Study on TALENT RETENTION in MULTI NATIONAL CORPORATIONs in

大学生英语竞赛（NECCS）A类（研究生）模拟试卷28(总分230, 做题时间90分钟)1. Listening ComperhensionPart I Listening ComperhensionSection AOn which day of the week are they having the conversation?SSS_SINGLE_SEL1.A Monday.B Tuesday.C Wednesday.D Thursday.分值: 2答案:C解析：对话中男士说到“it’s shut all day Tuesday．”理发店周二一整天都关着，因此昨天没有去剪头发，会在明后天去。

可以看出今天是周三。

故C选项为正确答案。

SSS_SINGLE_SEL2.Why does the man insist on paying by credit card?A He knows no identification is needed.B He doesn't carry enough cash with him.C He only has bills of 100 euros.D He uses credit card only.分值: 2答案:B解析：对话中男士没有任何身份证明但是坚持用信用卡支付，他说到“I don't have enough cash．”，可以知道男士没有带足够的现金。

因此B选项为正确答案。

SSS_SINGLE_SEL3.What is the cause of the train's delay?A It has been snowing heavily for three days.B Part of the line is covered with deep water.C It is too foggy for the driver to see clearly.D A section of the railway has got damaged.分值: 2答案:B解析：对话中女士说到“Sir，the snow melted earlier today and that part of the line's a foot underwater now．”，可以看出积雪已经融化，有部分路线积水，可能会带来危险。

2 Channel In telligent Digital Line Output C onverter OWNERS MANUALThank you for purchasing Pacific Audio Corporations (PAC) 2ch intelligent line output converter. This advanced LOC will allow you to integrate with any number of OEM systems and achieve astounding sound quality. The flexibility of the PDLC21’s applications is only limited by the system for which it is used.Precision components were chosen with sound quality and noise free operation being the main goals. We are proud you have chosen the PDLC21 for your audio system and we hope you enjoy the performance that will be achieved utilizing our interface.PDLC21 Features·Intelligent Signal Sensing Turn-on Circuit· Allows easy addition of aftermarket amplifiers to OEM radios ·Pre-Amp 10volt RCA Output·Enough power to cleanly drive any amplifier·Ultra Low 50m Ohm output / 20 Ohm input impedance ·Virtually impervious to noise interference ·SMT (Surface Mount Technology)·Precision components for noise free operation ·Output clipping LED·Visual adjustment indicator for maximum output ·Plastic Housing·For noise and rattle free installationsPDLC21 SpecificationsMaximum Input Voltage......................................................................................................20 V Maximum Output Voltage...................................................................................................10 V THD....................................................................................................................................0.01%Input Impedance................................................................................................................>20K ohms Output Impedance.............................................................................................................30 ohms Signal to Noise...................................................................................................................>87dBSignal Sense Level............................................................................................................DC senseA)Power Connections - These connections are for input power, chassis ground, and remote turn-on. Use aminimum of 18 gauge wire for power and ground connections. The power wire should be fused with a1 amp fuse.B)RCA Outputs - These RCA ouput jacks provide signal to your amplifer.C)Low Level Inputs - These RCA input jacks allow for a low level left and right channel signal inputfrom the source unit.D)Input Switch Selector - This switch is used to select the input of the PDLC21.There are two possible inputs, the RCA position selects the low level RCA input (0-4V) and the Speaker position selects the high level input.E)High Level Inputs - This terminal block allows for a high level left and right channel signal input fromthe source unit. Use this if your source unit does not have RCA outputs.F)Input Gain Adjustment - This control matches the input level of your PDLC21 with the outputlevel of your source unit.G)Power Indicator - This LED indicates when the PDLC21 is powered on.H) Maximum Indicator - This LED indicates when the signal is at its maximum level before distortion occurs.When the input “Gain” adjustment is set correctly and the source unit is at its maximum volume this LED should flicker intermittently.INSTALLATION PRECAUTIONS•Always mount the unit in a fashion so that it can be easily accessible for making adjustments.•Avoid mounting the unit to subwoofer enclosures or high vibration areas.•Do not cover the unit with carpet or any other material.•Do not mount the unit in the engine compartment or anywhere that it will be subject to high temperatures, (ie, direct sunlight or heater) moisture, dust or dirt.