河北师范大学考博英语真题,考博英语试题

河北师范大学2011年攻读博士学位研究生入学考试英语试题

考试科目：英语    （考生必须将答案写在答题纸上，在试题册上答题无效）
Paper One
Part One Reading Comprehension (50 minutes, 30 points)
Directions: There are six passages in this part. From Passage One through to Passage Five, each is followed by 5 questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice and write the marking letter of your choice on the ANSWER SHEET. In Passage Six, five sentences in the numbered spaces (26-30) are missing but provided in a box that follows the passage and they are marked A, B, C, D and E respectively. You are to decide to which of the numbered spaces each of the sentences should go, and then write the marking letter of your choice on the ANSWER SHEET.
Passage One
Questions 1 to 5 are based on the following passage.
The United States is said to have a mixed economy because privately owned businesses and government both play important roles. Indeed, some of the most enduring debates of American economic history focus on the relative roles of the public and private sectors.
The American free enterprise system emphasizes private ownership. Private businesses produce most goods and services, and almost two-thirds of the nation's total economic output goes to individuals for personal use (the remaining one-third is bought by government and business). The consumer role is so great, in fact, that the nation is sometimes characterized as having a "consumer economy".
This emphasis on private ownership arises, in part, from American beliefs about personal freedom. From the time the nation was created, Americans have feared excessive government power, and they have sought to limit government's authority over individuals — including its role in the economic realm. In addition, Americans generally believe that an economy characterized by private ownership is likely to operate more efficiently than one with substantial government ownership.
When economic forces are unfettered, Americans believe, supply and demand determine the prices of goods and services. Prices, in turn, tell businesses what to produce; if people want more of particular goods than the economy is producing, the price of the goods rises. That catches the attention of new or other companies that, sensing an opportunity to earn profits, start producing more of that goods. On the other hand, if people want less of the goods, prices fall and less competitive producers either go out of business or start producing different goods.
There are limits to free enterprise, however. Americans have always believed that some services are better performed by public rather than private enterprise. For instance, in the United States, government is primarily responsible for the administration of justice, education, the road system, and national defense.
In this mixed economy, individuals can help guide the economy not only through the choices they make as consumers but through the votes they cast for officials who shape economic policy. In recent years, consumers have voiced concerns about product safety, environmental threats posed by certain industrial practices, and potential health risks citizens may face; government has responded by creating agencies to protect consumer interests and promote the general public welfare.
1. According to the passage, the U. S. is sometimes called a "consumer economy" because ____
A. most goods and services are produced by consumers    B. privately owned business plays a major role in the economy
C. individual consumption plays a major role in the economy    D. consumers' rights are very important in the U.S.
2. From the first sentence of the third paragraph, we learn that ____
A. American political beliefs have influenced its economic system    B. Americans fear excessive governmental control of the economy
C. private ownership is important because of American beliefs in personal freedom    D. personal freedom is the basis for private ownership in the U.S.
3. The expression "economic forces are unfettered" (Line 1, Para. 4) means ____
A. prices are determined by consumers    B. supply and demand are allowed to operate freely
C. economic regulations are not enforced    D. the economy is growing
4. The last paragraph tells us that ____
A. a mixed economy is guided by both individual citizens and the government    B. the role of the government in a mixed economy is more important than that of the consumer
C. individual Americans can influence the economy in multiple ways    D. the government does not regard the concerns of individual citizens
5. This passage is mainly about ____
A. how average Americans view their economic system    B. the role of the government in the American economy
C. how supply and demand determine prices in the American economy    D. the roles of the public and private sectors in the American economy
Passage Two
Questions 6 to 10 are based on the following passage.
Drunken driving — sometimes called America's socially accepted form of murder — has become a national epidemic. Every hour of every day about three Americans on average are killed by drunken drivers, adding up to an incredible 250,000 over the past decade.
A drunken driver is usually defined as one with a 0.10 blood alcohol content or roughly three beers, glasses of wine or shots of whisky drunk within two hours. Heavy drinking used to be an acceptable part of the American man image and judges were tolerant in most courts, but the drunken slaughter has recently caused so many well-publicized tragedies, especially involving young children, that public opinion is no longer so tolerant.
