Jennifer Wong received her MBA from the University of Texas School of Business in Taiwan in 1985.（）

The Masters of Business Administration (MBA), the best known business school label, is an introduction to general management. The traditional MBA, Harvard style, has remained largely unaltered since the 1950s, and seeks to provide a thorough knowledge of business functions through the case study--a feature incidentally borrowed from law school. In a similar fashion to law school, the graduate management programs train students to think in a particular way, ultimately teaching future business leaders how to analyze problems quickly and contrive (想出)concise solutions. However, business comprises more than merely manipulating numbers or sourcing rational answers to problems. Today, both companies and schools are increasingly aware that business is a human activity; it is ultimately by and about people.

John Quelch is a business school insider who detects the limitations of the traditional syllabus. According to Quelch, leadership is an area that schools have not fully addressed. "The basic technical training managers need is more wide spread. But leadership skills are in short supply. This could become a major constraint on the speed with which multinational companies can expand", he says. Leadership is notoriously hard to teach, but programs do have the capacity to provide a grounding in non- business areas and personal growth. "You want to produce graduates who will be effective. To do this, they need to know their own skills. Our job is not only to cram finance down their throats, but help develop them as people," explains Leo Murray, director of Cranfield School of Management in the U. K. Cranfield uses philosophy in its core, which since 1997 has offered an evening lecture series encompassing (包括) both Aristotelian and present day thinking. Self-awareness is crucial at the school, which will grant the theme even more space. "These issues help people think," states Murray. The better you understand yourself, goes the logic, the better you can manage others. The Said Business School (SBS) at Oxford University champions a more Intergrated approach. John Kay, SBS director, is keen to leverage the intellectual might of the wider university. Access to faculty from other disciplines including philosophy, politics and economics, he believes, could give SBS an edge over other school. These are surely steps in the right direction. But there is more. In future, developing a gut instinct for business may be as important as understanding the figures. To create an MBA to meet the challenges of the 21st century business schools will have to try harder, and they know it.

Which of the following is NOT true?

A．The traditional MBA has remained the same for nearly half a century.

B．Harvard style. MBA courses emphasize case study.

C．In the past MBA placed a high premium on teaching students how to analyze problems quickly and contrive concise solutions.

D．MBA is a very specialized course on business management.

The Masters of Business Administration (MBA), the best known business school label, is an introduction to general management. The traditional MBA, Harvard style, has remained largely unaltered since the 1950s, and seeks to provide a thorough knowledge of business functions through the case study—a feature incidentally borrowed from law school. In a similar fashion to law school, the graduate management programs train students to think in a particular way, ultimately teaching future business leaders how to analyze problems q9uickly and contrive(想出)concise solutions. However, business comprises more than merely manipulating numbers or sourcing rational answers to problems. Today, both companies and schools are increasingly aware that business is a human activity; it is ultimately by and about people.

John Quelch is a business school insider who detects the limitations of the traditional syllabus. According to Quelch, leadership is an area that schools have not fully addressed. "The basic technical training managers need is more wide spread. But leadership skills are in short supply. This could become a major constraint on the speed with which multinational companies can expand", he says. Leadership is notoriously hard to teach, but programs do have the capacity to provide a grounding in non-business areas and personal growth. "You want to produce graduates who will be effective. To do this, they need to know their own skills. Our job is not only to cram finance down their throats, but help develop them as people," explains Leo Murray, director of Cranfield School of Management in the U. K. Cran field uses philosophy in its core, which since 1997 has offered an evening lecture series en compassing (包括) both Aristotelian and present day thinking. Self-awareness is crucial at the school, which will grant the theme even more space. "These issues help people think," states Murray. The better you understand yourself, goes the logic, the better you can man age others. The Said Business School (SBS) at Oxford University champions a more integrated approach. John Kay, SBS director, is keen to leverage the intellectual might of the wider university. Access to faculty from other disciplines including philosophy, politics and economics, he believes, could give SBS an edge over other school. These are surely steps in the right direction. But there is more. In future, developing a gut instinct for business may be as important as understanding the figures. To create an MBA to meet the challenges of the 21st century business schools will have to try harder, and they know it.

Which of the following is NOT true?

A．The traditional MBA has remained the same for nearly half a century.

B．Harvard style. MBA courses emphasize case study.

C．In the past MBA placeda high premium on teaching students how to analyze problems quickly and contrive concise solutions.

D．MBA is a very specialized course on business management.

The Masters of Business Administration (MBA), the best-known business school label, is an introduction to general management. The traditional MBA, Harvard style, has remained largely unaltered since the 1950s, and seeks to provide a thorough knowledge of business functions through the case study — a feature incidentally borrowed from law school.

