Psychologist Carl Jung firstly proposed the word “archetype” in his idea of “Collective Unconscious”.

For my proposed journey, the first priority was clearly to start learning Arabic. I have never been a linguist. Though I had traveled widely as a journalist, I had never managed to pick up more than a smattering of phrases in any tongue other than French, and even my French, was laborious for want of lengthy practice. The prospect of tackling one of the notoriously difficult languages at the age of forty, and trying to speak it well, both deterred and excited me. It was perhaps expecting a little too much of a curiously unreceptive part of myself, yet the possibility that I might gain access to a completely alien culture and tradition by this means was enormously pleasing.

I enrolled as a pupil in a small school in the center of the city. It was run by a Mr Beheit, of dapper appearance and explosive temperament, who assured me that after three months of his special treatment I would speak Arabic fluently. Whereupon he drew from his desk a postcard which an old pupil had sent him from somewhere in the Middle East, expressing great gratitude and reporting the astonishment of local Arabs that he could converse with them like a native. It was written in English. Mr Beheit himself spent most of his time coaching businessmen in French, and through the thin, partitioned walls of his school one could hear him bellowing in exasperation at some confused entrepreneur: "Non, M. Jones. Jane suis pas francais. Pas, Pas, Pas! "(No Mr.Jones, I'm NOT French, I'm not, not, NOT!). I was gratified that my own tutor, whose name was Ahmed, was infinitely softer and less public in approach.

For a couple of hours every morning we would face each other across a small table, while we discussed in meticulous detail the colour scheme of the tiny cubicle, the events in the street below and, once a week, the hair-raising progress of a window-cleaner across the wall of the building opposite. In between, bearing in mind the particular interest I had in acquiring Arabic, I would inquire the way to some imaginary oasis, anxiously demand fodder and water for my camels, wonder politely whether the sheikh was prepared to grant me audience now. It was all hard going. I frequently despaired of ever becoming anything like a fluent speaker, though Ahmed assured me that my pronunciation was above average for a Westerner. This, I suspected, was partly flattery, for there are a couple of Arabic sounds which not even a gift for mimicry allowed me to grasp for ages. There were, moreover, vast distinctions of meaning conveyed by subtle sound shifts rarely employed in English. And for me the problem was increased by the need to assimilate a vocabulary, that would vary from place to place across five essentially Arabic-speaking countries that practiced vernaculars of their own: so that the word for "people", for instance, might be nais, sah'ab or sooken.

Each day I was mentally exhausted by the strain of a morning in school, followed by an afternoon struggling at home with a tape recorder. Yet there was relief in the most elementary forms of understanding and progress. When merely got the drift of a torrent which Ahmed had just released, I was childishly elated. When I managed to roll a complete sentence off my tongue without apparently thinking what I was saying, and it came out right, I beamed like an idiot. And the enjoyment of reading and writing the flowing Arabic script. was something that did not leave me once I had mastered it. By the end of June, no-one could have described me as anything like a fluent speaker of Arabic. I was approximately in the position of a fifteen-year old who, equipped with a modicum of schoolroom French, nervously awaits his first trip to Paris. But this was something I could reprove upon in my own time. I bade farewell to Mr Beheit, still straggling to drive the French negative into the still confused mind of Mr Jones.

Which of the following is not characteristic of Mr Beheit?

A．He had a neat and clean appearance.

B．He was volatile and highly emotional.

C．He was very modest about his success in teaching.

D．He sometimes lost his temper and shouted loudly when teaching.

For my proposed journey, the first priority was clearly to start learning Arabic. I have never been a linguist. Though I had traveled widely as a journalist, I had never managed to pick up more than a smattering of phrases in any tongue other than French, and even my French was laborious for want of lengthy practice. The prospect of tackling one of the notoriously difficult languages at the age of forty, and trying to speak it well, both deterred and excited me. It was perhaps expecting a little too much of a curiously unreceptive part of myself, yet the possibility that I might gain access to a completely alien culture and tradition by this means was enormously pleasing.

I enrolled as pupil in a small school in the center of the city. It was run by Mr. Beheit, of dapper appearance and explosive temperament, who assured me that after three months of his special treatment I would speak Arabic fluently. Whereupon he drew from his desk a postcard which an old pupil has sent him from somewhere in the Middle East, expressing great gratitude and reporting the astonishment of local Arabs that he could converse with them like a native. It was written in English. Mr. Beheit himself spent most of his time coaching businessmen in French, and through the thin, partitioned walls of his school one could hear him bellowing in exasperation at some confuse entrepreneur: "Non. M. Jones. le ne suis pas francais. Pas, Pas, Pas." (No Mr. Jones, I'm not, not, NOT). I was gratified that my own tutor, whose name was Ahmed, was infinitely softer and less public in his approach.