•Use rubber or plastic grommets to protect wires when routing them through metal.•Always keep signal wires away from high current power wires.•The ground connection should always be the first connection made.WIRING INSTRUCTIONSGround Connection (GND)The main ground connection should be made between the Gnd terminal on the unit and a metal part of the vehicle close to the mounting location. This wire needs to be as short as possible to minimize the possibility of induced noise. You should use 18 gauge wire or larger for the ground connection. The metal point on the vehicle where the ground connection is made needs to have all paint removed and be scuffed down to the bare metal. The ground wire should have a ring terminal soldered to it and be bolted directly to the vehicle with the use of a star washer. Do not ground the unit near existing (factory) ground points. These areas generally have multiple devices ground- ed to them and can cause induced noise.Power Connection (+12V)The main power connection should be made at the battery. This will ensure that the unit receives the best possible connection to minimize noise. There must be an inline fuse (1 amp) placed in series with the unit. The fuse should be within 18” of the bat- tery. You should use 18 gauge wire or larger for the power connection. The power wire should have a ring terminal soldered to it and be bolted to the vehicles battery. Do not install the fuse in the holder until all the systems connections have been made.Remote In (Optional)This PDLC21 unit is turned on by applying +12 VDC to the remote turn-on terminal. This terminal should be connected to the remote lead from the car stereo. This remote lead from the source unit will trigger a +12V output only when the car stereo is turned on. If the source unit does not provide a remote turn on you can use the accessory terminal in the cars fuse block. This will however turn the unit on and off with the key, regardless of whether the source unit is on or off.Remote Out (Optional)This PDLC21 unit is equipped with a signal sensing circuit that can detect a signal on its input and provide a +12V output signal to turn on an aftermarket amplifier. Connect this to the remote terminal on an aftermarket amplifier.Quick Setup Procedure:The following steps should be done with RCA outputs DISCONNECTED.1.Connect all power connections2.Connect input connections3.Preferably with a test CD or MP3 track playing pink noise. Adjust volume of source unit to just below full volume. ( If no test track is available, normal program material can be used)4.With volume almost @ full, adjust gain on PDLC21 up until the clip light flickers on slightly,Output gain is now adjusted.5.Turn volume down on source unit and turn system off6.Connect RCA outputs7.Turn gain on amplifier(s) all the way down.8.Turn system on and test, and make adjustments as needed.NOTE:Full output volume from an amplifier should be achievable with these settings. The PDLC21 has 10v @ full output and is more than adequate for the majority of amplifier(s) input sections and will allow for the best possible sound quality and noise free operation. Turning up gains on an amplifier may give the appearance that the system is louder, but you will only be driving your amplifier into premature distortion. Slight deviations from this procedure for dissimilar amplifier sizes, multi-channel amplifiers, multi amplifier setups and different speaker sizes may need to be made.Examples would be using a 4 channel amplifier with only 2 channels of input signal. There may be a desire to have the front channels louder than the rear. By slightly reducing the output of the PDLC21 and then raising the gain on the front channels of the amplifier to the desired output, the differential in volume and retention of proper input levels can be achieved.EXAMPLE SYSTEM #1EXAMPLE SYSTEM #2Front Mid-High SpeakersFront Mid-High SpeakersEXAMPLE SYSTEM #3EXAMPLE SYSTEM #4Front Mid-High SpeakersOne Year Limited WarrantyThe quality controls used to manufacture all PAC products are designed to ensure your complete satisfaction.This warranty applies only to original purchaser of PAC products from an authorized PAC dealer. It covers any supplied or manufactured PAC parts that, upon inspection by authorized PAC personnel, are found to have failed in normal use due to defects in material or workmanship. This warranty does not apply to installation expenses.Attempting to service or modify any of our products, or operating them outside their recommended usage, will render this WARRANTY VOID.Unless prescribed by law, PAC is not liable for any personal