2018年10月自考英语（二）阅读强化辅导【1-4】2018-05-04 12:08 来源：网络综合
What Is a Decision?
A decision is a choice made from among alternative courses of action that are available. The purpose of making a decision is to establish and achieve organizational goals and objectives. The reason for making a decision is that a problem exists, goals or objectives are wrong, or something is standing in the way of accomplishing them.
Thus the decision-making process is fundamental to management. Almost everything a manager does involves decisions, indeed, some suggest that the management process is decision making. Although managers cannot predict the future, many of their decisions require that they consider possible future events. Often managers must make a best guess at that the future will be and try to leave as little as possible to chance, but since uncertainty is always there, risk accompanies decisions. Sometimes the consequences of a poor decision are slight; at other times they are serious.Choice is the opportunity to select among alternatives. If there is no choice, there is no decision to be made. Decision making is the process of choosing, and many decisions have a broad range of choice.
For example, a student may be able to choose among a number of different courses in order to implement the decision to obtain a college degree. Fox managers, every decision has constraints based on policies, procedures, laws, precedents, and the like. These constraints exist at all levels of the organization.
Alternatives are the possible courses of action from which choices can be made. If there are no alternatives, there is no choice and, therefore, no decision. If no alternatives are seen, often it means that a thorough job of examining the problems has not been done.
For example, managers sometimes treat problems in an eigher/or fashion; this is their way of simplifying complex problems. But the tendency to simplify blinds them to other alternatives.
At the managerial level, decision making includes limiting alternatives as well as identifying them, and the range is from highly limited to practically unlimited.
Decision makers must have some way of determining which of several alternatives is best - that is, which contributes the most to the achievement of organizational goals. An organizational goal is an end or a state of affairs the organization seeks to reach. Because individuals (and organizations) frequently have different ideas about how to attain the goals, the best choice may depend on who makes the decision. Frequently, departments or units within an organization make decisions that are good for them individually but that are less than optimal for the larger organization. Called suboptimization, this is a trade-off that increases the advantages to one unit or function but decreases the advantages to another unit or function. For example, the marketing manager may argue effectively for an increased advertising budget. In the larger scheme of things, however, increased funding for research to improve the products might be more beneficial to the organization.
These trade-offs occur because there are many objectives that organizations wish to attain simultaneously. Some of these objectives are more important than others, but the order and degree of importance often vary from person to person and from department to department.
Different managers define the same problem in different terms. When presented with a common case, sales managers tend to see sales problems, production managers see production problems, and so on.
The ordering and importance of multiple objectives is also based, in part, on the values of the decision maker. Such values are personal; they are hard to understand, even by the individual, because they are so dynamic and complex. In many business situations different people's values about acceptable degrees of risk and profitability cause disagreement about the correctness of decisions.
People often assume that a decision is an isolated phenomenon. But from a systems point of view, problems have multiple causes, and decisions have intended and unintended consequences. An organization is an ongoing entity, and a decision made today may have consequences far into the future. Thus the skilled manager looks toward the future
consequences of current decisions.
Secrets of Success at an Interview
The subject of today's talk is interviews.
The key words here are preparation and confidence, which will carry you far.
Do your homework first.
Find out all you can about the job you are applying for and the organization you hope to work for.
Many of the employers I interviewed made the same criticism of candidates. "They have no idea what the day to day work of the job brings about. They have vague notions of 'furthering the company's prospects' or of 'serving the community', but have never taken the trouble to find out the actual tasks they will be required to do."
Do not let this be said of you. It shows an unattractive indifference to your employer and to your job.
Take the time to put yourself into the interviewer's place. He wants somebody who is hard-working with a pleasant personality and a real interest in the job.
Anything that you find out about the prospective employer can be used to your advantage during the interview to show that you have bothered to master some facts about the people who you hope to work for.
Write down (and remember) the questions you want to ask the interviewer(s) so that you are not speechless when they invite your questions. Make sure that holidays and pay are not the first things you ask about. If all your questions have been answered during the interview, replay: "I did have several questions, but you have already
answered them all."
Do not be afraid to ask for clarification of something that has been said during the interview if you want to be sure what was implied, but do be polite.
Just before you go to the interview, look again at the original advertisement that you answered, any correspondence from your prospective employer, photocopies of your letter of application or application form and your resume.
Then you will remember what you said and what they want. This is very important if you have applied for many jobs in a short time as it is easy to become confused and give an impression of inefficiency.
Make sure you know where and when you have to report for the interview. Go to the building (but not inside the office) a day or two before, if necessary, to find out how long the journey takes and where exactly the place is.
Aim to arrive five or ten minutes early for the actual interview, then you will have a little time in hand and you will not panic if you are delayed. You start at a disadvantage if you arrive worried and ten minutes late.
Dress in clean, neat, conservative clothes. Now is NOT the time to experiment with the punk look or (girls) to wear low-cut dresses with miniskirts. Make sure that your shoes, hands and hair (and teeth) are clean and neat.
