A company, at its inception, states that its goal is “to provide the best customer service possible.” Which of the following best describes this objective？

Motivation is "the driving force within individuals that impels them to action." And goals are the sought-after results (1) motivated behavior.

Motivation can be either positive or negative (2) direction. We may feel a driving force toward some object or condition, (3) a driving force away from some object or condition. For example, a person may be impelled toward a restaurant to fulfill a need, hunger, and away (4) an airplane to fulfill a need of safety. Some psychologists refer to positive drives (5) needs, wants or desires, (6) negative drives as fears or aversions (7) , though negative and positive motivational forces seem to differ dramatically (8) terms of physical and sometimes emotional activity, they are basically similar in (9) they both serve to initiate and sustain human behavior. (10) this reason, researchers often refer (11) both kinds of drives or motives as needs, wants and desires.

Goals, (12) , can be either positive or negative. A positive goal is one toward (13) behavior. is directed and it is often referred to as an approach object. A negative goal is (14) from which behavior. is directed away and it is sometimes referred to as an avoidance object. Since both approach and avoidance goals can be considered objectives of motivated behavior, most researchers refer to (15) types simply as goals. Consider this example. A middle-aged woman may wish to remain (16) attractive as possible. Her positive goal is to appear desirable, and (17) she may use a perfume advertised to make her irresistible. A negative goal may be to prevent her skin (18) aging, and therefore she may buy and use face creams. (19) the former case, she uses perfume to help her achieve her positive goal -- attractiveness; in the (20) case, she uses face creams to help avoid a negative goal -- wrinkled skin.

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Question 8

Xinhua Garment Company wants to export its goals to a customer in Germany. Advise the company the two trade financing methods offered by banks.

Managerial Functions

Managerial work typically is broken into the following seven managerial functions: planning, organizing, staffing, directing, controlling, representing, and innovating. The two-way arrows between these functions in Figure D-1 show that these functions interact with each other. Figure D-1 also shows that decision making and communication are the coordinative processes that tie these functions together. Managers must be skilled in these coordinative processes and functions if they are to accomplish their goals through the efforts of other people.

Planning

The process of establishing and clarifying objectives, determining the policies and procedures necessary to meet the objectives, and preparing a plan of action is called planning.

An objective is what one wants to accomplish. One way for a manager to identify areas in which a company should establish objectives is to consider the relationships and resources that are necessary to its survival and success. This will lead to objectives concerning the type and quality of goods produced and the desired relationship of the company to its customers, suppliers, employees, stockholders, and the surrounding community.

Figure D-1 Management Functions and Coordination Processes

Organizing

Once objectives and policies are established, the manager must determine the activities necessary to achieve the objectives and provide for the coordination of authority relationships among the persons who will be performing these activities. If a firm is running smoothly, it may seem to an outsider that the whole process is relatively simple. Goods are shipped on time because they have been made and stored in advance of receiving an order and because the proper packaging and transportation facilities are available when needed. Actually this smooth flow could not have been accomplished without an efficient organization operating under competent managerial supervision. The specific elements of the organizing function of management were covered in the previous chapter.

Staffing

In the staffing function the manager attempts to recruit, hire, train, and develop the right person for each job. This is an ongoing managerial activity since people quit, are promoted, are transferred, are discharged, or retire. In the case of a growing company, new positions are created that must be filled. Staffing is not solely the responsibility of the human resources department. Effective staffing requires that managers observe their subordinates' performance, noting strengthes and seeking to remove weaknesses by careful counseling and training programs. Because the staffing function covers a multitude of activities that are increasingly being constrained by legislation, the next chapter will deal with this subject more extensively.

Directing

When one thinks of management in general, one may think almost instinctively of the three basic elements of the directing function: leadership, motivation, and communication. This is quite understandable since directing involves the ability to guide and motivate subordinates to achieve the objectives of the enterprise while at the same time building an enduring relationship between the subordinates and the enterprise. A relationship of this sort is based on the recognition that subordinates have go

A．Y

B．N

C．NG

It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their understanding of life within this environment, it is not surprising that they should picture education as feeding this goal.