injury, property damage and/or any incidental or consequential damages (including water damage) resulting from product malfunctions, defects and/or misuse. PAC is also not liable for any products that are improperly altered or installed.All PAC product parts are guaranteed for 1 year as follows:Within the first 12 months from the purchase date, subject to the conditions above, PAC will repair or replace any product at its discretion if it is defective in material or workmanship. For this warranty to be effective, it must be returned to an Authorized PAC Dealer with PROOF OF PURCHASE from that PAC dealer.PAC advertises and sells select third party or distributed brand products. Warranties on 3rd party products may vary.。

MARK ALLEN, Ph.D.Pepperdine University6100 Center DriveLos Angeles, CA 90045(310) 568-5593mallen@EDUCATIONPh.D.—Higher Education Administration and Policy. University of Southern California,Rossier School of Education.Master of Business Administration. Pepperdine University, Graziadio School ofBusiness and Management.Bachelor of Arts--Psychology. Columbia University.PROFESSIONAL EXPERIENCEPEPPERDINE UNIVERSITYPractitioner Faculty of Organizations and Management. Teach MBA and bachelor’s courses in management, leadership, and organizational change for the Graziadio School of Business and Management. Also teach doctoral courses and chair dissertations for the Graduate School ofEducation and Psychology. 2005- Present.Director, Executive Education. Was responsible for the development, delivery, and marketing of non-degree business programs offered to corporate clients and alumni. Created “Managing in the 21st Century” which has been successfully delivered numerous times to alumni andcorporations. Created highly successful programs for 3M, Boeing, Caesars World, Verizon,Southern California Edison, Infonet Services Corporation, Los Angeles Police Department,Safeguard Business Systems, and others. 1996-2006.CONSULTINGConsulting. Provide consulting services to a variety of small, medium, and largePrivatecorporations in the areas of corporate university creation, corporate university management,leadership, and the evaluation of corporate learning. 2001-Present.Senior Associate, The Kiely Group. Work with the clients of this consulting firm to provideservices and classes in the areas of leadership, communication, and organizational change. 2005-Present.Senior Faculty Member, Human Capital Institute. Teach classes live and online for members and corporate clients of this membership-based organization providing research and education in the field of human capital management. 2005 to present.Faculty Member, Vatel University. Teach courses at the Los Angeles campus of thisinternational business school. 2008-Present.Faculty Member, American Management Association. Teach executive leadership courses to national and international audiences. 2010-Present.UNIVERSITY OF SOUTHERN CALIFORNIAProgram Director, Office of Executive Education. Developed, marketed, and superviseddelivery of open enrollment and custom executive education courses offered to corporateexecutives. Created the highly successful “USC Management Development Program” and“Advanced Management Program: Managing the Changing Organization.” Designed andsupervised delivery of custom programs for corporations including the Taiwanese Government, Samsung, Kaiser Permanente, and Hughes Aircraft. 1993-1995.CENTERSKAPLANEDUCATIONALGeneral Manager and Academic Director. Hired, trained, and supervised a faculty of morethan one hundred instructors. Developed and delivered instructor training program used in seven schools throughout Southern California. 1990-1993.INTEGRATED DATA CONCEPTSVice President and General Manager. Managed ongoing operations and developed newtelecommunications ventures. 1986-1990.TEACHING EXPERIENCEPEPPERDINE UNIVERSITY. Teach MBA and undergraduate courses at the Graziadio School of Business and Management and teach doctoral courses and chair dissertation committees forthe Graduate School of Education and Psychology. 1996-Present.CoursesTaughtGraduateof Organizations and LeadershipPrinciples680—AdvancedOTMTManagementOTMT661—Cross-CulturalOTMT 678—Managerial Creativity and Innovation for LeadershipED 755—Adult and Lifespan LearningEDD 756—Leading Educational ProgramsUndergraduate Courses TaughtOTMT 484—Organizational Analysis, Design, and ChangeOrganizationsOTMT491—ManagingUNIVERSITY OF PHOENIX. Taught undergraduate and graduate courses in both classroom and distance formats. Developed and taught faculty training and certification workshops. Won Outstanding Business Faculty Award in 1995. 