Have the letter inviting you for an interview ready to show in case there is any difficulty in communication.
You may find yourself facing one interviewer or a panel. The latter is far more intimidating, but do not let it worry you too much.
The interviewer will probably have a table in front of him/her. Do not put your things or arms on it.
If you have a bag or a case, put it on the floor beside your chair. Do not clutch it nervously or, worse still, drop it, spilling everything.
Shake hands if the interviewer offers his hand first. There is little likelihood that a panel of five wants to go though the process of all shaking hands with you in turn. So you do not be upset if no one offers.
Shake hands firmly - a weak hand suggests a weak personality, and a crushing grip is obviously painful. Do not drop the hand as soon as yours has touched it as this will seem to show you do not like the other person.
Speak politely and naturally even if you are feeling shy. Think before you answer any questions.
If you cannot understand, ask: "Would you mind rephrasing the question, please?" The question will then be repeated in different words.
If you are not definitely accepted or turned down on the spot, ask: "When may I expect to hear the results of this interview?"
If you do receive a letter offering you the job, you must reply by letter (keep a photocopy) as soon as possible.
把要询问考官的问题写下来或记住，这样当他要你提问时不至于无话可说。不要上去就问假期如何，工资如何。如果你准备的所有问题在面试过程中都已 得到了回答，你可以说："我刚才确实有一些什么问题要问，但您现在已全部解 答过了。"
Euthanasia: For and Against
"We mustn't delay any longer … swallowing is difficult … and breathing, that's also difficult. Those muscles are weakening too … we mustn't delay any longer."These were the words of Dutchman Cees van Wendel de Joode asking his doctor to help him die. Affected with a serious disease, van Wendel was no longer able to speak clearly and he knew there was no hope of recovery and that his condition was rapidly deteriorating.
Van Wendel's last three months of life before being given a final, lethal injection by his doctor were filmed and first shown on television last year in the Netherlands. The programme has since been bought by 20 countries and each time it is shown, it starts a nationwide debate on the subject.
The Netherlands is the only country in Europe which permits euthanasia, although it is not technically legal there. However, doctors who carry out euthanasia under strict guidelines introduced by he Dutch Parliament two years ago are usually not prosecuted.
The guidelines demand that the patient is experiencing extreme suffering, that there is no chance of a cure, and that the patient has made repeated requests for euthanasia. In addition to this, a second doctor must confirm that these criteria have been met and the death must be reported to the police department.
Should doctors be allowed to take the lives of others? Dr.Wilfred van Oijen, Cees van Wendel's doctor, explains how he looks at the question:"Well, it's not as if I'm planning to murder a crowd of people with a machine gun. In that case, killing is the worst thing I can imagine. But that's entirely different from my work as a doctor. I care for people and I try to ensure that they don't suffer too much. That's a very different thing."
Many people, though, are totally against the practice of euthanasia. Dr. Andrew Ferguson, Chairman of the organisation Healthcare Opposed to Euthanasia, says that "in the vast majority of euthanasia cases, what the patient is actually asking for is something else. They may want a health professional to open up communication for them with their loved ones or family - there's nearly always another question behind the question."
Britain also has a strong tradition of hospices - special hospitals which care only for the dying and their special needs.
Cicely Saunders, President of the National Hospice Council and a founder member of the hospice movement, argues that euthanasia doesn't take into account that there are ways of caring for the dying. She is also concerned that allowing euthanasia would undermine the need for care and consideration of a wide range of people: "It's very easy in society now for the elderly, the disabled and the dependent to feel that they are burdens, and therefore that they ought to opt out. I think that anything that legally allows the shortening of life does make those people more vulnerable."
Many find this prohibition of an individual's right to die paternalistic. Although they agree that life is important and should be respected, they feel that the quality of life should not be ignored. Dr. Van Oijen believes that people have the fundamental right to choose for themselves if they want to die: "What those people who oppose euthanasia are telling me is that dying people haven't the right. And that when people are very ill, we are all afraid of their death. But there are situations where death is a friend. And is those cases, why not?"
But "why not?" is a question which might cause strong emotion. The film showing Cees van Wendel's death was both moving and sensitive. His doctor was clearly a family friend; his wife had only her husband's interests at heart. Some, however, would argue that it would be dangerous to use this particular example to support the case for euthanasia. Not all patients would receive such a high level of individual care and attention.
According to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.
And yet ,says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.
But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago - in the 60s and before - entry to Oxford and Cambridge was not entirely on merit. Now, there's absolutely no question in any objective observer's mind that entry to Oxford and Cambridge is fiercely competitive."However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?
On average, about ￡5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?
Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.
However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited.
Walter Ellis accepts that this is true:"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Yale, with Princeton and Stanford and others. But again, those universities together - the elite universities - are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite."
When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do."
However, since academic excellence does appear to be related to the amount of money spent per pupil. This does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.