S公司是10年前成立的高新技术企业。当时，公司员工只有100来人，因此，公司没有设置专门的培训与开发机构，培训与开发工作由人力资源部经理负责。随着公司规模的扩大和业务的拓展，目前公司的员工数量发展到近万人，而且在海外还设有分公司。公司高层逐渐意识到培训与开发工作的重要性，考虑设置专门的培训与开发机构。但具体采取何种形式，目前还存在着争论。一种观点认为，培训与开发机构应该隶属于人力资源部，以保证培训与开发计划的协调与统一，必要的时候，也可以建立企业大学。另一种观点认为，培训与开发机构应该独立出来，与人力资源部并列，以突出培训与开发在组织中的战略地位。此外，公司为了鼓励员工不断成长，最大程度地发挥员工的潜能，开始导入职业生涯管理。

从投资的成本——收益角度分析，只能在( )情况下，培训与开发才会提高组织的利润。 (注：B——培训可带来的增值，C——培训的支出，S——员工受训后要求的加薪)

A:S-C＞B B:B-S＞C C:S-B＞C D:C＞S

分包装国药准字H(Z,S,J)+4位年号+4位顺序号

S代表

A:进口药品 B:化学药品 C:中药 D:生物制品 E:进口药品

Text 1
"All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life," Hofstadter wrote. "Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart."
Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students.
In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy.
Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public.
It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it.
"Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines," says Deborah Meier, educator and author of The Power of Their Ideas. "The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too."

The word "it" (Line 3, Paragraph 5) most probably refers to（）

A:the state of being respected and well-paid. B:the wish to become the best and brightest students. C:a culture among the adults that embrace new ideas. D:the passion for learning and academics.

Text 1
"All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life," Hofstadter wrote. "Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart."
Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students.
In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy.
Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public.
It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it.
"Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines," says Deborah Meier, educator and author of The Power of Their Ideas. "The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too."

It can be inferred from the last two paragraphs that（）

A:the brightest students will choose to work as teachers. B:teachers will read academic books in their spare time. C:teachers play key roles in building intellectual culture. D:the social status of American teachers is quite high nowadays.

Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. Text 1 "All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life," Hofstadter wrote. "Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart." Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it. "Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines," says Deborah Meier, educator and author of The Power of Their Ideas. "The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too."

It can be inferred from the last two paragraphs that（）

A:the brightest students will choose to work as teachers. B:teachers will read academic books in their spare time. C:teachers play key roles in building intellectual culture. D:the social status of American teachers is quite high nowadays.

Section Ⅱ Reading Comprehension Part A Directions: Read the following four texts. Answer the questions below each text by choosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. Text 1 "All too often.., in the history of the United States, the school teacher has been in no position to serve as a model to the intellectual life," Hofstadter wrote. "Too often he has not only no claims to an intellectual life of his own, but not even an adequate workmanlike competence in the skills he is supposed to impart." Harsh words, perhaps, but Hofstadter’s idea makes sense: If teachers--on the front line of education--don’t have an active intellectual life, they’re not likely to communicate a love of learning and critical thinking to their students. In his 1995 book, Out of Our Minds: Anti-Intellectualism and Talent Development in American Schools, Craig Howley cites several studies about the education and habits of public school teachers. According to one study, prospective teachers take fewer liberal arts courses than their counterparts in other arts and science majors--and fewer upper-division courses in any subject except pedagogy. It appears, Howley writes, that prospective teachers do not often make a special effort during their college years to pursue advanced study in fields other than pedagogy. Frequent reading of literature in academic fields is the mark of the scholar, Howley says, so it’s logical to look at teachers’ reading habits. Readers tend to be more reflective and more critical than nonreaders, argues Howley, who found that studies of teachers’ reading showed two patterns: One is that teachers don’t read very much--on average, just 3.2 books a year. (In fact, 11 percent of those surveyed said they had not read a single book during the current year.) The second pattern is that when teachers do read, they prefer popular books rather than scholarly or professional literature. Of those who were reading about education, most were reading books intended for the general public. It’s true that U. S. teachers have traditionally been poorly paid and not well respected, which means that the best and the brightest are often not attracted to teaching. But until teachers can be role models and exhibit their own love of learning and academics, the children won’t get it. "Create a culture among the adults, a community of adults who are learners, who are excited a bout ideas in the other disciplines," says Deborah Meier, educator and author of The Power of Their Ideas. "The school must represent the culture it wants to encourage. If we want kids to feel that an intellectual life belongs to them, it must belong to the teacher, too."

The word "it" (Line 3, Paragraph 5) most probably refers to（）

A:the state of being respected and well-paid. B:the wish to become the best and brightest students. C:a culture among the adults that embrace new ideas. D:the passion for learning and academics.

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition un known in advance. You either have science or you don’t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly used bits.
The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature, l regard this as the major discovery of the past hundred years of biology. It would have amazed the brightest minds of the 18th century Enlightenment(启运动) to be told by any of us how little we know and how bewildering the way ahead seems. It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problems, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are de pressed. It is not so bad being ignorant if you are totally ignorant.
But we are making a beginning, and there ought to be some satisfaction. There are probably no questions we can think up that can’t be answered, sooner or later, including even the matter of consciousness. To be sure, there may well be questions we can’t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers, if we keep at it long enough, and pay attention.

According to the author, really good science （）

A:would surprise the brightest minds of the 18th century Englightenment B:will produce results which cannot be foreseen C:will help people to make the right choice in advance D:will bring about disturbing results

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition un known in advance. You either have science or you don’t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly used bits.
The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature, l regard this as the major discovery of the past hundred years of biology. It would have amazed the brightest minds of the 18th century Enlightenment(启运动) to be told by any of us how little we know and how bewildering the way ahead seems. It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problems, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far from being answered. Because of this, we are de pressed. It is not so bad being ignorant if you are totally ignorant.
But we are making a beginning, and there ought to be some satisfaction. There are probably no questions we can think up that can’t be answered, sooner or later, including even the matter of consciousness. To be sure, there may well be questions we can’t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers, if we keep at it long enough, and pay attention.

According to the author, really good science （）

A:would surprise the brightest minds of the 18th century Englightenment B:will produce results which cannot be foreseen C:will help people to make the right choice in advance D:will bring about disturbing results