1992-2001.Teacher Training Courses TaughtFacultyWorkshop (For newly hired faculty)Certificationby me for experienced faculty)(DevelopedProductivityLearningFacilitationSkillsAdvancedMasters and Undergraduate Courses TaughtMGT 512--Fundamentals of Executive ManagementMGT 548--Executive Management in a Global Economy551--DecisionMakingMGTMGT 436--Critical Thinking and Decision MakingQNT 421/QNT 422--Statistics in Business I and II (Taught both live and online)PUBLICATIONSBooksAllen, M. (Editor and Co-Author) The Next Generation of Corporate Universities. SanFrancisco: Pfeiffer, 2007.Allen, M. (Editor and Co-Author) The Corporate University Handbook. New York: AMACOM Books, 2002.ChaptersAllen, M. “Expanding the Value of Corporate Universities: The Stakeholder Approach” InRomano, A. and Secundo, G. (Eds.) Dynamic Learning Networks: Models and Cases in Action.New York: Springer, 2009.Allen, M. “The Evolution of Organizational Learning from Training Departments to Corporate Universities to Stakeholder Universities.” (Foreword). In Romano, A. Open Business Innovation Leadership: The Emergence of the Stakeholder University. Hampshire, England: PalgraveMacmillan, 2009.Allen, M. “The Corporate University Phenomenon: A Look Ahead.” 2009 Pfeiffer Annual:Training.Allen, M. and McGee, P. “Measurement and Evaluation in Corporate Universities.” In Lane, J.E. and Brown, M. C. (Eds.) Examining Unique Campus Settings: Insights for Research andAssessment (“New Directions in Institutional Research,” Number 124). San Francisco: Jossey-Bass, 2005.Other PublicationsAllen, M. “The Next Generation of Corporate Universities for the New Decade.” TrainingIndustry Quarterly, Summer, 2010.Allen, M. “Corporate Universities 2010: Globalization and Greater Sophistication.” Journal of International Management Studies Vol. 5, #1, April 2010, pp. 48-53.Allen, M. “Wisdom Management: Linking Learning and Performance.” Leadership Excellence, Vol. 25, No. 9, September 2008.Allen, M. “CEDRA Research Labs.” Case study for the Human Capital Institute, 2007.Allen, M. “Current and Future Trends in Corporate Universities.” Peking University BusinessReview. July, 2007.Allen, M. “Corporate Universities Explored.” Hobson’s Executive Education Guide 2005,Cincinnati, OH, 2005.Allen, M. “Beyond Training.” Executive Excellence, Vol. 21, No. 12, December, 2004.Allen, M. “Corporate Universities: What is on Offer.” Hobson’s Executive Education Casebook 2004, London, England, 2004.Allen, M. “Corporate Universities: Taking Training to Another Level.” Hobson’s ExecutiveEducation Casebook 2003, London, England, 2003.Allen, M. “Executive Education in the Year 2000.” American International College Journal of Business. Spring, 1996, Vol. VIII, 33-45.PRESENTATIONSAllen, M. “International Virtual Executive Teams.” Society of Human Resources 2011 Annual Conference.” Las Vegas, NV, June, 2011. (Forthcoming).Allen, M. “University Partnerships: Where Do I Start?” Training 2011, San Diego, CA, February 2011.Allen, M. “How Corporate Universities Drive Superior Personal and Organizational Performance.” Training 2011, San Diego, CA, February 2011.Allen, M. “Corporate Universities and Talent Management.” Global Council of Corporate Universities Webinar Series, December 2010.Allen, M. “Author’s Session: The Next Generation of Corporate Universities.” Learning 2010, Orlando, FL, October, 2010Allen, M. “Leadership Learning on a Higher Plane.” Human Capital Institute Executive Conversation (webinar), September, 2010.Allen, M. “Corporate Universities: 2010 and Beyond.” 6th Annual Innovations in E-Learning Symposium, Fairfax, VA, June, 2010.Allen, M. “The Role of the Corporate University in Talent Management.” Training 2010, San Diego, CA, February 2010.Allen, M. “Maximizing Talent in Your Organization: The Role of the Corporate University.” Training Leadership Summit, San Diego, CA, May 2009.Allen, M. “The Role of the Corporate University in Talent Management” Podcast—Training Magazine Network, April, 2009.Allen, M. “Customized Learning for the Evolving Workforce.” Corporate University Week 2008, Orlando, FL, November 2008.Allen, M. “Innovative Approaches for Developing People and Expanding Organizational Learning, Knowledge, and Wisdom” (Keynote Address). Advanced International Summer School: Managing Uncertainty and Competition Through Dynamic Learning Networks, Ostuni, Italy, July 2008.Allen, M. “The Corporate University as a Strategic Weapon in Recruitment, Development and Retention: Taking the Wheel in Talent Management Initiatives.” The Fourth Annual Corporate University Summit, Las Vegas, NV, May 2008.Allen, M. “Fostering Corporate Responsibility as a Leadership Tool.” (Closing Keynote). 