In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbors, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demand is, of course, nothing new. A number of factors come together to provide the motive force for making education the handmaiden of the job market. For those with economic blinkers, such concentration makes good sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints.

The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well-being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail with ultimate occupational destinations. The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country's cultural heritage while other child-centered advocates see the curriculum as based on each individual child's experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form. of being topic or problem-based.

Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself.

According to the text, it is not surprising that ______.

A．business and education finds so much in common

B．politicians expect education to be like a business

C．the education world is managed by people from the business philosophy

D．those who come from the business world think education should serve industry needs

It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their understanding of life within this environment, it is not surprising that they should picture education as feeding this goal.

In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbors, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demand is. of course, nothing new. A number of factors come together to pro vide the motive force for making education the handmaiden(女仆人) of the job market. For those with economic blinkers(具有狭隘见解的人), such concentration makes good sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints.

The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well-being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail(吻合) with ultimate occupational destinations. The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country's cultural heritage while other child-centred advocates see the curriculum as based on each individual child's experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form. of being topic or problem-based.

Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself.

According to the passage, it is not surprising that ______.

A．business and education find so much in common

B．politicians expect education to be like a business

C．the education world is managed by people from the business philosophy

D．those Who come from the business world think education should serve industry needs

听力原文： One day after urging a major increase in a U.S. program to fight AIDS, the president announced a new initiative to help African entrepreneurs. In a speech to a coalition of groups concerned with international development, Mr. Bush said the United States will provide technical assistance to help African nations strengthen their financial markets. He said the goal

is to create new private equity funds that will mobilize up to a billion dollars of additional private investment in Africa. President Bush also said he wants to make more money available for education programs in Africa and elsewhere. He said he is asking Congress to provide an additional $ 525 million over the next five years to bolster existing programs. On Wednesday, Mr. Bush urged the U.S. Congress to take a major step in the fight against AIDS in Africa. Next year, the mandate for the current five-year American program to combat AIDS abroad will expire. The president said he wants Congress to extend the program for another five years and tO double the funding from $15 billion for five years to $ 30 billion.

According to Bush, The United States will help African nations strengthen their______.

A．stock markets

B．motor industry

C．financial markets

D．medicine factories

听力原文： One day after urging a major increase in a U.S. program to fight AIDS, the president announced a new initiative to help African entrepreneurs. In a speech to a coalition of groups concerned With international development, Mr. Bush said the United States will provide technical assistance to help African nations strengthen their financial markets. He said the goal is to create new private equity funds that will mobilize up to a billion dollars of additional private investment in Africa. President Bush also said he wants to make more money available for education programs in Africa and elsewhere. He said he is asking Congress to provide an additional $ 525 million over the next five years to bolster existing programs. On Wednesday, Mr. Bush urged the U.S. Congress to take a major step in the fight against AIDS in Africa. Next year, the mandate for the current five-year American program to combat AIDS abroad will expire. The president said he wants Congress to extend the program for another five years and to double the funding from $15 billion for five years to $ 30 billion．

According to Bush, The United States will help African nations strengthen their ______.

A．stock markets

B．motor industry

C．financial markets

D．medicine factories

It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their under standing of life within this environment, it is not surprising that they should picture education—as feeding this goal.

In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbors, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demands, of course, nothing new. A number of factors come together to provide the motive force for making education the handmaiden(女仆人) of the job market. For those with economic blinkers, such concentration makes good sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints.

The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well-being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail with ultimate occupational destinations. The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country's cultural heritage while other child-centred advocates see the curriculum as based on each individual child's experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form. of being topic or problem-based.

Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself.

According to the passage, it is not surprising that ______.

A．business and education finds so much in common

B．politicians expect education to be like a business

C．the education world is managed by people from the business philosophy

D．those who come from the business world think education should serve industry needs