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Themajorityofsuccessfulseniormanagersdonotcloselyfollowtheclassicalrationalmodeloffirstclarifyinggoals,assessingtheproblem,formulatingoptions,estimatinglikelihoodsofsuccess,makingadecision,andonlythentakingactiontoimplementthedecision.Rather,intheirday-by-daytacticalmaneuvers,theseseniorexecutivesrelyonwhatisvaguelytermedintuitiontomanageanetworkofinterrelatedproblemsthatrequirethemtodealwithambiguity,inconsistency,novelty,andsurprise;andtointegrateactionintotheprocessofthinking.Generationsofwritersonmanagementhaverecognizedthatsomepracticingmanagersrelyheavilyonintuition.Ingeneral,however,suchwritersdisplayapoorgraspofwhatintuitionis.Someseeitastheoppositeofrationality;othersviewitasanexcuseforcapriciousness.Isenberg'srecentresearchonthecognitiveprocessesofseniormanagersrevealsthatmanagers'intuitionisneitherofthese.Rather,seniormanagersuseintuitioninatleastfivedistinctways.First,theyintuitivelysensewhenaproblemexists.Second,managersrelyonintuitiontoperformwell-learnedbehaviorpatternsrapidly.Thisintuitionisnotarbitraryorirrational,butisbasedonyearsofpainstakingpracticeandhands-onexperiencethatbuildskills.Athirdfunctionofintuitionistosynthesizeisolatedbitsmofdataandpracticeintoanintegratedpicture,ofteninanAha!experience.Fourth,somemanagersuseintuitionasacheckontheresultsofmorerationalanalysis.Mostseniorexecutivesarefamiliarwiththeformaldecisionanalysismodelsandtools,andthosewhousesuchsystematicmethodsforreachingdecisionsareoccasionallyleeryofsolutionssuggestedbythesemethodswhichruncountertotheirsenseofthecorrectcourseofaction.Finally,managerscanuseintuitiontobypassin-depthanalysisandmoverapidlytoengenderaplausiblesolution.Usedinthisway,intuitionisanalmostinstantaneouscognitiveprocessinwhichamanagerrecognizesfamiliarpatterns.Oneoftheimplicationsoftheintuitivestyleofexecutivemanagementisthatthinkingisinseparablefromacting.Sincemanagersoftenknowwhatisrightbeforetheycananalyzeandexplainit,theyfrequentlyactfirstandexplainlater.Analysisisinextricablytiedtoactioninthinking/actingcycles,inwhichmanagersdevelopthoughtsabouttheircompaniesandorganizationsnotbyanalyzingaproblematicsituationandthenacting,butbyactingandanalyzingincloseconcert.Giventhegreatuncertaintyofmanyofthemanagementissuesthattheyface,seniormanagersofteninstigateacourseofactionsimplytolearnmoreaboutanissue.Theythenusetheresultsoftheactiontodevelopamorecompleteunderstandingoftheissue.Oneimplicationofthinking/actingcyclesisthatactionisoftenpartofdefiningtheproblem,notjustofimplementingthesolution.
1.Accordingtothetext,seniormanagersuseintuitioninallofthefollowingwaysEXCEPTto
[A]Speedupofthecreationofasolutiontoaproblem.
[B]Identifyaproblem.
[C]Bringtogetherdisparatefacts.
[D]Stipulatecleargoals.
2.Thetextsuggestswhichofthefollowingaboutthewritersonmanagementmentionedinline1,paragraph2
[A]Theyhavecriticizedmanagersfornotfollowingtheclassicalrationalmodelofdecisionanalysis.
[B]Theyhavenotbasedtheiranalysesonasufficientlylargesampleofactualmanagers.
[C]Theyhavereliedindrawingtheirconclusionsonwhatmanagerssayratherthanonwhatmanagersdo.
[D]Theyhavemisunderstoodhowmanagersuseintuitioninmakingbusinessdecisions.
3.ItcanbeinferredfromthetextthatwhichofthefollowingwouldmostprobablybeonemajordifferenceinbehaviorbetweenManagerX,whousesintuitiontoreachdecisions,andManagerY,whousesonlyformaldecisionanalysis
[A]ManagerXanalyzesfirstandthenacts;ManagerYdoesnot.
[B]ManagerXcheckspossiblesolutionstoaproblembysystematicanalysis;ManagerYdoesnot.
[C]ManagerXtakesactioninordertoarriveatthesolutiontoaproblem;ManagerYdoesnot.
[D]ManagerYdrawsonyearsofhands-onexperienceincreatingasolutiontoaproblem;ManagerXdoesnot.
4.Thetextprovidessupportforwhichofthefollowingstatements
[A]Managerswhorelyonintuitionaremoresuccessfulthanthosewhorelyonformaldecisionanalysis.
[B]Managerscannotjustifytheirintuitivedecisions.
[C]Managers''intuitionworkscontrarytotheirrationalandanalyticalskills.
[D]Intuitionenablesmanagerstoemploytheirpracticalexperiencemoreefficiently.
5.Whichofthefollowingbestdescribestheorganizationofthefirstparagraphofthetext
[A]Anassertionismadeandaspecificsupportingexampleisgiven.