2008 Global Council of Corporate Universities Forum, Paris, France, April 2008.Allen, M. “Key Emerging Trends in Learning.” (Closing Keynote Address). Corporate University Week 2007. Orlando, FL, November 2007.Allen, M. “Moving to World Class by Learning from the Best.” Corporate University Week 2007. Orlando, FL, November 2007.Allen, M. “Next Generation Learning and Development.” Learning in the 21st Century Conference, Ontario, CA, May, 2007.Allen, M. “Corporate Universities: Past, Present, and Future” (Opening Keynote Address). The First Global Summit for Corporate University Development, Beijing, China, March, 2007.Allen, M. “How to Measure Ways a Corporate University Adds Value.” 5th Annual Learning Analytics Symposium, Las Vegas, NV, March, 2007.Allen, M. “Authors’ Roundtable: The Next Generation of Corporate Universities” (Headliner Session). Training 2007 Conference and Expo, Orlando, FL, February 2007.Allen, M. “Wisdom Management.” Training 2007 Conference and Expo, Orlando, FL, February, 2007.Allen, M. “The Next Generation of Corporate Universities.” (Headliner Session). Training Solutions Conference and Expo, Denver, CO, October 2006.Allen, M. “The One Thing You Need to Know About Corporate Universities” (Keynote Address). Training Directors’ Forum, Palm Springs, CA, June 2006.Allen, M. “29 Things Corporate Universities Do to Add Value” (Featured Session), Training Directors’ Forum, Palm Springs, CA, June 2006.Allen, M. “Utilizing Mission-Based Metrics in Corporate Universities.” Corporate University Summit 2006, Scottsdale, AZ, May, 2006.Allen, M. “Centralizing Your Learning Function to Maximize Talent Management Efforts.” Succession Planning & Talent Management Summit, Las Vegas, NV, Oct. 2005.Allen, M. “Corporate Universities: The Next Generation” (Featured Presentation). Training Fall Conference and Expo, Long Beach, CA, October 2005.Allen, M. “The Next Generation of Corporate Universities.” Training Directors’ Forum, Phoenix, Arizona, May, 2005.Allen, M. “A Step-By-Step Guide to Launching a Corporate University and Maximizing Its Value.” Corporate University Summit 2005, Las Vegas, NV, May 2005.Allen, M. “Leadership, Alignment, and Change.” The Caribbean Regional Intern/Scholarship Program Leadership Development Workshop, University of the West Indies, Bridgetown, Barbados, April 2005.Allen, M. “The Role of Corporate Universities in Developing Talent.” Human Capital Institute, Los Angeles, CA, March 2005.Allen, M. “Corporate Universities: The Next Generation” (Featured Presentation). Training 2005 Conference and Expo, New Orleans, LA, March 2005.Allen, M. “Mission-Based Metrics” Measuring and Benchmarking Training Projects and Programs Conference, Atlanta, GA, January, 2005.Allen, M. “Creating a Business Plan for a New Corporate University.” Corporate University Week 2004, Orlando, FL, November, 2004.Allen, M. “Measuring Corporate University Successes.” Measurement and Benchmarking for Corporate Universities Conference, Phoenix, AZ, September 2004.Allen, M. “Transitioning Your Training Organization to a Corporate University.” Running Training and Learning as a Business Conference, New Orleans, LA, April 2004.Allen, M. “Corporate Universities: What They Should Do For Your Organization and How You Can Measure Their Processes and Successes.” Measuring and Benchmarking Training Projects and Programs Conference, Las Vegas, NV, February 2004.Allen, M. “The Perfect Corporate University: Mythical Beast or Attainable Goal?” Corporate University Week 2003, Orlando, FL, November 2003.Allen, M. (Moderator) “Needs of Client Corporations” (Panel presentation). 2003 Executive MBA Council Conference, Atlanta, GA, October 2003.Allen, M. “You’re Not in it Alone: Strategic Alliances for Corporate Universities.” Launching and Managing a Corporate University Conference, Dallas, TX, January 2003.Allen, M. and Sabatalo, A. “Views on Corporate-University Partnerships: Emerging Trends, Successes, and Caveats” (Panel presentation). University Continuing Education Association Conference on Workforce Development, Clearwater, FL., January, 2003.Allen, M. “Corporate Universities 2007.” Corporate University Week 2002, Orlando, FL, November, 2002.Allen, M. “Whither Corporate Universities” (Keynote Address). Corporate University WeekCanada, Toronto, Canada, August, 2002.Allen, M. “Defining, Realizing, and Measuring the True Value of Corporate Universities”(Keynote Address). Training World 2002, Washington, D.C., July, 2002.Allen, M. “The Future of Corporate Universities” (Keynote Address). Global CorporateUniversity Week, Paris, France, June 2002.Allen, M. “Strategic Educational Alliances for Corporate Universities” (Featured Presentation).Training World 2001, San Diego, CA, July, 2001.Allen, M. “Putting the Learning Back Into E-Learning.” Online Corporate University WeekConference, San Francisco, CA, July, 2000.Allen, M. “New Options in Executive Development.” 