For a couple of hours every morning we would face each other across a small table, while we discussed in meticulous detail the colour scheme of the tiny cubicle, the events in the street below and, once a week, the hair-raising progress of a window-cleaner across the wall of the building opposite. In between, bearing in mind the particular interest I had in acquiring Arabic, I would inquire the way to some imaginary oasis, anxiously demand fodder and water for my camels, wonder politely whether the sheikh was prepared to grant me audience now. It was all hard going. I frequently despaired of ever becoming anything like a fluent speaker, though Ahmed assured me that my pronunciation was above average for a Westerner. This, I suspected, was partly flattery, for there are a couple of Arabic sounds which not even a gift for mimicry allowed me to grasp for ages. There were, moreover, vast distinctions of meaning conveyed by subtle sound shifts rarely employed in English. And for me the problem was increased by the need to assimilate a vocabulary, that would vary from place to place across five essentially Arabic-speaking countries that practiced vernaculars of their own: so that the word for "people", for instance, might be "nais", "sahab" or "sooken".

Each day I was mentally exhausted by the strain of a morning in school, followed by an afternoon struggling at home with a tape recorder. Yet there was relief in the most elementary forms of understanding and progress. When I merely got the drift of a torrent which Ahmed had just release, I was childishly clated. When I managed to roll a complete sentence off my tongue without apparently thinking what I was saying, and it came out right. I beamed like an idiot. And the enjoyment of reading and writing the flowing Arabic script. was something that did not leave me once I had mastered it. By the end of June, noone could have described me as anything like a fluent speaker of Arabic. I was approximately in the position of a fifteen-year old who, equipped with a modicum of schoolroom French, nervously awaits his first trip to Paris. But this was something I could reprove upon in my own time. I bade farewell to Mr. Beheit, still struggling to drive the French negative into the still confused mind of Mr. Jones.

Which of the following is not ch

A．He had a neat and clean appearance.

B．He was volatile and highly emotional.

C．He was very modest about his success in teaching.

D．He sometimes lost his temper and shouted loudly when teaching.

Should a leader strive to be loved or feared? This question, famously posed by Machiavelli, lies at the heart of Joseph Nye's new book. Mr. Nye, a former dean of the Kennedy School of Government at Harvard and one-time chairman of America's National Intelligence Council, is best known for promoting the idea of “soft power”, based on persuasion and influence, as a counterpoint to "hard power" , based on coercion (强迫) and force.

Having analyzed the use of soft and hard power in politics and diplomacy in his previous books, Mr. Nye has now turned his attention to the relationship between power and leadership, in both the political and business spheres. Machiavelli, he notes, concluded that "one ought to be both feared and loved, but as it is difficult for the two to go together, it is much safer to be feared than loved." In short, hard power is preferable to soft power. But modern leadership theorists have come to the opposite conclusion.

The context of leadership is changing, they observe, and the historical emphasis on hard power is becoming outdated. In modern companies and democracies, power is increasingly diffused and traditional hierarchies (等级制) are being undermined, making soft power ever more important. But that does not mean coercion should now take a back seat to persuasion, Mr. Nye argues. Instead, he advocates a synthesis of these two views. The conclusion of The Powers to Lead, his survey of the theory of leadership, is that a combination of hard and soft power, which he calls "smart power”, is the best approach.

The dominant theoretical model of leadership at the moment is, apparently, the “transformational leadership pattern”. Anyone allergic (反感) to management term will already be running for the exit, but Mr. Nye has performed a valuable service in rounding up and summarizing the various academic studies and theories of leadership into a single, slim volume. He examines different approaches to leadership, the morality of leadership and how the wider context can determine the effectiveness of a particular leader. There are plenty of anecdotes and examples, both historical and contemporary, political and corporate.

Alas, leadership is a slippery subject, and as he depicts various theories, even Mr. Nye never quite nails the jelly to the wall. He is at his most interesting when discussing the moral aspects of leadership—in particular, the question of whether it is sometimes necessary for good leaders to lie—and he provides a helpful 12-point summary of his conclusions. A recurring theme is that as circumstances change, different sorts of leaders are required; a leader who thrives in one environment may struggle in another, and vice versa. Ultimately that is just a fancy way of saying that leadership offers no easy answers.

