单选题It is Du Bois’s belief that ______.Athe blacks have a priority in terms of education.Bhigher education should be free for all races.Ceveryone has an equal right to education.Ddevelopment in education should be gradual.

单选题
It is Du Bois’s belief that ______.
A

the blacks have a priority in terms of education.

B

higher education should be free for all races.

C

everyone has an equal right to education.

D

development in education should be gradual.


参考解析

解析:
推理判断题。根据题干信息定位到第三段第四句话“In terms of its educational policy, the NAACP position Was that all American children and youth should have genuine equality of educational opportunity.”,由此可知,在教育政策方面,NAACP认为所有的美国儿童和青年都应该拥有真正平等的受教育机会,即无论是黑人还是白人或者其他种族,在教育方面都没有特权,故A选项错误; 第三段第五句中的schooling指的是中小学,不包括高等教育,故B选项错误;D选项的内容是华盛顿所持的观点,混淆对象故排除。故答案为C项。

相关考题:

Every country should try their best to provide equal opportunities for every citizento go on ______their education. A.toB.withC.for

Passage ThreeEducation is not an end, but a means to an end. In other words, we do not educate children only for the purpose of educating them; our purpose is to prepare them for life. As soon as we realize this fact, we will understand that it is very important to choose a system of education which will really prepare children for life. It is not enough just to choose the first system of education one finds, or to continue with one's old system of education without examining it to see whether it is in fact suitable or not.In many modern countries, it has for some time been fashionable to think that by free education for all—whether rich or poor, clever or stupid—one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they consider "low" work; and, in fact, work with the hands is thought to be dirty and shameful in such countries.But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than that of a professor. We can live without education, but we will die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we would have terrible diseases in our towns. In countries where there are no servants because everyone is ashamed to do such work, scientists have to waste much of their time doing housework.In fact, when we say that all of us must be educated to prepare for life, it means that we must be educated in such a way that, firstly, each of us can do whatever job is suited to his brain and ability, and secondly, we can realize that all jobs are necessary to society, and it is very bad to be ashamed of one's work, or to scorn someone else's. Only such a type of education can be called valuable to society.44. Education is______.A. a purposeB. a meansC. fashionableD. the first system

DThe Cost of Higher EducationIndividuals (个人) should pay for their higher education.A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.68. The underlined word "them" in Paragraph 2 refers toA. taxpayersB. pressing callsC. college graduatesD. government resources

The writer sees education as______.A. a means of providing job security and financial security and a means of meeting a country's demands for technical workersB. a way to broaden one's horizonsC. more important than finding a jobD. an opportunity that everyone should have

in britain,children from the age of 5 to 16_______________.A. can not receive free education at all.B. can legally receive partly free education.C. can not receive free education if their parents are rich.D. can legally receive completely free education.

The community college embodies ________ belief that an education should be practical as well as liberal. A.George Washington'sB.Thomas Jefferson'sC.Abraham Lincoln'sD.Franklin Roosevelt's

根据下列文章,回答31~35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.第31题:The author holds in paragraph 1 that the importance of education in poor countriesA.is subject to groundless doubts.B.has fallen victim of bias.C.is conventionally downgraded.D.has been overestimated.

请阅读Passage 2,完成第小题。Passage 2Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities."All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.This passage mainly deals with__________.查看材料A.the differences of children in their learning capabilitiesB.the definition of exceptional children in modern societyC.the special educational programs for exceptional childrenD.the necessity of adapting education to exceptional children

请阅读Passage 2,完成第小题。Passage 2Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities."All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.The reason that the exceptional children receive so much concern in education is that__________.查看材料A.they are expected to be leaders of the societyB.they might become a burden of the societyC.they should fully develop their potentialsD.disabled children deserve special consideration

请阅读Passage 2,完成第小题。Passage 2Exceptional children are different in some significant ways from others of the same age, for the same age, for these children to develop to their full adult potential, their education must be adapted to those differences.Although we focus on the needs of exceptional children, we find ourselves describing their environment as well. While the leading actor on the stage captures our attention, we are aware of the importance of the supporting players and the scenery of the play itself. Both the family and the society in which exceptional children live are often the key to their growth and development. And it is in the public schools that we find the full expression of society's understanding the knowledge,hopes, and fears that are passed on to the next generation.Education in any society is a mirror of that society. In that mirror we can see the strengths, the weaknesses, the hopes, the prejudices, and the central values of the culture itself. The great interest in exceptional children shown in public education over the past three decades indicates the strong feeling in our society that all citizens, whatever their special conditions, deserve the opportunity to fully develop their capabilities."All men are created equal." We've heard it many times, but it still has important meaning for education in a democratic society. Although the phrase was used by this country's founders to denote equality before the law, it has also been interpreted to mean equality of opportunity. That concept implies educational opportunity for all children--the right of each child to receive help in learning to the limits of his or her capacity, whether that capacity be small or great. Recent court decisions have confirmed the right of all children--disabled or not--to an appropriate education,and have ordered that public schools take the necessary steps to provide that education. In response,schoolsaremodifying theirprograms,adaptinginstructiontochildrenwhoare exceptional, to those who cannot profit substantially from regular programs.Which of the following is TRUE according to the passage?查看材料A.Exceptional children refer to those with mental or physical problems.B.The author use"All men are created equal" to counter the school program for theexceptional children.C.Recent court decisions confirm the rights of the exceptional children to enjoy the equal rights to learn with the normal ones.D.Regular school programs fail to meet the requirements to develop the potential of exceptional children.