In a similar fashion to law school, the graduate management programs train students to think in a particular way, ultimately teaching future business leaders how to analyze problems quickly and come up with concise solutions. However, business comprises more than merely manipulating numbers or sourcing rational answers to problems. Today, both companies and schools are increasingly aware that business is a human activity; it is ultimately by and about people.

John Quelch is a business school insider who detects the limitations of the traditional syllabus. According to Quelch, leadership is an area that schools have not fully addressed. "The basic technical training managers need is more widespread. But leadership skills are in short supply. This could become a major constraint on the speed with which multinational companies can expand," he says. Leadership is notoriously hard to teach, but programs do have the capacity to provide a grounding in non-business areas and personal growth.

"You want to produce graduates who will be effective. To do this, they need to know their own skills. Our job is not only to cram finance down their throats, but help develop them as people," explains Leo Murray, director of Cranfield School of Management in the U. K. Cranfield uses philosophy in its core, which since 1997 has offered an evening lecture series on both Aristotelian and present day thinking. Self awareness is crucial at the school, which will grant the theme even more space.

"These issues help people think," states Murray. The better you understand yourself, goes the logic, the better you can manage others. The Said Business School (SBS) at Oxford University champions a more integrated approach. John Kay, SBS director, is keen to leverage the intellectual might of the wider university. Access to faculty from other disciplines including philosophy, politics and economics, he believes, could give SBS an edge over other school.

These are surely steps in the right direction. But there is more. In future, developing a gut instinct for business may be as important as understanding the figures. To create an MBA to meet the challenges of the 21st century business schools will have to try harder.

All of the following facts about traditional MBA programs are referred to by the author EXCEPT that ______.

A．MBA programs, like law school programs, use case study to teach

B．traditional MBA programs emphasize theoretical studies

C．traditional MBA programs has changed markedly

D．traditional MBA syllabus may check the growth of multinational companies

If you know exactly what you want, the best route to a job is to get specialized training. A recent survey shows that companies like graduates in such fields as business and health care who can go to work immediately with very little on-the-job training.

That' s especially true of booming fields that are challenging for workers. At Cornell' s School of HotelAdministration, for example, bachelor's degree graduates get an average of four or five job offers with salaries

ranging from the high teens to the low 20s and plenty of chances for rapid advancement. Large companies, especially, like a background of formal education coupled with work experience.

But in the long nm, too much specialization doesn't pay off. Business, which has been flooded with MBA's, no longer considers the degree an automatic stamp of approval. The MBA may open doors and command a higher salary initially, but the impact of a degree washes out after five years.

As further evidence of the erosion of corporate faith in specialized degrees, Michigan State's Scheetz cites a pattern in corporate hiring practices. Although companies tend to take on specialists as new hires, they often seek out generalists for middle and upper-level management. "They want someone who isn' t constrained by nuts and bolts to look at the big picture," says Scheetz.

This sounds suspiciously like a formal statement that you approve of the liberal-arts graduate, Time and again labor-market analysts mention a need for talents that liberal-arts majors are assumed to have: writing and communication skills, organizational skills, open-mindedness and adaptability, and the ability to analyze and solve problems. David Birch claims he does not hire anybody with an MBA or an engineering degree, "I hire only liberal-arts people because they have a less-than-canned way of doing things," says Birch. Liberal arts means an academically thorough and strict program that includes literature, history, mathematics, economies, science, human behavior--plus a computer course or two. With that under your belt, you can feel flee to specialize. "A liberal-arts degree coupled with an MBA or some other technical training is a very good combination in the marketplace." says Scheetz.

What kinds of people are in high demand on the job market?

A．Students with a bachelor' s degree in humanities.

B．People with an MBA degree from top universities.

C．People with formal schooling plus work experience.

D．People with special training in engineering.

For Phillip "P. J." Stambaugh, the glamour and gold of the dotcom boom swept him from Ithaca, N.Y. to California's Silicon Valley in 1999. And when Trishna Shah selected a job at an e-commerce strategy group after graduating from college last year, it was part of a carefully planned path to "success".

Both were beneficiaries of the technology boom of the late 1990s, and both are now among its victims. Yet for many, losing a job is proving more of a beginning than an end.

Painful and frightening as the process may be, individuals caught in the dotcom downdraft say they are making fundamental changes-the kind that could, in total, alter the outlook and values of many in their generation.

One thing is already certain. The character portrait of the dotcom generation, spoiled, self-centered, and unacquainted with the real world, is rapidly disappearing. In its place, a culture is emerging that puts greater emphasis on growth and opportunity at work, and less on salary and stock options. And for many, there is a deeper questioning of the meaning of life and career, say career guidance experts.

This is a far cry from the work-is-everything, sleep under-the desk, never-log-off, get-it-while-you-can mentality that has permeated the Internet culture.