From the first two paragraphs we may learn that Mr. Machiavelli's idea of hard power is ______.

A．well accepted by Joseph Nye

B．very influential till nowadays

C．based on sound theories

D．contrary to that of modern leadership theorists

听力原文：M: So how come you chose psychology?

W: Well, at lust I didn't have any clear idea of what I wanted to do after university, I didn't say to myself "I want to be a clinical psychologist or a researcher or anything like that". I suppose I have just always been interested in people and the way they act.

M: And what was the course like?

W: It was just great. The teachers were all really friendly and they had this special approach to teaching. The whole course was based on a problem-solving approach.

M: I see from your CV that you graduated in 1997 and after that, let me see...

W: I got a job with the department of employment. It was only a temporary thing for about six months. I used to have to design questionnaires and things like that for surveys that they carried out. And I guess the psychology course at college helped me a lot.

M: So why did you leave?

W: Well, four years is a long time to be asking people questions. You know those sorts of questions about washing powder and shampoo. After two years of doing that I felt that while I could do it well, now I want to do something else that's a little different. It just wasn't challenging for me any more and because I needed a challenge I decided to move when I heard about the position of Senior Researcher here at institute I knew that's exactly what I want.

(23)

A．Be a researcher in the area.

B．Be a clinical psychologist.

C．Know how to be a problem-solver.

D．Know more about people's behavior.

Should a leader strive to be loved or feared? This question, famously posed by Machiavelli, lies at the heart of Joseph Nye's new book. Mr. Nye, a former dean of the Kennedy School of Government at Harvard, is best known for promoting the idea of "soft power", based on persuasion and influences, as a counterpoint to "hard power", based on coercion (强迫) and force.

Mr. Nye has now turned his attention to the relationship between power and leadership, in both the political and business spheres. Machiavelli, he notes, concluded that "one ought to be both feared and loved, but as it is difficult for the two to go together, it is much safer to be feared than loved." In short, hard power is preferable to soft power. But modern leadership theories have come to the opposite conclusion.

The context of leadership is changing, they observe, and the historical emphasis on hard power is becoming outdated. In modern companies and democracies, power is increasingly diffused and traditional hierarchies (等级制) are being undermined, making soft power ever more important. But that does not mean coercion should now take a back seat to persuasion, Mr. Nye argues. Instead, he advocates a synthesis of these two views. The conclusion of The Powers to Lead, his survey of the theory of leadership, is that a combination of hard and soft power, which he calls "smart power", is the best approach.

The domination theoretical model of leadership at the moment is, apparently, the "transformational leadership pattern". Mr. Nye has performed a valuable service in rounding up and summarizing the various academic studies and theories of leadership into a single, slim volume. He examines different approaches to leadership, the morality of leadership and how the wider context can determine the effectiveness of a particular leader. There are plenty of anecdotes and examples, both historical and contemporary, political and corporate.

Leadership is a slippery(狡猾的) subject, and as he depicts(描述) various theories, even Mr. Nye never quite nails the jerry to the wall. He is at his most interesting when discussing the moral aspects of leadership—in particular, the question of whether it is sometimes necessary for good leaders to lie—and he provides a helpful 12-point summary of his conclusions. A recurring theme is that as circumstances change, different sorts of leaders are required, a leader who thrives in one environment may struggle in another, and vice versa. Ultimately that is just a fancy way of saying that leadership offers no easy answers.

According to the passage, the reason why Mr. Nye is so popular is that ______.

A．he advocates that leaders should be feared

B．he advocates the importance of persuasion and influence

C．he was once the leader of Harvard

D．he thinks that coercion should give way to persuasion

听力原文：M: So how come you chose psychology?

W: Well, at lust I didn't have any clear idea of what I wanted to do after university, I didn't say to myself "I want to be a clinical psychologist or a researcher or anything like that". (22) I suppose I have just always been interested in people and the way they act.

M: And what was the course like?

W: It was just great. The teachers were all really friendly and they had this special approach to teaching. (23) The whole course was based on a problem-solving approach.

M: I see from your CV that you graduated in 1997 and after that, let me see...