7th Annual EDINEB (EducationInnovation in Economics & Business) International Conference, Newport Beach, CA, June,2000.Allen, M. “Strategic Partnerships for Corporate Universities.” Global Corporate UniversityWeek Conference, Cannes, France, June, 2000.Allen, M. “The Changing Landscape of Leadership Development: The Roles ofTraditional, Non-Traditional, and Corporate Universities.” 1999 APQC Annual Conference, San Francisco, CA, August, 1999.Allen, M. “Corporate Universities and Business Schools: Competitors or Allies?” 1997 SAMInternational Management Conference, Las Vegas, NV, March, 1997.Allen, M. “Corporate Universities.” Second National Excellence in Education Conference,Anaheim, CA, October, 1996.AWARDS AND AFFILIATIONSBoard of Regents, University of Farmers, Farmers Insurance Company, 2007-Present.Board of Advisors, Global Council of Corporate Universities, 2005-Present.Faculty Expert Speaker, Southern California Minority Business Development Council,Video Web Series, 2010.Editorial Reviewer, Human Resource Development Quarterly, 2010.Human Capital Strategist Certification, Human Capital Institute, 2005.Editorial Review Board, Research in Management Education and Development (Information Age Publishing, Greenwich, CT), 2004.Judging Panel, CUBIC (Corporate University Best in Class) Awards, 2002-2004, 2007-2009. Advisory Board, Clemson University program on Corporate University Management, 2004. Outstanding Business Faculty Award, University of Phoenix, 1995.Board of Directors, Electronic Publishers Association, 1989-1990.。

2023-2024学年第一学期期末试卷1、---I’m sure Andrew will win the first prize in the final.---I think so. He _____ for it months.A．is preparing B．has been preparing C．was preparing D．had been preparing2、When the organization ______ in March, 2019, there was almost no money in the bankand more than $1 million of debt.A．folded B．boomed C．registered D．sprang3、---He was satisfied with the result, wasn't he?---No. It was so difficult that he __________have passed it.A．shouldn't B．mustn'tC．couldn' t D．wouldn't4、If we use the new recycling method, a large number of trees .A．are saved B．will save C．will be saved D．have saved5、Dimash appeared on the stage of Singer 2017,his voice instantly won hearts ofChinese audience.A．As long as B．As soon as C．Now that D．Ever since6、Most spending that results in debt is like a drug: a quick hit of pleasure that ______, onlyto drag you down for years to come.A．takes off B．wears off C．sets off D．shows off7、The teacher spoke so fast that it was hard for the students to ______ what he was saying. A．take in B．take off C．take on D．take after8、Many people fall into panic due to the earthquake and tsunami in Japan but experts don’texpect this to be ________ as proper measures have been taken.9、Allen followed his customer across the yard and stood on the step of the house, two shopping bags.A．lifted B．having lifted C．to lift D．lifting10、－You know, people have different opinions about the construction of the project.－We welcome any comments from them, favorable or _______.A．so B．otherwiseC．else D．rather第二部分阅读理解（满分20分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。

大学生英语竞赛（NECCS）A类（研究生）模拟试卷28(总分：230.00，做题时间：90分钟)一、 Listening Comperhension(总题数：10，分数：60.00)1.Part I Listening Comperhension__________________________________________________________________________________________ 解析：2.Section A__________________________________________________________________________________________ 解析：On which day of the week are they having the conversation?On which day of the week are they having the conversation?（分数：10.00）A.Monday.B.Tuesday.C.Wednesday. √D.Thursday.解析：解析：对话中男士说到“it’s shut all day Tuesday．”理发店周二一整天都关着，因此昨天没有去剪头发，会在明后天去。

可以看出今天是周三。

故C选项为正确答案。

(2).Why does the man insist on paying by credit card?（分数：2.00）A.He knows no identification is needed.B.He doesn't carry enough cash with him. √C.He only has bills of 100 euros.D.He uses credit card only.解析：解析：对话中男士没有任何身份证明但是坚持用信用卡支付，他说到“I don't have enough cash．”，可以知道男士没有带足够的现金。