Twenty states have raised the legal drinking age to 21, reversing a trend in the 1960s to reduce it to 18. After New Jersey lowered it to 18, the number of people killed by 18 to 20-year-old drivers more than doubled, so the state recently upped it back to 21.
Reformers, however, fear raising the drinking age will have little effect unless accompanied by educational programs to help young people to develop "responsible attitudes" about drinking and teach them to resist pressure to drink.
New laws have led to increased arrests and tests and, in many areas already, to a marked decline in fatalities. Some states are also penalizing bars for serving customers too many drinks. A tavern (酒馆) in Massachusetts was fined for serving six or more double brandies to a customer who was "obviously intoxicated (醉酒)" and later drove off the road, killing a nine-year-old boy. As the fatalities continue to occur daily in every state, some Americans are even beginning to speak well of the 13 years of national prohibition of alcohol that began in 1919, what President Hoover called the "noble experiment". They forget that legal prohibition didn't stop drinking, but encouraged political corruption and organized crime. As with the booming drug trade generally, there is no easy solution.
6. Drunken driving has become a popular problem in America because ____
A. accidents attract so much publicity    B. most Americans are heavy drinkers
C. drinking is a socially-accepted habit in America    D. Americans are now less shocked by road accidents
7. Public opinion regarding drunken driving has changed in that ____
A. detailed statistics are now available    B. judges are giving more severe sentences
C. drivers are more conscious of their image    D. the news media have highlighted the problem
8. Statistics issued in New Jersey suggested that ____
A. many drivers were not of legal age    B. young drivers were often bad drivers
C. the legal drinking age should be raised    D. the level of drinking increased in the 1960s
9. Laws recently introduced in some states have ____
A. resulted in fewer serious accidents    B. reduced the number of convictions
C. specified the amount drivers can drink    D. prevented bars from serving drunken customers
10. The problem of drunken driving is difficult to solve because ____
A. alcohol is easily obtained    B. legislation alone is not sufficient
C. legal prohibiting has already failed    D. drinking is linked to organized crime
Passage Three
Questions 11 to 15 are based on the following passage.
Research on friendship has established a number of facts, some interesting, even useful. Did you know that the average student has 5 to 6 friends, or that a friend who was previously an enemy is liked more than one who has always been on the right side? Would you believe that physically attractive individuals are preferred as friends to those less comely, and is it fair that physically attractive defendants are less likely to be found guilty in court? Unfortunately, such titbits (花絮) don't tell us much more about the nature or the purpose of friendship.
In fact, studies of friendship seem to implicate more complex factors. For example, one function friendship seems to fulfill is that it supports the image we have of ourselves, and confirms the value of the attitudes we hold. Certainly we appear to project ourselves onto our friends; several studies have shown that we judge them to be more like us than they objectively are. This suggests that we ought to choose friends who are similar to us rather than those who would be complementary. In our experiment, some developing friendships were monitored amongst first-year students living in the same hostel. It was found that similarity of attitudes (towards politics, religion and ethics, pastimes and aesthetics) was a good predictor of what friendships would be established by the end of four months, though it has less to do with initial alliances — not surprisingly, since attitudes may not be obvious on first inspection.
There have also been studies of pairings, both voluntary (married couples) and forced (student roommates), to see which remained together and which split up. Again, the evidence seems to favor similarity rather than complementarity (互补) as an omen of successful relationship, though there is a complication where marriage is concerned: once the field is narrowed down to potential mates who come from similar backgrounds and share a broad range of attitudes and values, a degree of complementarity seems to become desirable. When a couple are not just similar but almost identical, something else seems to be needed. Similarity can breed contempt; it has also been found that when we find others obnoxious, we dislike them more if they are like us than when they are dissimilar.
The difficulty of linking friendship with similarity of personality probably reflects the complexity of our personalities: we have many facets and therefore require a disparate group of friends to support us. This of course can explain why we may have two close friends who have little in common, and indeed dislike each other. By and large, though, it looks as though we would do well to choose friends (and spouses) who resemble us. If this were not so, computer dating agencies would have gone out of business years ago.