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.35.According to the last paragraph,development of education__________.A.results directly from competitive environmentsB.does not depend on economic performanceC.follows improved productivityD.cannot afford political changes

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.33.A major difference between the Japanese and U.S workforces is that__________.A.the Japanese workforce is better disciplinedB.the Japanese workforce is more productiveC.the U.S workforce has a better educationD.the U.S workforce is more organize

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.32.It is stated in Paragraph 1 that construction of a new education system__________.A.challenges economists and politiciansB.takes efforts of generationsC.demands priority from the governmentD.requires sufficient labor force

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.34.The author quotes the example of our ancestors to show that education emerged__________.A.when people had enough timeB.prior to better ways of finding foodC.when people on longer went hungD.as a result of pressure on government

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.31.The author holds in paragraph 1 that the important of education in poor countries___________.A.is subject groundless doubtsB.has fallen victim of biasC.is conventional downgradedD.has been overestimated

America's emphasis on the importance of education for everyone has spurred scientific research.A:encouragedB:endangeredC:endorsedD:enlarged

单选题By saying “While it’s true that ..., be they scientific or artistic” (Lines 1-3, Para.5), the author means that _____.Abusiness management should be included in educational programsBhuman wisdom has accumulated at an extraordinarily high speedChuman intellectual development has reached new heightsDthe importance of a broad education should not be, overlooked

单选题The following contribute to the expected 4% “real terms” deficit EXPECT the fact that ______.Aindustry has provided less cost fundingBstaffing costs has risen too fastCglobal economy crisis has occurredDsome countries have overtaken the UK in terms of investment in higher education

单选题The community college embodies _____ belief that an education should be practical as well as liberal.AGeorge Washington’sBThomas Jefferson’sCAbraham Lincoln’sDFranklin Roosevelt’s

问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?

问答题Globalization for Change in Higher Education  What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. These elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere—there are about 134 million students in postsecondary education worldwide, and many countries have seen unprecedented and sustained expansion in the past several decades. These global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications.  MassificationMassification is without question the most ubiquitous global influence of the past half century or more. The United States had the first mass higher education system, beginning as early as the1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group6 in higher education. What has massification brought?  Public good vs. private good.Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, higher education is increasingly considered in economic terms a private good—a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state.Varied funding patterns.For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cases governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found—including student tuition and fees (typically the largest source), a variety of government-sponsored and private loan programs, university income generating programs (such as industry collaboration or consulting), and philanthropic support.Decline in quality vs. conditions of study. On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. 11 It is not affordable, and the ability levels of both students and professors necessarily become more diverse. University study and teaching are no longer a preserve for the elite—both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality12 (although in some countries the top sector has also suffered), the system as a whole declines.  Globalization of the Academic MarketplaceMore than 2 million students are studying abroad, and it is estimated that this number will increase to 8 million in a few years. Many others are enrolled in branch campuses and twinning programs, There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ease of transportation, IT, the use of English, and the globalization of the curriculum have tremendously increased the international circulation of academic talent. Flows of students and scholars move largely from South to North—from the developing countries to North America and Europe. And while the “brain drain” of the past has become more of a “brain exchange”, with flows of both people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expense of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themselves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.

单选题It can be concluded that_____.Aevery young man and woman Should go to college if possibleBcollege education has become increasingly worse in recent yearsCpeople with a college education should get a higher salaryDfewer students should go to college but more be trained for skilled workers

单选题It can be inferred from the last paragraph that ______.Amany blacks are prepared for leadership.BDu Bois was in favor of “elite education” for blacks.CWashington and Du Bois had never been friends.Donly the top 10 percent are worth educating.

单选题It can be concluded that _____.Aevery young man and woman should go to college if possibleBcollege education has become increasingly worse in recent yearsCpeople with a college education should get a higher salaryDfewer students should go to college but more be trained for skilled workers

问答题Part of the reform in university education is collecting tuition from students. University education used to be almost free, but since a few years ago, many universities have required their students to pay for their education, and mostly at very high price. What do you think is the result of this? Write a composition of about 400 words to explain some of the important consequences. You may discuss both positive and negative ones. The title has been provided for you.Results of Collecting Tuition  In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring, what you have written to a natural conclusion or a summary.  Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.

单选题What is the author’s argument in this essay?AEducators who advocate a rounded-education should be supported.BIt is natural for science students to learn less liberal arts.CScience students ought to have enough knowledge about society.DTechnical training must be reinforced in science education.

单选题In the name of justice, all men should be equal and should have an equal right for everything.AunificationBtraditionCtransmissionDfairness