[B]Aconventionalmodelisdismissedandanalternativeintroduced.
[C]Theresultsofrecentresearchareintroducedandsummarized.
[D]Twoopposingpointsofviewarepresentedandevaluated.
TEXTD
Personalityis，tolargeextent,inherent--A-typeparentsusuallybringaboutA-typeoffspring.Butthe
environmentmustalsohaveaprofoundeffect,sinceifcompetitionisimprotanttotheparents,itislikelytobecomeamajorfactorlivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschool,whichis,byitsverynature,ahighlycompetitiveinstitution.Toomanyschoolsadoptthe"winatallcosts"moralstandardandmeasuretheirsuccessbysportingachievements.Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersystem,inwhichcompetitiveAtypesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippides,thefirstmarathonrunner,droppeddeadsecondsaftersaying:"Rejoice,weconquer!".Byfartheworstformofcompetitioninschoolisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.Themeritsofcompetitionbyexaminationaresomewhatquestionable,butcompetitioninthecertainknowledgeoffailureispositivelyharmful.Obviously,itisneitherpracticalnordesirablethatallAyoungsterschangeinto'B's.Thewouldneedstypes,andschoolshaveanimportantdutytotrytofitachild'spersonalitytohispossiblefutureemployment.Itistopmanagement.16.Accordingtotheauthor,whatfactorscontributetothebuildingofpersonality?
A.inheritance
b.inheritance,competitionandenvironment
c.competition
d.environment
17.Whichofthefollowingstatementsisnottrueaccordingtotheauthorofthepassage?
A.Schoolsusuallyadoptseverecompetitivepolicies.
B.Studentsareoftendividedbycompetitionresults.
C.Schoolisplacewherechildrencultivatetheircharacteristics.
D.Thestrongerdesireforwinning,thebetter.
18.Thephrase"soakup"isclosestinmeaningto____.
A.pullup
b.takeup
c.takein
d.pullin
19.Whatattitudedoestheauthorholdtowardexaminationsinschools?
A.positive
b.negative
c.doubtful
d.neutral
20.whatsuggestiondoestheauthormakeconcerningthemanagementofschools?
A.AllstudentsbemadeintocompetitiveAtypes.
B.Achild'spersonalitybeconsideredinregardtohispossiblefuturejob.
C.AllstudentsbechangedintoBcharacteristics.
D.Schoolsabolishallformsofexaminations.
RogerRosenblatt’sbookBlackFiction,inattemptingtoapplyliteraryratherthansociopoliticalcriteriatoitssubject,successfullyalterstheapproachtakenbymostpreviousstudies.AsRosenblattnotes,criticismofBlackwritinghasoftenservedasapretextforexpoundingonBlackhistory.AddisonGayle’srecentwork,forexample,judgesthevalueofBlackfictionbyovertlypoliticalstandards,ratingeachworkaccordingtothenotionsofBlackidentitywhichitpropounds.Althoughfictionassuredlyspringsfrompoliticalcircumstances，itsauthorsreacttothosecircumstancesinwaysotherthanideological,andtalkingaboutnovelsandstoriesprimarilyasinstrumentsofideologycircumventsmuchofthefictionalenterprise.Rosenblatt’sliteraryanalysisdisclosesaffinitiesandconnectionsamongworksofBlackfictionwhichsolelypoliticalstudieshaveoverlookedorignored.WritingacceptablecriticismofBlackfiction,however,presupposesgivingsatisfactoryanswerstoanumberofquestions.Firstofall,isthereasufficientreason,otherthanthefacialidentityoftheauthors,togrouptogetherworksbyBlackauthorsSecond,howdoesBlackfictionmakeitselfdistinctfromothermodernfictionwithwhichitislargelycontemporaneousRosenblattshowsthatBlackfictionconstitutesadistinctbodyofwritingthathasanidentifiable，coherentliterarytradition.LookingatnovelswrittenbyBlackoverthelasteightyyears,hediscoversrecurringconcernsanddesignsindependentofchronology.Thesestructuresarethematic,andtheyspring,notsurprisingly,fromthecentralfactthattheBlackcharactersinthesenovelsexistinapredominantlywhiteculture,whethertheytrytoconformtothatcultureorrebelagainstit.BlackFictiondoesleavesomeaestheticquestionsopen.Rosenblatt’sthematicanalysispermitsconsiderableobjectivity;heevenexplicitlystatesthatitisnothisintentiontojudgethemeritofthevariousworksDyethisreluctanceseemsmisplaced,especiallysinceanattempttoappraisemighthaveledtointerestingresults.Forinstance,someofthenovelsappeartobestructurallydiffuse.Isthisadefect,oraretheauthorsworkingoutof,ortryingtoforge,adifferentkindofaestheticInaddition,thestyleofsomeBlacknovels,likeJeanToomey’sCane,vergesonexpressionismorsurrealism;doesthistechniqueprovideacounterpointtotheprevalentthemethatportraysthefateagainstwhichBlackheroesarepitted,athemeusuallyconveyedbymorenaturalisticmodesofexpressionInspiteofsuchomissions,whatRosenblattdoesincludeinhisdiscussionmakesforanastuteandworthwhilestudy.BlackFictionsurveysawidevarietyofnovels,bringingtoourattentionintheprocesssomefascinatingandlittle-knownworkslikeJamesWeldonJohnson’sAutobiographyofanEx-ColoredMan.Itsargumentistightlyconstructed,anditsforthright,lucidstyleexemplifieslevelheadedandpenetratingcriticism.
