32 History has shown that project managers can be trained in a combination of ways. Which method is usually preferred by most companies?A. Experiential learning, on-the-jobB. Formal education and special course (degreed programs)C. Professional activities, seminarsD. Individual readingsE. None of the above
32 History has shown that project managers can be trained in a combination of ways. Which method is usually preferred by most companies?
A. Experiential learning, on-the-job
B. Formal education and special course (degreed programs)
C. Professional activities, seminars
D. Individual readings
E. None of the above
相关考题：
Using the data shown in the Special window, Activities P, Q, and T are critical path activities. In order to shorten the time duration of the project, which activity should be "crashed" first?A . PB . QC . RD . SE . T
History has shown that project managers can be trained in a combination of ways. Which method is usually preferred by most companies?A . Experiential learning, on-the-jobB . Formal education and special course (degreed programs)C . Professional activities, seminarsD . Individual readingsE . None of the above
In the past, most project managers have come from _____ fields without proper _____ training or education in skillsA . Technical; accounting/financeB . Technical; managementC . Technical; psychologicalD . Marketing; technology-orientedE . Business; manufacturing know-how
R D project managers in high-tech companies most often motivate using _____ power.A ExpertB RewardC ReferentD IdentificationE None of the above
For every situation, several methods usually exist for effective communication to take place. Which of the following is least likely to be used for explaining to the team project planning guidelines?A project office memoB project office directiveC project team meetingD formal reportE counseling sessions
40 For every situation, several methods usually exist for effective communication to take place. Which of the following is least likely to be used for explaining to the team project planning guidelines?A. project office memoB. project office directiveC. project team meetingD. formal reportE.counseling sessions
46 R D project managers in high-tech companies most often motivate using _____ power.A. ExpertB. RewardC. ReferentD. IdentificationE. None of the above
114 History has shown that project managers can be trained in a combination of ways. Which method is usually preferred by most companies?A. Experiential learning, on-the-jobB. Formal education and special course (degreed programs)C. Professional activities, seminarsD. Individual readingsE. None of the above
112 Using the data shown in the Special window, Activities P, Q, and T are critical path activities. In order to shorten the time duration of the project, which activity should be "crashed" first?A. PB. QC. RD. SE. T
Most companies expect IT (Information Technology) managers to head an IT staff of computer technicians. But IT managers can also specialize in other areas. Some managers may also be responsible for keeping their company’s Internet safety. They protect both their company and their online customers from thieves.Other managers focus more on the business rather than the technical part of computing. They become project managers, helping companies reach as many online customers as possible.Some companies also look for IT managers who can act as trainers. These trainers help a company’s computer technicians keep up-to-date on computer skills.Most companies require their IT managers to have both a bachelor’s degree and some experience in the computer field. Often, companies hire IT managers out of their existing staff of computer technicians.Since IT managers are extremely important to companies’ success, it’s no surprise that they receive such high salaries – around US $56,000 a year to start with. And, in such a fast-changing field,managers’ salaries usually increase after only a couple of years.The world will be watching to see just how quickly e-commerce replaces the old ways of doing business. And as computers change the way the world does business, IT managers will be in the middle of it all. Few companies can survive without them.Besides being the leader of computer technicians, IT managers are also expected to be ________.(A) experienced product designers(B) skilled online technicians(C) doctorate holders(D) online safety specialists
A project management technique that is currently in widespread use is the(71) . The purpose of this technique is to detail, in hierarchical fashion, all of the activities that are required to meet project objectives. There are some special activities called(72) , which are events that signify the accomplishment or completion of major deliverables during the project. Most system development methodologies also provide(73), whose purpose is to contain the various pieces of relevant information-feasibility assessments, schedules, needs analysis, and so forth-in a single place so that they can be presented to project clients and other related parties. Several types of important network diagrams are used in project management.(74) was developed to make clear the interdependence between project tasks before those tasks are scheduled.(75) offers the advantage of clearly showing overlapping tasks.A．Structure ChartB．Organizational StructureC．Work Breakdown StructureD．Functional decomposition diagram
which of the following activities is most appealing to children? () A. Reciting texts.B. Formal grammar instruction.C. Cross-word puzzle.D. Role-play.
● A project management technique that is currently in widespread use is the （71） . The purpose of this technique is to detail, in hierarchical fashion, all of the activities that are required to meet project objectives. There are some special activities called （72） , which are events that signify the accomplishment or completion of major deliverables during the project. Most system development methodologies also provide （73） , whose purpose is to contain the various pieces of relevant information – feasibility assessments, schedules, needs analysis, and so forth – in a single place so that they can be presented to project clients and other related parties. Several types of important network diagrams are used in project management. （74） was developed to make clear the interdependence between project tasks before those tasks are scheduled. （75） offers the advantage of clearly showing overlapping tasks.