Feasibility Report on Establishing Internet Courses (E-learning)I.IntroductionThis report seeks to prove that establishing Internet courses (e-learning) for our company’s employees is worthwhile and feasible.E-learning stands for electronic learning which uses various kinds of media, such as the internet and CD. With the introduction of new technologies, e-learning has become a realistic education alternative to almost every person. In the business world, e-learning provides a way for companies to train and instruct employees without requiring them to travel to a central location. Technological development has enabled e-learning to grow and reach a lot more different niches in the business industry by creating customizable training modules that can be patterned to the needs and requirements of a particular company.In the following section, I would like to explain at length the current development of e-learning, its advantages and problems and solutions.II.Current SituationBusinesses need to train and develop their employees regularly as it will help boost their work performance, provide them with skills necessary to deal with changing technologies, and equip them adequately to perform their duties and helping the company achieve its goals, thus defeating its rivals in the competitive market. To improve its service level, McDonald offers its employees an online training program to log onto Hamburger University to learn such skills as how to assemble a made-to-order burger or properly place the drink on a tray.Meanwhile, more and more people are realizing the importance of recharge themselves to keep pace with the ever changing world. Data show that Adults over 25 now represent nearly half of higher-educated students; most are employed and want more education to advance their careers.However, a traditional training program requires a specific place and time period. It needs teachers and teaching facilities, which enormously increase the cost. Moreover, students cannot have a second chance to listen to the courses that have been taught, whereas e-learning enables them to replay the courses as many times as they wish.Traditional learning pattern brings so much inconvenience that it cannot cater to the increasing needs of modern companies. This is when e-learning emerges and thrives at this crucial moment.According to the research, enrollment in courses offered online by postsecondary institutions is expected to increase from 2 million students in 2001 to 5 million students in 2001. Corporate spending on e-learning is expected to more than quadruple by 2005, to $ 18 billion. Corporate e-learning has flared into a $2.3 billion market, making it one of the fastest-growing segments of the education industry.III.AdvantagesE-learning is a revolutionized training and education method widely used in the business industry. Its flexibility allows people to obtain supplementary training and education at the convenience of their own time and at an affordable cost.A.FlexibilityConvenience is one of the major advantages of e-learning. It requires no commute and allows students to work and learn at their own pace without the unyielding time and place restrictions of traditional learning. Pharmaceutical companies such as Merch are conducting live, interactive classes over the web, allowing sales reps to learn about the latest product information at home rather than fly them to a conference center. Because e-learning provides access to learning materials at any time, students have the flexibility to schedule around families, jobs and other activities. For many e-learners, studying at home is optimal. Whenever possible, companies should offer courses through the internet or provide intranet access at home.Online training for employees is also preferred by large corporations with offices and employees at different continents, since training for a large group of employees at different locations can be done easily with their workstations. Rather than fly trainers to 7,000 dealerships, General Motors University now uses interactive satellite broadcasts to teach salespeople the best way to highlight features on the new Buick.The flexibility of e-learning also resides in that employees can replay the teaching material as many times as they wish, which will help improve retention and comprehension of the material presented.B.CostE-learning is a cost-effective way to get better-educated employees. Cisco Systems saves at least $240 million annually from its education budget by using e-learning; executives figure that per student, the company saves $12,000 it would have to spend to send each employee to four classes a year, and that number doesn't include lost-opportunity costs. Oracle estimates that e-Learning saves the firm $100 million a year. Barclays Bank saved an estimated $1.5 million by moving its leadership development program online. Over 1,600 days of leadership training were delivered via the Internet in 2004. At IBM, some 200,000 employees received education or training online last year, and 75 percent of the company’s Basic Blue course for new managers is online. E-learning cut IBM’s training bill by $350 million last year—mostly because