Part A

　　Directions: Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on Answer Sheet 1  (40 points)

　　Text 1

　　When an invention is made, the inventor has three possible courses of action open to him: he can give the invention to the world by publishing it, keep the idea secret, or patent it.

　　A granted patent is the result of a bargain struck between an inventor and the state, by which the inventor gets a limited period of monopoly (垄断) and publishes full details of his invention to the public after that period terminates.

　　Only in the most exceptional circumstances is the life-span of a patent extended to alter this normal process of events.

　　The longest extension ever granted was to Georges Valensi; his 1939 patent for color TV receiver circuitry was extended until 1971 because for most of the patent's normal life there was no color TV to receive and thus no hope of reward for the invention.

　　Because a patent remains permanently public after it has terminated, the shelves of the library attached to the patent office contain details of literally millions of ideas that are free for anyone to use and, if older than half a century, sometimes even re-patent. Indeed, patent experts often advise anyone wishing to avoid the high cost of conducting a search through live patents that the one sure way of avoiding violation of any other inventor's right is to plagiarize a dead patent. Likewise, because publication of an idea in any other form permanently invalidates further patents on the idea, it is traditionally safe to take ideas from other areas of print. Much modern technological advance is based on these presumptions of legal security.

　　Anyone closely involved in patents and inventions soon learns that most 'new' ideas are, in fact, as old as the hills. It is their reduction to commercial practice, either through necessity or dedication, or through the availability of new technology that makes news and money. The basic patent for the theory of magnetic recording dates back to 1886. Many of the original ideas behind television originate from the late 19th and early 20th century. Even the Volkswagen rear engine car was anticipated by a 1904 patent for a cart with the horse at the rear.

　　21. The passage is mainly about _____________________.

　　A. an approach to patents

　　B. the application for patent

　　C. the use of patents

　　D. the access to patents

　　22. Which of the following is TRUE according to the passage?

　　A. When a patent becomes out of effect, it can be re-patented if necessary

　　B. It is necessary for an inventor to apply for a patent before he makes his invention public

　　C. A patent holder must publicize the details of his invention when its legal period is over

　　D. One can get all the details of a patented invention from a library attached to the patent office

　　23. Georges Valensi's patent lasted until 1971 because __________________.

　　A. nobody would offer any reward for his patent prior to that time

　　B. his patent could not be put to use for an unusually long time

　　C. there were not enough TV stations to provide color programmes

　　D. the color TV receiver was not available until that time

　　24. The word "plagiarize (Line 5, Para. 5) most probably means "_______________"

　　A. steal and use       C. make public

　　B. give reward to       D. taken and change

　　25. From the passage we learn that __________________.

　　A. an invention will not benefit the inventor unless it is reduced to commercial practice

　　B. products are actually inventions which were made a long time ago

　　C. it is much cheaper to buy an old patent than a new one

　　D. patent experts often recommend patents to others by conducting a search though dead patents

　　Text Two

　　Amitai Etzioni is not surprised by the latest headings about scheming corporate crooks (骗子). As a visiting professor at the Harvard Business School in 1989, he ended his work there disgusted with his students' overwhelming lust for money. "They're taught that profit is all that matters," he says. "Many schools don't even offer ethics (伦理学) courses at all."

　　Etzioni expressed his frustration about the interests of his graduate students. "By and large, I clearly had not found a way to help classes full of MBAs see that there is more to life than money, power, fame and self-interest." He wrote at the time. Today he still takes the blame for not educating these "business-leaders-to-be." "I really feel like I failed them," he says. "If I was a better teacher, maybe I could have reached them."

　　Etzioni was a respected ethics expert when he arrived at Harvard. He hoped his work at the university would give him insight into how questions of morality could be applied to places where self-interest flourished. What he found wasn't encouraging. Those would be executives had, says Etzioni, little interest in concepts of ethics and morality in the boardroom-and their professor was met with blank stares when he urged his students to see business in new and different ways.

　　Etzioni sees the experience at Harvard as an eye-opening one and says there's much about business schools that he'd like to change. "A lot of the faculty teaching business are bad news themselves," Etzioni says. From offering classes that teach students how to legally manipulate contracts, to reinforcing the notion of profit over community interests, Etzioni has seen a lot that's left him shaking his head. And because of what he's seen taught in business schools, he's not surprised by the latest rash of corporate scandals. "In many ways things have got a lot worse at business schools, I suspect," says Etzioni.

　　Etzioni is still teaching the sociology of right and wrong and still calling for ethical business leadership. "People with poor motives will always exist." He says. "Sometimes environments constrain those people and sometimes environments give those people opportunity." Etzioni says the booming economy of the last decade enabled those individuals with poor motives to get rich before getting in trouble. His hope now: that the cries for reform will provide more fertile soil for his long-standing messages about business ethics.

　　26. What impressed Amitai Etzioni most about Harvard MBA students?

　　A. Their keen interest in business courses.

　　B. Their intense desire for money.

　　C. Their tactics for making profits.

　　D. Their potential to become business leaders.

　　27. Why did Amitai Etzioni say "I really feel like I failed them" (Line 4, Para. 2)?

　　A. He was unable to alert his students to corporate malpractice.

　　B. He didn't teach his students to see business in new and different ways.

　　C. He could not get his students to understand the importance of ethics in business.

　　D. He didn't offer courses that would meet the expectations of the business-leaders-to-be.

　　28. Most would-be executives at the Harvard Business School believed that ________.

　　A. questions of morality were of utmost importance in business affairs

　　B. self-interest should not be the top priority in business dealings

　　C. new and different principles should be taught at business schools

　　D. there was no place for ethics and morality in business dealings

　　29. In Etzioni's view, the latest rash of corporate scandals could be attributed to ________.

　　A. the tendency in business schools to stress self-interest over business ethics

　　B. the executives' lack of knowledge in legally manipulating contracts

　　C. the increasingly fierce competition in the modern business world

　　D. the moral corruption of business school graduates

　　30. We learn from the last paragraph that ________.

　　A. the calls for reform will help promote business ethics

　　B. businessmen with poor motives will gain the upper hand

　　C. business ethics courses should be taught in all business schools

　　D. reform in business management contributes to economic growth