W: I got a job with the department of employment. It was only a temporary thing for about six months. (24) I used to have to design questionnaires and things like that for surveys that they carried out. And I guess the psychology course at college helped me a lot.

M: So why did you leave?

W: Well, four years is a long time to be asking people questions. You know those sorts of questions about washing powder and shampoo. After two years of doing that I felt that while I could do it well, now I want to do something else that's a little different. (25) It just wasn't challenging for me any more and because I needed a challenge I decided to move when I heard about the position of Senior Researcher here at institute I knew that's exactly what I want.

(23)

A．Be a researcher in the area.

B．Be a clinical psychologist.

C．Know how to be a problem-solver.

D．Know more about people's behavior.

Dr. Sternberg has proposed a theory of intelligence that includes such traits as how well a person plans strategies for problem-solving or handles novel situations. And a theory put forth by Howard Gardner of Harvard describes seven kinds of intelligence, including the body control displayed by athletes and dancers, musical talent, interpersonal skills such as being able to read another's feeling, as well as more academic abilities like mathematical and logical reasoning.

Much of the new work examines attitudes that allow people to make best use of whatever mental skills they may have. One such outlook is what psychologists call "self- efficacy," the belief that one has mastery over the events of one's life and can meet a given challenge.

"People's beliefs about their abilities have a profound effect on those abilities," said Albert Bandura, a psychologist at Stanford University, who has done the major research on self-efficacy. "Ability is not a fixed property; there is huge variability in how you perform. People who have a sense of self-efficacy bounce back from failure: they approach things in terms of how to handle them rather than worrying about what can go wrong. "

In the study of exceptional managers by Drs. McClelland and Klemp, for instance, the best ones displayed a strong self-confidence, seeing themselves as the most capable person for their job and as being stimulated by crises. Along similar lines, Dr. Martin Seligman, a psychologist at the University of Pennsylvania, has shown that people who are more optimistic do better than pessimists in a wide variety of endeavors (努力) from selling insurance to achievement in school.

Self-efficacy varies from one part of a person's life to another. A self-confident manager, for instance, may feel ineffective as a father. Dr. Bandura and other researchers have found that self-efficacy acts as a powerful force in people's choices of what they will try in life and what they avoid. Many women, they have found, have a low level of self-efficacy with regard to computers or math, and so tend to shy away from careers that depend heavily on those skills.

Some of the psychologists believe that although the practical intelligence seems to come naturally to certain people, other people can be trained to be smarter in this way, to some extent. Dr. Sternberg and Dr. McClelland, for example, have worked on developing training techniques to enhance different aspects of practical intelligence.

In the passage the author ______.

A．expounds his objections to Dr. Sternberg's theory of intelligence

B．has made a thorough analysis of the 7 kinds of intelligence described by Howard Gardner

C．has put forth the theory of self-efficacy

D．dwells on the theory of self-efficacy

3 Damian is the finance director of Linden Limited, a medium sized, unquoted, UK trading company, with a 31 July

year end. Damian personally owns 10% of the ordinary issued share capital of Linden Limited, for which he paid

￡10,000 in June 1998. He estimates that the current market value of Linden Limited is ￡9 million and that the

company will make taxable profits of ￡1·4 million in the forthcoming year to 31 July 2007.

(a) Damian believes that Linden Limited should conduct its activities in a socially responsible manner and to this

end has proposed that in future all cars purchased by the company should be low emission vehicles. The sales

director has stated that several of his staff, who are the main recipients of company cars, other than the directors,

are extremely unhappy with this proposal, perceiving it as downgrading their value and status.

The cars currently provided to the sales staff have a list price of ￡19,600, on which Linden Limited receives a

bulk purchase discount of 6% from the dealer, and a CO2 emission rate of 168 grams/kilometre. The company

pays for up to ￡400 of accessories, of the salesmen’s own choice to be fitted to the cars and all of the running

costs, including private petrol. The cars are replaced every three years and the ‘old’ cars are sold at auction,

because they are high mileage vehicles.

The low emission cars it is proposed to purchase will have the same list price as the current cars, but the dealer

is only prepared to offer a bulk discount of 5% on these vehicles. Damian does not propose to make any other

changes to Linden Limited’s company car policy or practice.

Required:

(i) Explain the tax consequences of the proposed move to low emission vehicles for both the individual

salesmen and Linden Limited, illustrating your answer by means of relevant calculations of the tax and

national insurance (NIC) savings arising. (9 marks)