online courses don’t require travel.It is possible for e-learning to reach large number of people at low cost per person due to economies of scale. While a classroom for traditional learning can only accommodate a limited number of students, there is no upper limit on student numbers for e-learning. Any authorized students can log onto the online training program. No matter how many students receive the training, the cost generally remains the same. E-learning can also significantly reduce the training cost because the company will not have to worry about venues and training spaces or the typical requirement of inviting a speaker to facilitate the training course.Besides, providing online training for employees will greatly benefit a company by avoiding the off-work cost. Online training can be given to just one group of employees with relative ease and with minimum wastage of time and energy. The employees can learn on the job, spending a few hours each day whenever it is convenient for them.IV.Problems and SolutionsA.Self-discipliningWhile e-learning is highly flexible, it also poses a challenge to students’self-discipline. Exposed to absolute freedom, students sometimes cannot manage their study schedule.A recent study by GE Capital found that finishing a corporate online course was dependent on whether managers gave reinforcement on attendance, how important employees were made to feel, and whether employee progress in the course was tracked. Company studies showed that only 25 percent of employees finish classes that are strictly self-paced. But 75 percent finish when given similar assignments and access to tutors through e-mail, phone, or threaded discussion.Therefore, to ensure that students can really benefit from the online training, company managers must supervise e-learning just as they would any other important initiative.ck of InteractionLack of interaction between teachers and students is another drawback to e-learning. Some students need the immediate feedback that interaction provides.A recent study of corporate online learners reported that employees want the following things from their online courses: active correspondence with an online facilitator who has frequent virtual office hours; access to 24-hour, seven-day-a-week technical support; and the ability to start a course anytime.For online learning to be effective, content must be broken into short “chunks” wit h lots of pop quizzes, online discussion groups, and other interactive features that let students demonstrate what they’ve learned. For instance, Circuit City’s tutorial on digital camcorders consists of three 20-minute segments. Each contains audio demonstrations of how to handle customer product queries, tests on terminology, and “try-its) that propel trainees back onto the floor to practice what they’ve learned.C.High Dropout RateThere are no national statistics, but a recent report from the Chronicle of Higher Education found that institutions are seeing dropout rates that range from 20 to 50 percent for online learners. The research does not adequately explain why the dropout rates for e-learners are higher.Corporate e-learners said that their top reason for dropping a course was lack of time. Many had trouble completing courses from their desktops because of frequentdistractions caused by co-workers. Some said they could only access courses through the company’s intranet, so they don’t finish their assignments from home.Beside lack of time, corporate e-learners cited the following as e-learning disadvantages: lack of management oversight; lack of motivation; problems with technology; lack of student support; individual learning preferences; poorly designed courses; substandard/inexperienced instructors.V.ConclusionObviously, the merits of e-learning far outweigh its demerits. Its high flexibility saves all the troubles of traditional training and adds much to its feasibility. Its charming low cost greatly relieves our company of its financial burden and minimizes the risk of implementation. On the other hand, although some problems do exist, they are not rooted in the e-learning itself and all solvable. For online learning to work, our company must develop a culture that takes online learning just as seriously as classroom training.In the long-term, if our company employs e-learning it will surely exert a far-reaching effect. For those who often find it difficult to juggle conventional classes with jobs and families, e-learning can open up new horizons. Productivity can be remarkably enhanced thanks to numerous well-trained employees. Accordingly, our company will stand out in the industry due to its overwhelming competitiveness.。