1.Theauthorofthetextisprimarilyconcernedwith__________.
[A]Evaluatingthesoundnessofaworkofcriticism.[B]Comparingvariouscriticalapproachestoasubject.
[C]Discussingthelimitationsofaparticularkindofcriticism.
[D]Summarizingthemajorpointsmadeinaworkofcriticism.
2.TheauthorofthetextbelievesthatBlackFictionwouldhavebeenimprovedhadRosenblatt__________.
[A]EvaluatedmorecarefullytheideologicalandhistoricalaspectsofBlackfiction.
[B]AttemptedtobemoreobjectiveinhisapproachtonovelsandstoriesbyBlackauthors.
[C]ExploreingreaterdetailtherecurrentthematicconcernsofBlackfictionthroughoutitshistory.
[D]Assessedtherelativeliterarymeritofthenovelsheanalyzesthematically.
3.author’sdiscussionofBlackFictioncanbebestdescribedas__________.
[A]Pedanticandcontentious.
[B]Criticalbutadmiring.
[C]Ironicanddeprecating.
[D]Argumentativebutunfocused.authorofthetextemploysallofthefollowinginthediscussionofRosenblatt’s
4.bookEXCEPT：__________.
[A]Rhetoricalquestions.
[B]Specificexamples.
[C]Comparisonandcontrast.
[D]Definitionofterms.
5.TheauthorofthetextreferstoJamesWeldonJohnson’sAutobiographyofanEx-ColoredManmostprobablyinorderto__________.
[A]pointoutaffinitiesbetweenRosenblatt’smethodofthematicanalysisandearliercriticism.
[B]Clarifythepointaboutexpressionisticstylemadeearlierinthepassage.
[C]QualifytheassessmentofRosenblatt’sbookmadeinthefirstparagraphofthepassage.
[D]giveaspecificexampleofoneoftheaccomplishmentsofRosenblatt’swork.
PartIIICloze
Directions:Therearetwentyblanksinthefollowingpassage.Foreachblanktherearefourchoices.ChoosetheonethatbestfitsintothepassageandthenmarksyouranswerontheAnswerSheet.
In1982,MarkThatcher,thesonofMrs.Thatcherwasreported61intheSaharaDesertwhilecompetingintheGrandPrixmotorracefromParistoDakar.Thissadnews,so62,shooktheusuallycalmandunperturbedseasonedpolitician63herbalance.Thoughshedidherbesttopretendasif64hadhappenedandmadeherpublicappearancesasusual,peoplecouldnot65tonoticethatshewasnolongertheold66primeministerwhoalwayshadeverything67control.68shehadbecomeaverysadmotherwhowasunabletorecoverfromhershock.
Oneday,whenshewastospeakataluncheonparty,areportercaughther69herguardby70upthesubjectofhermissingsonagain.Shewastotallymentally71forthequestionandlostherselfcontrol.Tearswererollingdownhereyesasshesobbinglytoldthereporterthatthere72stillnonewsofMarkandthatshewasveryworriedabouthim.Shesaidthatallthecountries73hadpromisedtodotheirbesttohelpherfindherson.74thatshebrokedowncompletelyandsobbedsilentlyforquiteawhile.Graduallyshe75downandstartedtospeakas76.itwasaverymovingscenewhich77anewsideofMrs.Thatcher’scharacterthepublicdonotusuallysee,78peoplebegantotalkabouttheIronWoman’smaternallove,asentimentthatis79toallhumankind.
LaterMarkreturned80andsoundtohismother’sside,good-humoredandallsmilesasusual,asifnothingunusualhadeverhappened.TheIronWoman,however,brokedownagainaswassobbingforthesecondtime.
61.A.missingB.missedC.wantingD.wanted
62.A.expectedB.expectingC.unexpectedD.unexpecting
63.A.withB.onC.outD.off
64.A.somethingB.anythingC.nothingD.everything
65.A.missB.failC.pretendD.expect
66.A.reassuredB.self-assuredC.assuringD.self-assuring
67.A.forB.beneathC.belowD.under
68.A.InsteadB.howeverC.ThereforeD.So
69.A.intoB.outofC.onD.off
70.A.puttingB.bringingC.takingD.giving
71.A.readyB.preparedC.unpreparedD.unexpected
72.A.wasB.wereC.shouldbeD.wouldbe
73.A.concerningB.concernedC.worryingD.worried
74.A.AtB.BeforeC.AfterD.With
75.A.satB.brokeC.calmedD.became
76.A.plannedB.planningC.plansD.aplan
77.A.explainedB.exposedC.excludedD.exclaimed
78.A.howeverB.insteadC.soD.but
79.A.universalB.uniqueC.singleD.strange
80.A.safeB.safelyC.sightD.hearing
