這篇文章講的是何種專(zhuān)業(yè)在人才市場(chǎng)上更受青睞的問(wèn)題。到底什么樣的人才更受青睞呢?文章實(shí)際上講了兩個(gè)觀點(diǎn)，前兩段論述了第一個(gè)觀點(diǎn)，即“專(zhuān)家”更受青睞;后面的三段又提出了與此相反的觀點(diǎn)，“雜家”更受青睞。觀點(diǎn)之所以不同，是因?yàn)樗鼈兊那疤釛l件不同。
先來(lái)看第一個(gè)觀點(diǎn)。第一句可以說(shuō)開(kāi)宗明義：the best route to a job is to get specialized training，的辦法是練就專(zhuān)業(yè)技能。而后作者提出了論據(jù)——最近一項(xiàng)調(diào)查結(jié)果顯示，商務(wù)類(lèi)和醫(yī)療保健類(lèi)的畢業(yè)生很受公司青睞(companies like graduates in such fields as business and health care)。
下一段舉出了更多的例子。That’s especially true of booming fields，這里的fields應(yīng)該和第一段的fields所指相同，都是指學(xué)生的專(zhuān)業(yè)。急速發(fā)展的領(lǐng)域更是炙手可熱，一個(gè)酒店管理學(xué)院的本科畢業(yè)生平均可以接到五到六個(gè)職位邀請(qǐng)(get an average of four or five job offers)，同時(shí)有大量的升職機(jī)會(huì)。
接下來(lái)，作者筆鋒一轉(zhuǎn)，提出了一個(gè)反面觀點(diǎn)，too much specialization doesn’t pay off(pay off詞組指“得到回報(bào)”)。而觀點(diǎn)不同的關(guān)鍵在于條件，第二個(gè)觀點(diǎn)是in the long run，即從長(zhǎng)遠(yuǎn)來(lái)看。作者首先以商務(wù)領(lǐng)域?yàn)槔?，指出MBA過(guò)剩使得這一學(xué)歷不再是職業(yè)通行證(no longer considers the degree an automatic stamp of approval)。
下一段介紹了密歇根州的Scheetz的說(shuō)法，繼續(xù)支持第二個(gè)觀點(diǎn)。Scheetz認(rèn)為，盡管現(xiàn)在的公司在招新人時(shí)依然傾向于招收“專(zhuān)家”(tend to take on specialists as new hires)，但在中上層管理職位上更傾向于“雜家”(generalists for middle and upper-level management)。原因是專(zhuān)家的眼光局限于具體細(xì)節(jié)，考試.大難以從大局考慮(constrained by nuts and bolts to look at the big picture)。
如果這篇材料是寫(xiě)給高中生們的，那么最后一段可以算是大學(xué)專(zhuān)業(yè)報(bào)考指南。This sounds suspiciously like a formal statement that you approve of the liberal-arts graduate：這似乎是在正面肯定文科畢業(yè)生。那么文科生有什么優(yōu)勢(shì)呢?寫(xiě)作、交流能力、組織技巧、開(kāi)放的頭腦、適應(yīng)性、分析和解決問(wèn)題的能力(writing and communication skills, organizational skills, open-mindedness and adaptability, and the ability to analyze and solve problems)。作者又引出另一位人士David Birch把文科生大夸了一番，最后以Scheetz的中庸觀點(diǎn)收?qǐng)觯何目茖W(xué)歷加上專(zhuān)業(yè)技能(liberal-arts degree coupled with an MBA or some other technical training)將是市場(chǎng)的寵兒。
26. What kinds of people are in high demand on the job market?
A) Students with a bachelor’s degree in humanities.
B) People with an MBA degree from top universities.
C) People with formal schooling plus work experience.
D) People with special training in engineering.
先來(lái)看第一個(gè)觀點(diǎn)。第一句可以說(shuō)開(kāi)宗明義：the best route to a job is to get specialized training，的辦法是練就專(zhuān)業(yè)技能。而后作者提出了論據(jù)——最近一項(xiàng)調(diào)查結(jié)果顯示，商務(wù)類(lèi)和醫(yī)療保健類(lèi)的畢業(yè)生很受公司青睞(companies like graduates in such fields as business and health care)。
下一段舉出了更多的例子。That’s especially true of booming fields，這里的fields應(yīng)該和第一段的fields所指相同，都是指學(xué)生的專(zhuān)業(yè)。急速發(fā)展的領(lǐng)域更是炙手可熱，一個(gè)酒店管理學(xué)院的本科畢業(yè)生平均可以接到五到六個(gè)職位邀請(qǐng)(get an average of four or five job offers)，同時(shí)有大量的升職機(jī)會(huì)。
接下來(lái)，作者筆鋒一轉(zhuǎn)，提出了一個(gè)反面觀點(diǎn)，too much specialization doesn’t pay off(pay off詞組指“得到回報(bào)”)。而觀點(diǎn)不同的關(guān)鍵在于條件，第二個(gè)觀點(diǎn)是in the long run，即從長(zhǎng)遠(yuǎn)來(lái)看。作者首先以商務(wù)領(lǐng)域?yàn)槔?，指出MBA過(guò)剩使得這一學(xué)歷不再是職業(yè)通行證(no longer considers the degree an automatic stamp of approval)。
下一段介紹了密歇根州的Scheetz的說(shuō)法，繼續(xù)支持第二個(gè)觀點(diǎn)。Scheetz認(rèn)為，盡管現(xiàn)在的公司在招新人時(shí)依然傾向于招收“專(zhuān)家”(tend to take on specialists as new hires)，但在中上層管理職位上更傾向于“雜家”(generalists for middle and upper-level management)。原因是專(zhuān)家的眼光局限于具體細(xì)節(jié)，考試.大難以從大局考慮(constrained by nuts and bolts to look at the big picture)。
如果這篇材料是寫(xiě)給高中生們的，那么最后一段可以算是大學(xué)專(zhuān)業(yè)報(bào)考指南。This sounds suspiciously like a formal statement that you approve of the liberal-arts graduate：這似乎是在正面肯定文科畢業(yè)生。那么文科生有什么優(yōu)勢(shì)呢?寫(xiě)作、交流能力、組織技巧、開(kāi)放的頭腦、適應(yīng)性、分析和解決問(wèn)題的能力(writing and communication skills, organizational skills, open-mindedness and adaptability, and the ability to analyze and solve problems)。作者又引出另一位人士David Birch把文科生大夸了一番，最后以Scheetz的中庸觀點(diǎn)收?qǐng)觯何目茖W(xué)歷加上專(zhuān)業(yè)技能(liberal-arts degree coupled with an MBA or some other technical training)將是市場(chǎng)的寵兒。
26. What kinds of people are in high demand on the job market?
A) Students with a bachelor’s degree in humanities.
B) People with an MBA degree from top universities.
C) People with formal schooling plus work experience.
D) People with special training in engineering.