11. Research on friendship has demonstrated that ____
A. every student has five to six friends    B. judges are always influenced by a pretty face
C. ugly people find it harder to make friends than beautiful people    D. we tend to grow fond of people if we dislike them at first sight
12. Studies of friendships have indicated that in seeking friends we ____
A. want to be flattered    B. are looking for sympathy
C. think they resemble us more than they really do    D. insist on them having similar attitudes to ourselves
13. The experiment conducted on students living in one hostel suggested that ____
A. it was impossible to predict which friendships would develop    B. in the long run, people get on better with those who are like them
C. students split up as soon as they discovered differences in attitudes    D. students immediately recognized others with similar attitudes and interests
14. Studies of marriage relationships indicate that ____
A. opposites get on better than similar personalities    B. exactly the same bases for success apply for ordinary friendships
C. it is first of all necessary to limit prospective partners to people from similar backgrounds    D. the most successful are those between people who are alike but not exactly the same
15. Which of the following best illustrates the major view of the passage?
A. Birds of a feather flock together.    B. Opposites attract each other.
C. Great minds think alike.    D. A friend in need is a friend indeed.
Passage Four
Questions 16 to 20 are based on the following passage.
You don't need to look far for evidence that we Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even schools are where we send our children to get a practical education — not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism (反智主义) in our schools aren't difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education historian and writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces what she considers the roots of anti-intellectualism in our schools. Schools, she concludes, are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. When we encourage our children to reject the life of the mind, we leave them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. If we continue along this path, says writer Earl Shorris, our nation will suffer. "We will become a second-rate country," he says. "We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer Prize-winning book on the roots of anti-intellectualism in US politics, religion, and education. Animosity toward intellectuals is in our country's DNA. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children. "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's hero Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized — going to school and learning to read — so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
16. What do American parents expect their children to acquire in school?
A. Profound knowledge of the world.    B. Practical abilities for future career.
C. The habit of thinking independently.    D. The confidence in intellectual pursuits.
17. We can learn from the passage that Americans have a history of ____
A. undervaluing intellect    B. favoring intellectualism
C. supporting school reform    D. suppressing native intelligence
18. The views of Ravitch and Emerson on schooling are ____
A. identical    B. similar
C. opposite    D. complementary
19. Emerson, according to the passage, is probably a(n) ____
A. scholar in favor of intellect    B. pioneer of education reform
C. advocate of regular schooling    D. opponent of intellectualism
20. What does the author think of intellect?
A. It is to be pursued.    B. It underlies power.
C. It is second to intelligence.    D. It evolves from common sense.
Passage Five
Questions 21 to 25 are based on the following passage.
If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as central to the competitive survival of the firm in the United States. Skill acquisition is considered an individual responsibility. Labor is simply another factor of production to be hired or rented at the lowest possible cost much as one buys raw materials or equipment.
The lack of importance attached to human-resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head of human-resource management is usually a specialized job, often at the edge of the corporate hierarchy. The executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head of human-resource management is central, usually the second most important executive after the CEO, in the firm's hierarchy.
While American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money they do invest is also more highly concentrated on professional and managerial employees. And the limited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background skills that make it possible to absorb new technologies.
As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to operate new flexible manufacturing stations than workers in Germany (as they do), the effective cost of those stations is lower in Germany than it is in the United States. More time is required before equipment is up and running at capacity, and the need for extensive retraining generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower pace of technological change. And in the end the skills of the bottom half of the population affect the wages of the top half. If the bottom half can't effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear.
21. Which of the following applies to the management of human resources in American companies?
A. They hire people at the lowest cost regardless of their skills.    B. They only hire skilled workers because of keen competition.
C. They attach more importance to workers than to equipment.    D. They see the gaining of skills as their employees' own business.
22. What is the position of the head of human-resource management in an American firm?
A. He is one of the most important executives in the firm.    B. His post is likely to disappear when new technologies are introduced.
C. He has no say in making important decisions in the firm.    D. He is directly under the chief financial executive.
23. The money most American firms put in training mainly goes to ____
A. technological and managerial staff    B. workers who can operate new equipment
C. workers who lack basic background skills    D. top executives
24. Which of the following best states the central idea of the passage?
A. American firms are different from Japanese and German firms in human-resource management.    B. Extensive retraining is indispensable to effective human-resource management.
