Text 3 The provision of positive incentives to work in the new society will not be an easy task. But the most difficult task of all is to devise the ultimate and final sanction to replace the ultimate sanction of hunger—the economic whip of the old dispensation. Moreover, in a society which rightly rejects the pretence of separating economics from politics and denies the autonomy of the economic order, that sanction can be found only in some conscious act of society. We can no longer ask the invisible hand to do our dirty work for us.
I confess that I am less horror-struck than some people at the prospect, which seems to me unavoidable, of an ultimate power of what is called direction of labour resting in some arm of society, whether in an organ of state or of trade unions. I should indeed be horrified if I identified this prospect with a return to the conditions of the pre-capitalist era. The economic whip of laissez-faire undoubtedly represented an advance on the serf-like conditions of that period: in that relative sense, the claim of capitalism to have established for the first time a system of “free” labour deserves respect. But the direction of labour as exercised in Great Britain in the Second World War seems to me to represent as great an advance over the economic whip of the heyday of capitalist private enterprise as the economic whip represented over pre-capitalist serfdom.
Much depends on the effectiveness of the positive incentives, much, too, on the solidarity and self-discipline of the community. After all, under the system of laissez-faire capitalism the fear of hunger remained an ultimate sanction rather than a continuously operative force. It would have been intolerable if the worker had been normally driven to work by conscious fear of hunger; nor, except in the early and worst days of the Industrial Revolution, did that normally happen. Similarly in the society of the future the power of direction should be regarded not so much as an instrument of daily use but rather as an ultimate sanction held in reserve where voluntary methods fail. It is inconceivable that, in any period or in any conditions that can now be foreseen, any organ of state in Great Britain would be in a position, even if it had the will, to marshal and deploy the labour force over the whole economy by military discipline like an army in the field. This, like other nightmares of a totally planned economy, can be left to those who like to frighten themselves and others with scarecrows.
第31题:1. The word “sanction”(Line 2, Paragraph 1) is closest in meaning to______.
[A] corrective measures
[B] encouraging methods
[C] preventive efforts
[D] revolutionary actions
本题考查词义的理解。对sanction一词的理解依赖于对整个第一段的理解。第一段第二句提到sanction of hunger,其上文即第一句提到positive incentives(正面激励),第二句以but为标志出现转折。因此,sanction of hunger与“正面激励”应该是相对照的。第一段最后一句又提到,不能再要求这只无形的手替我们做“惹人讨厌的工作”了。这里“无形的手”指的是上文提到的“sanction of hunger”,由此可知它做的是“惹人讨厌的工作”。综合以上线索,sanction应是一种“负面手段”,通过比如饥饿这样的处罚来达到改善、改进的目的。因此该词最接近的含义是[A]。
第1题:
A、firewall
B、logistic software
C、ERP
D、supply-chain
第2题:
Even though current technologies make the ultimate segmented network impractical, new technologies and products hold the promise of making the concept a reality. Most important of all these new technologies are (66) . The ultimate switched LAN, which is technically possible, now, exhibits the following characteristics:
1. High-speed yet cost-effective switching devices can be implemented on a wide scale, providing dedicated connections for individual users and supporting the aggregate (67) of all networked users.
2. The ability to deploy switching capabilities incrementally into the (68) base. Switching implementations support switching of individual users or groups so that existing users of shared media modules can continue to use the existing equipment until they can justify moving to dedicate switched LAN connections.
3. Support and enhancement of existing routed environments. Switching (69) routint, but rather can be introduced into the network without making any changes to the existing routing equipment or configuration.(70) play a critical role in the integration of switching into existing networks.
A.switch-based LANs
B.WANs
C.user services
D.LAN-BY-PHONE
第3题:
第4题:
第5题:
第6题:
第7题:
Your computer runs Microsoft Windows Vista Home Basic edition. When you attempt to upgrade your computer to Microsoft Windows Vista Ultimate edition by booting from the DVD-ROM, you receive the following warning message: "The partition you selected might contain files from a previous Microsoft Windows installation. If it does, these files and folders will be moved to a folder named Microsoft Windows.old. You will be able to access the information in Microsoft Windows.old, but you will not be able to use your previous version of Microsoft Windows." You need to complete the upgrade. What should you do? ()
第8题:
第9题:
quintessential, laud
rife, promulgate
widespread, cogitate
pervasive, commemorate
tenable, sanction
第10题:
allies
delegates
voters
juries
第11题:
第12题:
第13题:
A It seems our records are always a little incomplete ;
B It's a piece of cake ;
C I'm still working on ironing out a few problems
第14题:
The best title for the passage is _____.
[A] Education and Progress
[B] Old and New Social Norms
[C] New Education: Opportunities for More
[D] Demerits of Hierarchical Society
本题考查了文章的主旨大意。考生需通篇把握全文,不应将注意力放到某个事实细节上。文章一开始就提到民主权利的延展和联邦主义的削弱带来了新教育制度的出现。接下来,作者主要介绍了这一新的教育观念的内涵,及其与旧式教育观念的异同。并对新旧两种教育体制下的学生进行比较。纵览全文可以推断,文章主要讲的是新的教育观念,并未涉及教育的发展问题、社会准则问题,所以[A]、[B]项都错误。[D]项虽然在文中有所提及,但只是部分内容,不能概括全文主旨。[C]项为最佳答案。
第15题:
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第17题:
第18题:
In the event of a catastrophic disaster, after which you need to replace the entire UCS blade system (that is, new fabric interconnects, new IOMs, new chassis, and new blades), what type of backup would provide the most complete set of information?()
第19题:
logical configuration
all configuration
full state
system configuration
第20题:
第21题:
broke out
turned out
worked out
set out
第22题:
第23题:
To give special students a chance to experience life in the outside world.
To train teachers to work with students with special needs.
To allow special students to learn life-skills in a safe environment.
To prepare special students for transition into mainstream society.