Passage 2Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．Department of Education all providing sponsorship and substantial funding．The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academyprovision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．What can be inferred from Paragraph 3A.The university system of the United States will completely collapse．B.The university system of the United States will be totally restructured．C.The new teacher education programs may not grant students academic degrees in the future．D.The new teacher education programs will follow the usual practice of other professionalpreparation．
Passage 2Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．Department of Education all providing sponsorship and substantial funding．The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academyprovision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．What can be inferred from Paragraph 1 about criticisms against teacher educationA.The criticisms have been increasing．B.The criticisms may not be well justified sometimes．C.The criticisms mainly focus on the quality of non-university programs．D.The criticisms usually come from advocacy groups and so-called educational entrepreneurs．
Passage 2Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．Department of Education all providing sponsorship and substantial funding．The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academyprovision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．Which of the following is true of the independent teacher education programsA.They are initiated to deal with teacher shortages and education inequities．B.They aimed to raise the standards of teacher education programs．C.They compete with the university teacher education programs．D.They can replace the university teacher education programs．
Passage 2Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．Department of Education all providing sponsorship and substantial funding．The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academyprovision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．What measures have been taken by some states to deal with their teacher shortagesA.To increase the number of qualified teachers．B.To increase funds for teacher education programs．C.To expand non-university teacher education programs．D.To establish the baseline of teacher education programs．
Passage 2Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．Department of Education all providing sponsorship and substantial funding．The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academyprovision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．Which of the following is closest in meaning to the underlined word"momentum" inParagraph 2A.Moment．B.Motive．C.Achievement．D.Incentive．
Which of the following is a typical feature of formal writingA.Archaic words are usually preferred.B.The precision of language is a priority.C.Short and incomplete sentences are preferred.D.An intimate relationship with the audience is established.
A critical path for a project is the series of activities that determine（ ）by which the project can be completed.A.the earliest timeB.the latest timeC.the total timeD.the free time
资料：Special needs students can not only learn from regular education teachers, but can participate in collaborative learning with mainstream students as well. Collaborative learning allows students to work together in groups to complete lessons and assignments. A number of educators with inclusion classrooms are realizing the benefits of collaborative learning and special needs students being placed in small group environments with regular education classmates. Collaborative learning allows students to converse with one another and brainstorm together in order to find solutions to problems or to complete an assignment. This type of learning allows students of varying ability levels to lend their individual strengths to the group as a whole, thereby encouraging an appreciation of diverse ideas and approaches to problem solving.Teachers can choose to implement several different types of collaborative learning strategies, depending on the needs of students and the focus of specific assignments. Examples of small-group collaborative learning methods are:1） The Think-Pair-Share strategy, which involves each student in the group taking one minute to formulate a response to the teacher's question, then sharing individual findings with a partner. After collaborating in pairs, students can then share input with slightly larger groups or with the entire class. 2） The Simple Jigsaw strategy, which involves four-person teams splitting a teacher-assigned task into equal parts. Each student in the group acts as an "expert" on one section of the assignment and meets with corresponding "experts" in other groups for discussion and task mastering. Students then return to their initial teams to share their knowledge of the task with other members.3） The Three-Step Interview strategy, through which students initially break into pairs and take turns interviewing one another about an assignment. Each pair of students then combine with another pair in order to enhance the discussion.4） The Numbered Heads Together strategy, where each team member is assigned a number, then instructed to collaborate on a question. The teacher then calls a number randomly, and the student in each group who has that number acts as spokesperson in answering the question. Each student must be prepared for the possibility of having his or her number chosen.The benefits of collaborative learning and special needs students having the opportunity to engage in small group tasks can produce positive results in regard to classroom organization and management. Teachers who research tips on collaborative learning and implement the practice with students are likely to have a successful inclusion classroom.What is the most distinct feature you think by the term “inclusion classroom”?（ ）A.It is desired for students with special needsB.It is tutored by regular teachers for mainstream studentsC.It is planned for collaborative learning by mainstream studentsD.It has students with special needs and regular education classmates
The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.（）A对B错
The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.（）