C. The human-resource management strategies of American firms affect their competitive capacity.    D. The head of human-resource management must be in the central position in a firm's hierarchy.
25. It can be inferred from the passage that the hierarchy in American companies ____
A. is considered to be unreasonable    B. makes American firms no less competitive than Japanese companies
C. admits head of human-resource management being a top executive    D. makes head of human-resource management directly responsible for CEO
Passage Six
Questions 26 to 30 are based on the following passage.
A news report from the Guardian on March 11, 2011
The worst earthquake in Japan's records struck its north-east coast at 2.46pm local time (5.46am GMT), about six miles below sea level and 78 miles off the east coast of Japan. The shock was felt as far away as Beijing.
Aftershocks continued for hours after the first tremor, many of more than magnitude 6.0. Joseph Tame, a Briton living in Tokyo, said concrete buildings shook as if they were made of jelly and high-rises swayed back and forth as the quake hit.
More than 1,000 people were believed dead and many more missing after the quake, unleashing a 10m-high tsunami (海啸), setting towns ablaze and sparking a nuclear emergency. __26__
As dawn broke this morning, the full scale of the damage began to emerge. In one of the worst-hit residential areas, people buried under rubble could be heard calling out "Help" and "When are we going to be rescued?", Kyodo news agency reported. TV footage showed staff at one hospital waving banners with the words "Food" and "Help" from a rooftop.
The earthquake rocked buildings 235 miles away in Tokyo and experts said it was around 8,000 times more powerful than the recent New Zealand quake. Footage on Japan's state broadcaster NHK showed images of the ensuing tsunami sweeping homes, ships and trucks across the land and of buildings burning in the night.
__27__ Police said they had found 200-300 bodies in a coastal area of devastated Sendai city. Another 137 died elsewhere, with 539 injured and 351 missing.
Phone voice services were out of order in much of the north-east, but data services allowed some people to contact friends and relatives. London-based Naoya Tatsuzawa said his 74-year-old father had sent an email saying he was trapped on the roof of a building north of Sendai city.
"As far as I know he was in good spirits and they were supporting each other, but it has been snowing and is very cold. It must be awful," he said. David Halton in Sendai said via Twitter: "Broken buildings. People without electricity. It's freezing."
__28__ Many spent the night at shelters in schools and other public buildings. Four million were without power.
Japan's prime minister, Naoto Kan, urged people to help their neighbours and to try to minimize damage, as the country attempted to come to terms with the destruction. "We ask the people of Japan to exercise the spirit of fraternity, help each other and act fast," he said.
Barack Obama said the earthquake was "a potentially catastrophic disaster". He warned citizens on the west coast of America to heed warnings to evacuate coastal areas. "Do as you are told," he said.
__29__ Warnings were later lifted for many locations including Australia and New Zealand but experts warned that successive waves could grow larger through the day.
The US geological survey said the shock was the biggest earthquake to hit Japan since records began in the late 1800s. Japan is one of the most seismically active (地震活跃的) countries and this shock was one of several to have struck the north-east this week, including one of magnitude 7.3 on Wednesday. __30__ The United Nations secretary general, Ban Ki-moon, has pledged it will do "all it can to mobilise humanitarian assistance". David Cameron told a press conference in Brussels: "We stand ready to help in any way that we can."
Box:
A. In Tokyo millions were stranded as train services closed.    B. There were unconfirmed reports of 88,000 people missing.
C. In 1933 a magnitude 8.1 quake in the area killed more than 3,000 people.    D. Across the Pacific, scores of countries were on tsunami alert, with experts expressing particular concern about low-lying islands.
E. The 9-magnitude shock triggered tsunami alerts and evacuations across the Pacific region, with Russia, the Philippines and Hawaii all moving vulnerable citizens to higher ground.
Part Two Vocabulary (15 minutes, 10 points)
Section A
Directions: In each question, decide which of the four options marked with A, B, C and D will most suitably complete the sentence if inserted in the underlined space. Then write the marking letter of your choice on the ANSWER SHEET.
