. |
| D．12:00~1:00, June 1. |
If you are interested in all the activities and lectures at weekend, how many places can you go at most?
| A．2. | B．3. | C．4. | D．5. |
To learn English well you must learn about yourself. You must discover what your own special needs are in English. You should pick o
ut what makes English different from your own language and concentrate on those parts. And above all, you should pick out your own personal weaknesses in English, pick out your own special problems, find out what mistakes you most often make and make a list of them.
It will be best if, in your preparation, you can practise doing the various sorts of work you will be asked to do in examination. You should then make a careful note of any mistakes you make more than once. Count up how many times you make each mistake, and the mistake you make most oft
en should be at the top of your list, the next most common in second place, and so on.
For example, if your own language is Japanese, you may find the problem of articles comes at the top of your list. If you speak German, you may find using some of the conjunctions is your biggest problem. If your mother tongue is French, you find you are always having trouble with some of prepositions. And if Italian is your language, you may constantly forget to use a suitable pronoun when you should.
But these are only examples of mistakes typical of certain languages. They may or may not
be your particular personal mistakes. As I say, these personal ones are the most important of all to discover.
To learn English well the most important thing is to ______.
| A．learn about yourself as much as possible |
| B．discover your own special needs in the language |
| C．find out the difference between your own language and English |
| D．pick out your own personal weaknesses in English |
The writer advises the readers to ______ .
| A．spend as much time on English as possible |
| B．take examinations of various sorts |
| C．find out their own problems in doing selected exercises |
| D．keep a notebook with the important languages points in it |
The first item on the list should be the mistake you make ______ .
| A．more than once | B．many times | C．most often | D．very often |
Inaugural Address－John F. Kennedy
delivered 20 January 1961
We observe today not a victory of party, but a celebration of freedom—symbolizing an end, as well as a beginning—signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago.
The world is very different now, for man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe–the belief that the rights of man come not from the generosity of the state, but from the hand of God.
We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.
Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.
This much we pledge—and more…
In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility -- I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it. And the glow from that fire can truly light the world.
And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.
My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man.
Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God's work must truly be our own.
What should friends and foes know?
| A．That the United States is powerful. |
| B．That a new generation of Americans are responsible for their government. |
| C．That the United States is governed by liberals. |
| D．That the rights of man come from the hand of God. |
What is Kennedy’s promise to the world?
| A．To support liberty. | B．To abolish all forms of human poverty. |
| C．To visit each country at least once. | D．To support any friend. |
What should citizens of the world ask of America?
| A．How America can help them. |
| B．If America plans to invade their country. |
| C．What they can do for freedom. |
| D．What they can do for America. |
Which of the following statement is NOT true according to the passage?
| A．Human beings have the power to put an end to all forms of poverty. |
| B．We should remember we are the first revolution. |
| C．Our nation has always been committed to human rights. |
| D．We should assure the survival and the success of liberty. |