2006级硕士研究生(B类)英语期末考试试题.doc

2006级硕士研究生(B类)英语期末考试试题(适用于30-53班)时间: 150分钟2007.7.7Part I: Reading Comprehension 40%Directions: Read the following passages carefully and then select the best answer from the four choices given to answer the questions or to complete the statements that follow each passage. Write your answer on your Answer Sheet. Passage OneMost conceptions of the process of motivation begin with the assumption that behavior is, at least in part, directed towards the attainment of goals or towards the satisfaction of needs or motives. Accordingly, it is appropriate to begin our consideration of motivation in the work place by examining the motives for working. Simon points out that an organization should be able to secure the participation of a person by offering him inducements（引诱）which contribute in some way to at least one of his goals. The kinds of inducements offered by an organization are varied, and if they are effective in maintaining participation they must necessarily be based on the needs of the individuals.Maslow examines in detail what these needs are. He points out not only that there are many needs ranging from basic physiological drives such as hunger to a more abstract desire for self-realization, but also that they are arranged in a hierarchy（等级制度）whereby the lower-order needs must to a large degree be satisfied before the higher-order ones come into play.One of the most obvious ways in which work organizations attract and retain members is through the realization that economic factors are not the only inducement for working as indicated by Morse and Weiss. In line with the social respect and self-realization needs discussed by Maslow, factors such as associations with others, self-respect gained through the work, and a high interest value of the work can serve effectively to induce people to work.1. According to Maslow, a work organization is able to motivate people to work by _.A. satisfying their physiological needs B. satisfying their self-realization needsC. satisfying hierarchy of their higher-order need D. first satisfying their lower-order needs2. Lower-order needs concern a persons _.A. essential physical needs C. self-realizationB. self-respect D. working relationships with others3. Which of the following is NOT a higher need that attracts people to work?A. Association with others. C. Interest value of the work.B. Possibility of earning a good salary . D. Cultivation of self-respect.4. Which of the following statements may be supported by Morse and Weiss?A. Physiological needs are the most basic.B. There is a hierarchy of needs that must be met.C. Economic factors are the greatest inducement.D. Personal esteem and the gaining of power is the most important factor.5. Simon points out that _.A. the needs of individuals range from hunger to self-realizationB. effective inducements must be based on what individuals wantC. economic factors are not the only inducement for working D. inducements must not be too variedPassage TwoAccording to sociologists, there are several different ways in which a person may become recognized as the leader of a social group. In the family, traditional cultural patterns confer leadership on one or both of the parents. In other cases, such as friendship groups, one or more persons may gradually emerge as leaders, although there is no formal process of selection. In larger groups, leaders are usually chosen formally through election or recruitment.Although leaders are often thought to be people with unusual personal ability, decades of research have failed to produce consistent evidence that there is any category of “natural leaders”. It seems that there is no set of personal qualities that all leaders have in common; rather, virtually any person may be recognized as a leader if the person has qualities that meet the needs of that particular group. Research suggests that there are typically two different leadership roles that are held by different individuals. Instrumental leadership is leadership that emphasizes the completion of tasks by a social group. Group members look to instrumental leaders to “get things done”. Expressive leadership, on the other hand, is leadership that emphasizes the collective well beings of a social groups members. Expressive leaders are less concerned with the overall goals of the group than with providing emotional support to group members and attempting to minimize tension and conflict among them. Instrumental leaders are likely to have a rather secondary relationship to other group members. They give others and may discipline group members who inhibit（阻碍） attainment of the groups goals. Expressive leaders cultivate a more personal or primary relationship to others in the group. They offer sympathy when someone experiences difficulties and try to resolve issues that threaten to divide the group. As the difference in these two roles suggest, expressive leaders generally receive more personal affection from group members; instrumental leaders, if they are successful in promoting group goals, may enjoy a more distant respect.6. What does the passage mainly discuss? A. The problems faced by leaders. B. How leadership differs in small and large groups. C. How social groups determine who will lead them. D. The role of leaders in social groups.7. The passage mentions all of the following ways by which people can become leaders EXCEPT _ .A. recruitmentB. formal election processC. specific leadership trainingD. traditional cultural patterns8. Which of the following statements about leadership can be inferred from paragraph 2?A. person who is an effective leader of a particular group may not be an effective leader in another group.B. Few people succeed in sharing a leadership role with another person.C. A person can best learn how to be an effective leader by studying research on leadership.D. Most people desire to be leaders but can produce little evidence of their qualifications.9. In mentioning “natural leaders” in line 7, the author is making the point that _ .A. few people qualify as “natural leaders”B. there is no proof that “natural leaders” existC. “natural leaders” are easily accepted by the members of a groupD. “natural leaders” share a similar set of characteristics10. The passage indicates that instrumental leaders generally focus on _ .A. ensuring harmonious relationshipsB. sharing responsibility with group membersC. identifying new leadersD. achieving a goalPassage ThreeMany objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearances, were determined by technologists, artisans, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.The creative shaping process of a technologists mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and by a sense of form. Some decisions such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary. Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, which is indispensable for an artist. Because perceptive processes are not assumed to need “hard thinking,” nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and is inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools. If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial errors in mechanical design, they are a reflection of chaos caused by the neglect of non-verbal thinking.11. The main purpose of the author in writing this text is _.A. to demonstrate the role of nonverbal thinking in the development of technologyB. to stress the importance of nonscientific thinking in engineering designC. to identify the two kinds of thinking that are used by technologistsD. to urge engineering institutes to attach importance to the education of non-verbal thinking12. Which of the following statements is in agreement with the authors opinion?A. When one designs an object he usually first has in mind what it should be like.B. Compared with verbal or mathematical thought, nonverbal thought is regarded as a primitive stage of cognitive process.C. Nonverbal thinking is in reality superior to verbal or mathematical thought.D. Nonverbal thinking is becoming an even more important component in design courses with the development of technology.13. The author describes the predicament faced by the History American Engineering Record as “paradoxical” (Para. 3) most probably because _.A. architectural schools offered better training for their students in engineering designB. college students should be better qualified to make the drawings in engineering designC. the drawings needed were so complicated that only the students in architectural schools had the capability of making them.D. engineering students were not trained to make the type of drawings needed to record the development of their own discipline.14. The author uses the example of the early models of high-speed railroad cars primarily to indicate that _.A. a lack of attention to the nonscientific aspects in design results in poor conceptualization by engineersB. neglect of trivial problems in mechanical design often causes costly errors in engineering systemsC. designers of automatic control systems need to have a better understanding of analytical problemsD. design of modern engineering systems depends more on nonscientific thinking than on mechanical knowledge15. Which of the following can best describe the function of non-verbal thinking in the development of technology?A. Vital C. FundamentalB. Indispensable D. PreliminaryPassage FourTraditionally, the study of history has had fixed boundaries and focal points periods, countries, dramatic events, and great leaders. It also has had clear and firm notions of scholarly procedure: how one inquires into a historical problem, how one presents and documents ones findings, what constitutes admissible and adequate proof.Anyone who has followed recent historical literature can testify to the revolution that is taking place in historical studies. The currently fashionable subjects come directly from the sociology catalog: childhood, work, leisure. The new subjects are accompanied by new methods. Where history once was primarily narrative, it is now entirely analytic. The old questions “What happened?” and “How did it happen?” have given way to the question “Why did it happen?” Prominent among the methods used to answer the question “Why” is psychoanalysis, and its use has given rise to psychohistory. Psychohistory does not merely use psychological explanations in historical contexts. Historians have always used such explanations when they were appropriate and when there was sufficient evidence for them. But this pragmatic use of psychology is not what psycho- historians intend. They are committed, not just to psychology in general, but to Freudian psychoanalysis. This commitment precludes a commitment to history as historians have always understood it. Psychohistory derives its “facts” not from history, the detailed records of events and their consequences, but from psychoanalysis of the individuals who made history, and deduces its theories not from this or that instance in their lives, but from a view of human nature that transcends history. It denies the basic criterion of historical evidence: that evidence be publicly accessible to, and therefore assessable by, all historians. And it violates the basic principle of historical method: that historians be alert to the negative instances that would refute their theses. Psychohistorians, convinced of the absolute rightness of their own theories, are also convinced that theirs is the “deepest” explanation of any event, that other explanations fall short of the truth.Psychohistory is not content to violate the discipline of history ( in the sense of the proper mode of studying and writing about the past); it also violates the past itself. It denies to the past an integrity and will of its own, in which people acted out of a variety of motives and in which events had a multiplicity of causes and effects. It imposes upon the present, thus robbing people and events of their individuality and of their complexity. Instead of respecting the particularity of the past, it assimilates all events, past and present, into single deterministic schema that is presumed to be true at all times and in all circumstances.16. Which of the following statements is NOT true according to the text?A. History is composed of unique and non-repeating events that must be individually analyzed on the basis of publicly verifiable evidence.B. Traditional historians can benefit from studying the techniques and findings of psychologists.C. The traditional historians pay more attention to historical events while psychohistorians pay more attention to the emotional causes.D. The approach of psychohistorians to historical study is currently in fashion even though it lacks the rigor and verifiability of traditional historical method.17. According to the text, traditional history can be distinguished basically from psychohistory in that traditional historians _.A. usually view past events as complex and having their own individualityB. narrate instead of analyzing and explaining historical eventsC. interprets historical events in such a way that their specific nature is transcendedD. never use psychological explanations in historical contexts to account for events18. It can be inferred from the text that the methods used by psychohistorians probably prevent them from _.A. uncovering alternative explanations that might cause them to question their own conclusionsB. producing a one-sided picture of an individuals personality and motivationsC. presenting their material in chronological orderD. offering a consistent interpretation of the impact of personality on historical events19. The text supplies information for answering which of the following questions?A. What are some specific examples of the use of psychohistory in historical interpretation?B. When were the conventions governing the practice of traditional history first established?C. What sort of historical figure is best suited for psychohistorical analysis?D. What is the basic criterion of historical evidence required by traditional historians?20. Which of the following does the author mention as a characteristic of the practice of psychohistorians?A. The lives of historical figures are presented in episodic rather than narrative form.B. Archives used by psychohistorians to gather material are not accessible to other scholars.C. Past and current events are all placed within the same deterministic schema.D. Events in the adult life of a historical figure are seen to be more consequential than are those in the childhood of the figure.Part II Translation from English to Chinese 20%Directions: Put the following passage into Chinese. Write your answer on your Answer Sheet.In that tradition, when dad needs something, he goes and gets it. So when its time to buy him a gift, all thats left is stuff he didnt really want. The question becomes, what do you get for the guy who has everything? Choosing the right gift can be a minefield. Its not the gift that matters. Its not really the thought that counts, either. You have to find a gift that says, “Hey, dad, I really understand who you are and this is a symbol of our relationship.”Moreover, some dads have trouble switching roles from giver to receiver. “I tell my kids, you dont have to get me an