31. Lack of education is an ______ to success.
A. object    B. obstruction
C. obstacle    D. obsession
32. Few other waterfalls ______ the volume of water that passes over Niagara Falls.
A. excess    B. generate
C. sustain    D. endure
33. Public transportation in many parts of Tibet is inadequate, ______ owing a car is a necessity for people who are going to work there.
A. as if    B. so that
C. whereas    D. in addition
34. When a nuclear power collapses, the resulting ______ causes destruction equal to that by hundreds of A-bombs.
A. motion    B. agitation
C. reaction    D. explosion
35. To near-sighted people, faraway things look ______.
A. dizzy    B. blurry
C. rigid    D. unfamiliar
36. In the quest to find a ______ for cancer, scientists must draw on a collective information base.
A. cure    B. diagnosis
C. medicine    D. symptom
37. Our team won the game by a narrow ______.
A. point    B. space
C. score    D. margin
38. A camera takes rays ______ by subjects and focuses them on a sheet of film.
A. reflected    B. collected
C. contained    D. hardened
39. Engineers, ______ scientists involved in basic research, work toward the solution of specific practical problems.
A. as    B. unlike
C. with    D. like
40. Folk art is a spontaneous expression of the feelings, attitudes and ______ the lower classes of a society.
A. needs    B. need
C. needs of    D. need of
Section B
Directions: In each item, choose the word or phrase from the four options marked A, B, C and D that best keeps the meaning of the sentence if it is substituted for the underlined part in the sentence. Then write the marking letter of your choice on the ANSWER SHEET.
41. I don't wonder that so many mothers look worn down with hard work, looking after their children.
A. tiresome    B. powerless
C. exhausted    D. disheartened
42. The soles of your feet are thick-skinned compared to the rest of your body.
A. tough    B. flexible
C. fragrant    D. harsh
43. The Hawaiian Islands were previously called the Sandwich Islands.
A. formerly    B. mistakenly
C. commonly    D. occasionally
44. At the age of 6, boys usually attain a height of over eighty centimeters.
A. maintain    B. reach
C. exceed    D. favor
45. The fundamental element of a word is known as its root.
A. final    B. important
C. simple    D. basic
46. A psychotherapist (心理治疗专家) must maintain an impartial attitude toward a patient's conflicts.
A. attentive    B. inquisitive
C. objective    D. affirmative
47. In the past year, the writer kept his whereabouts secret, so that he was able to concentrate on his new book without interference.
A. location    B. thoughts
C. wealth    D. story plots
48. In colonial times, merchants peddled their goods from door to door.
A. moved    B. received
C. provided    D. sold
49. Horror films or TV plays have lost their appeal for most elder people.
A. density    B. attraction
C. value    D. essence
50. First-aid posts were set up shortly after the earthquake to treat the injured victims.
A. established    B. proposed
C. supported    D. proclaimed

Paper Two
Part Three Error Correction (10 minutes, 10 points)
Directions: This part consists of a short passage. In this passage, there are altogether 10 mistakes, one in each numbered line. You may have to change a word, add a word or delete a word. Mark out the mistakes and put the corrections in the blanks provided. If you change a word, cross it out and write the correct word in the corresponding blank. If you add a word, put an insertion mark (∧) in the right place and write the missing word in the blank. If you delete a word, cross it out and put a slash (/) in the blank.
Example: Television is rapidly becoming the literature of our periods, 1. times/time/period. Many of the arguments having used for the study of literature as a school subject are valid for ∧ study of television. 2. ____ 3. the.
The World Consumer Rights Day on March 15 is an occasion to celebrate and advocate what we as consumers deserve and should thus enjoy. And ever since it became a red-character day on the Chinese calendar, stunning revelations has tested our confidence in the things we consume.    51. ______    52. ______
This year, they included, but were not limited on, paper napkins made from garbage, animal blood preserved with formaldehyde (甲醛) and pork containing ractopamine or clenbuterol (瘦肉精) banning nine years ago.    53. ______    54. ______
Authorities responsible for monitor the market and consumer products were quick to respond, a practice after the melamine scandal, which dealt with a nasty blow to the domestic dairy industry.    55. ______    56. ______
But people's worries are not limited on cases exposed on March 15 alone. They fear that what has been exposed was just the tip of the iceberg.    57. ______    58. ______
Those caught in the act may be punished. But the legitimate questions that follow: Are they the only bad guys we are paying for? Will there come a time when we can feel assured which our safety is in the hands of a group of trustworthy people?    59. ______    60. ______
Part Four Translation
Section A (25 minutes, 15 points)
Directions: In this section there is a Chinese passage. Translate it into English. The first sentence has already been done for you. Be sure to write your translation on the ANSWER SHEET.