Ms. Shah graduated from University of California Berkeley's business school last year and found a waiting court of recruiters. She selected work at an e-commerce strategy group, and the pieces were all fitting together. But when Shah was laid off earlier this year, "it was a real wake-up call," she says. "In college you're constantly planning for the next phase of life, your job and your career, "she explains. "But now I'm feeling different. I'm not living just for the next step."

At about the same time Mr. Stambaugh was still thriving at his job in Redwood City. He worked in business-development department of a start up that created Internet map technology.

But that wasn't what he had in mind when he entered Cornell University and successfully pursued a degree in landscape architecture, a field that connected with his love of the outdoors and plants. After graduation in 1999, though, Stambaugh headed to Silicon Valley, persuaded by friends who were quickly landing jobs and making good money. But by last fall, Stambaugh was sending pained e-mails to his sister back east. In one, he complained that his work to create better and better Internet products had become "absent of the things I value."

The economy, in a sense, put an end to his disillusionment, forcing his dotcom out of business a few months ago.

These days, Stambaugh has less money, but an out door tan and high spirits. He is project manager for a landscape firm, spending most of his day meeting with customers and discussing their gardening and landscape dreams. "I'm a different individual now," he says. "I'm happy on a real high level."

Of course there are many still employed in the Internet world, and loving it. But even among the employed, there is a new uncertainty. The unemployment rate in Santa Clara Country for April jumped sharply, a reminder that the flow of pink slips could continue to accelerate.

Even for many of those who continue to work in technology, attitudes seem different. Says Mr. Epperheimer: "The pendulum has moved back to a more balanced approach to work and life."

The experience of Ms. Shah and Mr. Stambaugh is described mainly to show that______.

A．they are victims of the blowup, of dotcom bubble

B．the dotcom generation reviews its values

C．one should be far-sighted in choosing one's career

D．prosperity may prove to be a curse in disguise

Schedule of the Greek Ambassador's Official Visit to Boston

08 October, 2009

Washington DC, Ambassador's Office

The Ambassador of Greece in the United States, Mr. George Savvaides, will visit Boston from 19th through October 21st 2009.

During the Ambassador's official visit in Boston, his schedule will be as follows:

On Sunday, October 19th, the Ambassador and Mrs. Savvaides will attend the Centennial Archieratical Divine Liturgy at the Annunciation Greek Orthodox Cathedral of New England. H. E., Archbishop Demetrios of America, will preside. Following the Liturgy, the Ambassador will participate at the Centennial Anniversary Luncheon at the Sheraton Boston hotel.

In the evening, the Consul General and Mrs. Bikas will host a reception in honor of the Ambassador and Mrs. Savvaides at the premises of the Consulate General of Greece.

On Monday morning, October 20th, the Ambassador will meet with the Governor of the Commonwealth of Massachusetts, Mitt Romney. He will then visit the Boston Globe where he will meet with members of the Editorial Board.

At noon, Ambassador Savvaides will be the guest of honor at a working luncheon hosted by the Director of the Institute of Politics at the J. F. Kennedy School of Government, Harvard University.

Secretary of the Institute, Dan Glickman, the Dean of the school, Dr. Joseph Nye as well as members of the Faculty will participate.

At 3: 15 p. m., the Acting Marshall of Harvard University, Jill Chamberlain, will preside over a ceremony at which the Ambassador, as a distinguished guest, will sign the University guestbook at Wadsworth House, the oldest building at Harvard.

At 4: 15 p. m., the Ambassador will lecture at Harvard University on Transatlantic, European and Greek foreign policy issues (Minda de Gunzburg Center for European Studies 27 Kirkland Str.

Cambridge).

On Tuesday October 21st, the Ambassador will visit the Hellenic College and the Holy Cross School of Theology, Brookline MA, where he will meet with the leadership of both schools.

Subsequently the Ambassador will depart for Washington.

Who announced the schedule of the Greek Ambassador's official visit to Boston?

A．The Greek Orthodox Cathedrd

B．The Ambassador's office in Washington

C．Secretary Dan Glickman of the Institute of Politics at Harvard University

D．The Editorial Board of Boston Globe

Which of the following is mentioned in the passage as a disadvantage of storing artifacts in museum basements?

A．Space that could be better used for display is taken up for storage.

B．Artifacts discovered in one excavation often become separated from each other.

C．Such artifacts often remain uncatalogued and thus cannot be located once they are put in storage.

D．Such artifacts are often damaged by variations in temperature and humidity.

Which of the following is mentioned in the passage as a disadvantage of storing artifacts in museum basements?

A．Museum officials rarely allow scholars access to such artifacts.

B．Space that could be better used for display is taken up for storage.

C．Artifacts discovered in one excavation often become separated from each other.

D．Such artifacts are often damaged by variations in temperature and humidity.

E．Such artifacts’ often remain uncatalogued and thus cannot be located once they are put in storage.