问答题Passage 7 ● Read the text about career-planning services. ● Choose the best sentence from the opposite page to fill each of the gaps. ● For each gap 9-14, mark one letter(A-H)on your Answer Sheet. ● Do not use any letter more than once. ● There is an example at the beginning (0).Real Training for All-Action Managers Learning by doing is familiar to every manager sent on a training course. Invariably this involves role-play based on studies of long-ago triumphs and disasters from a relevant industry or organization. The problem is, any experience of decision-making gained from role-play has one obvious shortcoming: it is not real life. To tackle this dilemma, some of the best-known companies have set up the International Management Development Consortium, which provides a range of executive development programmes for staff members. (9)______. What this means is that they involve “action learning” through real-life situations, and participants work as problem-solving consultants on projects within companies engaged in day-to-day business. (10)______. Within this they also take training and refresher courses in traditional business skills such as finance, marketing, staff management and strategic planning. These disciplines are taught by a mix of academics, business people and senior managers from Consortium companies who also monitor the consultancy work. (11)______. Generally, those who choose to attend the course come from various countries, reflecting the multi-national nature of companies within the Consortium. (12)______. As a result of this cross-cultural exchange, the people on the course learn a great deal from each other—and often keep in contact on a professional level long after the end of their course. The Consortium says language difficulties are not a problem when consultancies are undertaken for foreign companies on site. A translator is on hand to deal with difficulties which arise from technical terms or jargon. (13)______. This is because they are not charged consultancy fees, although a nominal sum is payable for administration. The funding for the scheme is provided by each Consortium member who contributes to the cost of running the training courses, and the amount involved is considerably less than fees charged by leading business schools, (14)______. “it is,” says the Chairman, “a real learning experience with techniques that can easily be used back at work. ” A. They are being offered by companies who are aware of the benefits of the range of knowledge offered by the people on the course. B. As well as the savings, there are also the dividends it pays in the form of improved staff performance. C. The difference between these programmes and the average executive course, however, is that these courses are based on the concept of “live” consultancy. D. In this way, participants can also benchmark themselves against the best members from a range of Consortium companies. E. This means that within every training group there will be a wide variety of experience, which is discussed and explored by the group. F. Typically, groups of up to six course members undertake projects as part of this development programme. G. Another major adHigher is that these companies usually get their problems solved very cheaply. H. Managers are typically cast as key figures in these dramas; the comparisons are made later between how they dealt with the fictional situation and the actual event.
单选题Which of the following is a typical feature of formal writing?AArchaic words are usually preferred.BThe precision of language is a priority.CShort and incomplete sentences are preferred.DAn intimate relationship with the audience is established.
单选题Passage 2 请阅读Passage 2，完成第26-30小题。 Passage 2 Teacher education provided by U．S． colleges and universities has been routinely criticized since its inception in the early nineteenth century, sometimes deservedly． These programs, like non-university programs, are uneven in quality and can be improved． What makes today´ s criticisms different is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes into teaching． This effort to "disrupt" the field of teacher preparation in the United States has gained considerable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S． Department of Education all providing sponsorship and substantial funding． The strength of this effort is that the United States may quickly seek to dismantle its university system and replace much of it with independent, private programs． The resulting system of teacher preparation may differ dramatically in its government, structure, content, and processes moving away from its current location alongside legal, medical, and other professional preparation that pairs academic degrees with professional training． Throughout the nation, states are reporting teacher shortages in particular subject areas and geographical locations, and several states have either passed legislation to lower the standards for becoming a teacher or, like the state of Washington, have looked toward expanding the number of teacher education providers to try to fill teaching vacancies． The federal government has contributed to the push to lower standards for becoming a teacher with the Teacher Preparation Academy provision in the new K-12 education law, the Every Student Succeeds Act, which encourages states to expand the number of independent programs not associated with colleges and universities． Because of the increasing tuition rates, a consequence in part, of cuts in funding to public universities that continue to educate most U．S． teachers, enrollments in college and university teacher education programs have declined in many parts of the country． Independent teacher education programs are being viewed by some as an important part of the solution in staffing the nation´s classrooms and addressing our serious and enduring problems in education inequities． Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are working aggressively to expand these independent alternative routes into teaching． Given the seriousness of the teacher shortage problem in the United States and the substantial media attention that has been given to independent teacher education programs as the solution to teacher shortages and education inequities, policy makers should very carefully examine the evidence that exists about the nature and impact of these relatively new programs that are rapidly expanding while university teacher education enrollments decline．What can be inferred from Paragraph 1 about criticisms against teacher education?AThe criticisms have been increasing．BThe criticisms may not be well justified sometimes．CThe criticisms mainly focus on the quality of non-university programs．DThe criticisms usually come from advocacy groups and so-called educational entrepreneurs．
单选题One of the biggest threats to a company’s productivity is absenteeism. Studies have shown that companieswith in-house childcare programs see fewer absences among their employees who are parents than companies without such programs. Therefore, many companies could boost their productivity by starting in-house childcare programs. Which of the following, if true, most weakens the above argument?ACompanies that reimburse outside childcare programs actually see less absenteeism among working parents than companies within·house programs.BIn-house childcare programs create distractions for nonparents that cart harm their productivity.CAbsenteeism is not a serious problem for companies that impose harsh penalties on employees who miss work.DStudies have shown that employees with children are more likely than those without children to remain in the same job for more than five years.EPotential employees generally view companies with in-house childcare programs as more desirable places to work than companies without such programs.