61. 自从改革开放以来，GDP一直被各级地方政府看作是衡量它们经济发展和政治表现的尺度。然而就寻常百姓而言，GDP只不过和高楼大厦与新建高速公路相关联。众多低收入家庭的老百姓所看到的，是国家在过去几十年间的两位数GDP增长并没有大幅度地提高他们的生活水平，其中有些人的生活水平反而下降了。这些经济和社会问题突出了需要把我们的经济引导到一条新的、科学和可持续发展的道路上去的紧迫性。
Section B (20 minutes, 10 points)
Directions: In this section there is an English passage. Read it through and translate into Chinese the underlined parts of it. Be sure to write your translation on the ANSWER SHEET.
Blended Degree Programs (混成学位课程)
What a difference a year makes. Twelve months ago the most adventurous business schools were experimenting with e-readers to replace paper case studies and textbooks, and Facebook to boost student recruitment. Today, e-readers are passé; Facebook ubiquitous.
As tablet devices such as the iPad replace e-readers for both degree and non-degree learning, personalised electronic textbooks replace their paper counterparts, and web-based seminars — webinars — replace the classroom experience, technology is moving beyond its role in student support and becoming an intrinsic element of the pedagogy.
(62) The lines between traditional face-to-face teaching and traditional distance learning programs are blurring and "blended learning", combining virtual with face-to-face teaching, is the latest buzz phrase.
One of the biggest developments over the past year has been the launch of high quality — and expensive — blended degree programs. Earlier this month Brown University in the US, one of just two Ivy League universities not to have a business school, launched an Executive MBA program with Spain's IE Business School.
(63) Half of the EMBA — an "Executive MBA" for senior working managers — will be taught face-to-face, the other half online, says David Bach, dean of programs at IE. He is an eager supporter of using Internet communications to improve quality of participation on these senior programs.
The 15-month Brown program will cost $95,000, more expensive than many full-time programs, but Prof Bach defends the cost. "You don't economise on faculty. Blended programs are as expensive as on-campus programs and they will become more expensive."
(64) Prof Bach believes people will be prepared to pay for the convenience of blended programs. But other benefits to this technology include the ability of participants to select the way of studying that suits them.
Recognition that advanced technology can help students learn more effectively is spreading at the very top schools, those not usually associated with e-learning. And it is being regarded as enriching the on-campus experience.
At the Wharton school at the University of Pennsylvania, Karl Ulrich, vice-dean of the school's innovation initiative, believes that blended learning — or connected learning as Wharton calls it — can respond better to different learning styles.
"You can provide different ways to deliver a module. Our current learning technology is one-size-fits-all. I think we can be more respectful of student's learning styles," he says.
But connected learning can also help the school extend its reach. "What I'd like to do is to have students in internships take courses over the summer. If you can separate time and place, we can get our people out into the world a bit more."
(65) Recognition of different learning styles will be one of the selling points of MBA@UNC, the blended learning program to be launched in July by the Kenan-Flagler school at the University of North Carolina.
Like the IE/Brown program, MBA@UNC is targeted at the top end of the market, priced at $89,000 for the two years including books, student fees, and food and accommodation for four weekend immersions.
Part Five Writing
Section A (20 minutes, 10 points)
66. You want to invite some friends to a party. Write an invitation letter of about 100 words to them individually:
1) Invite them to the party,
2) Elaborate on the reason why such a party should be held,
3) What activities will be arranged for them.
Section B (40 minutes, 15 points)
67. In 2008, a survey from the Office for National Statistics found that British families were healthier and twice as well off as they were 20 years ago, but are no happier. What are your comments on this finding? Write an essay of about 200 words on the topic of what makes us really happy.