Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."17.（）A、financialB、applyingC、careersD、minorityE、drawingF、economicsG、believedH、purposeI、spokesmanJ、eventsK、eventsL、professional
Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty." 17.（）
- A、financial
- B、applying
- C、careers
- D、minority
- E、drawing
- F、economics
- G、believed
- H、purpose
- I、spokesman
- J、events
- K、events
- L、professional
相关考题：
DAn increase in students applying to study economics at university is being attributed to (归因于)the global economic crisis awakening a public thirst for knowledge about how the financial system works.Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up.Professor John Beath, the president of the society and a leading lecturer at St Andrews University, said his first-year lectures---which are open to students from all departments---were drawing crowds of 400, rather than the usual 250.“There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn’t traditionally done.” He said.University applications rose 7% last year, but there were rises above average in several subjects. Nursing saw a 15% jump, with people’s renewed interest in careers in the pubic sector(部门), which are seen as more secure in economic crisis.A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain.Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the downturn will be a generation that’s financially wiser and better equipped to manage their money through times of economic uncertainty.”71. Professor John Beath’s lectures are .A. given in a traditional way B. connected with the present situationC. open to both students and their parents D. warmly received by economics
According to Hocking, the global economic crisis might make the youngsters.A. wiser in money managementB. have access to better equipmentC. confident about their future careersD. get jobs in Child Trust Funds
What’s the main idea of the text?A. Universities have received more applications.B. Economics is attracting an increasing number of studentsC. College students benefit a lot from economic uncertaintyD. Parents are concerned with children’s subject selection.
How do the public feel about the current economic situation?A Optimistic.B Confused.C Carefree.D Panicked.
Students are holding a ( ) discussion on how to protect the global ecological system. A.warmB.hotC.heatD.heated
The master's degree can normally be earned in ______ year by students holding a bachelor's degree in the field of study. A.oneB.twoC.threeD.four
请阅读短文，完成第小题。For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring". The problem is that many of these "boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don't really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.Which of the following is true about the writer's experience?查看材料A．He has benefited from the American education.B．He has been harmed by the American education.C．He has not laid a solid foundation for his academic career.D．He has selected courses that do not support his overall academic formation.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.The underlined sentence（Para.3）most probably means thatA.the value of university education is not limited to income increases.B.university education could barely improve students'general qualities,C.a college degree is not always a guarantee of professional knowledge.D.spending on universities does not necessarily boost economic growth.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.Which is the most efficient way to improve the society?A.Setting up vocational training courses in universities.B.Increasing investment in early-school education.C.Financing higher education to include both the rich and the poor.D.Subsidizing students to study longer to achieve academic success.
An increase in students applying to study, economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works. Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath, the president of the society and a leading lecture at St Andrews University, said his first-year lectures which are open to students from all departments--were drawing crowds of 400, rather than the usual 250. "There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to ~'elate my teaching to contemporary events in a way that one hasn't traditionally done. " He added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15%,jump, with people's renewed interest in caters in the pubic sector, which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain. Zack Hocking, the head of Child Trust Funds, said: "It's possible that one good thing to arise from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."In the opinion of most parents__________.A. economics should be the focus of school teachingB. more students should be admitted to universitiesC. the teaching of financial matters should be strengthenedD. children should solve financial problems themselves
An increase in students applying to study, economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works. Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath, the president of the society and a leading lecture at St Andrews University, said his first-year lectures which are open to students from all departments--were drawing crowds of 400, rather than the usual 250. "There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to ~'elate my teaching to contemporary events in a way that one hasn't traditionally done. " He added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15%,jump, with people's renewed interest in caters in the pubic sector, which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain. Zack Hocking, the head of Child Trust Funds, said: "It's possible that one good thing to arise from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."What's the main idea of the text?A. Universities have received more applicationsB. Economics is attracting an increasing number of studentsC. College students benefit a lot from economic uncertaintyD. Parents are concerned with children's subject selection
An increase in students applying to study, economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works. Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath, the president of the society and a leading lecture at St Andrews University, said his first-year lectures which are open to students from all departments--were drawing crowds of 400, rather than the usual 250. "There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to ~'elate my teaching to contemporary events in a way that one hasn't traditionally done. " He added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15%,jump, with people's renewed interest in caters in the pubic sector, which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain. Zack Hocking, the head of Child Trust Funds, said: "It's possible that one good thing to arise from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty." Incomes in the public sector are more attractive because of their__________.A. greater stability B. higher payC. fewer applications D. better reputation
An increase in students applying to study, economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works. Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath, the president of the society and a leading lecture at St Andrews University, said his first-year lectures which are open to students from all departments--were drawing crowds of 400, rather than the usual 250. "There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to ~'elate my teaching to contemporary events in a way that one hasn't traditionally done. " He added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15%,jump, with people's renewed interest in caters in the pubic sector, which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain. Zack Hocking, the head of Child Trust Funds, said: "It's possible that one good thing to arise from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty." According to Hocking, the global economic crisis might make the youngsters__________.A. wiser in money managementB. have access to better equipmentC. confide about their future careersD. get jobs in Child Trust Funds
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Govemments believe that higher education brings about____A.social benefitsB.job opportunitiesC.economic developmentD.higher incomes
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”The study suggests that most first generation students____A.study at private universitiesB.are from singleparent familiesC.are in need of financial supportD.have failed their collage
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”We may infer from the last paragraph that_____A.universities often reject the culture of the middleclassB.students are usually to blame for their lack of resourcesC.social class greatly helps enrich educational experiencesD.colleges are partly res
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”Recruiting more first generation students has____A.reduced their dropout ratesB.narrowed the achievement gapC.missed its original purposeD.depressed college students
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.For the weakest students,the value of university is——.A.deceptiveB.overvaluedC.expandedD.overlooked
The study also notes a steady decline in the number of college students taking science courses。A:relativeB:generalC:continuousD:sharp
Directions: Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. What′s your view about what subject university students should study? You are required to write a composition within 180 words, but no less than 150 words.
Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."12.（）A、financialB、applyingC、careersD、minorityE、drawingF、economicsG、believedH、purposeI、spokesmanJ、eventsK、eventsL、professional
Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."13.（）A、financialB、applyingC、careersD、minorityE、drawingF、economicsG、believedH、purposeI、spokesmanJ、eventsK、eventsL、professional
问答题Kara attends a university where students study for an average (arithmetic mean) of 13.4 hours per week. How many hours per week does Kara study? (1) The standard deviation of study time at Kara’s school is 2.8. (2) Kara’s study time is one standard deviation away from the mean.
单选题Economics, several courses of which I have taken thus far,（）to be difficult but useful for almost all students。AproveBhavebeenprovedCprovesDareproved
问答题Now many university teachers are troubled by students' cheating on exams. No matter how hard they try to persuade students and to prevent it from happening, this phenomenon seems to be on the increase. In the past, only students poor at study would try to cheat, but now those good students are joining this team. What's more, students who are caught seldom regret their behavior; they only complain about their bad luck. This is really hard to understand for teachers and administrators. The website of a university has started an online discussion about .why students cheat on exams, and you are expected to write an article of about 400 words to join this discussion. You can decide the title for your article. 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.
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Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty."11.（）AfinancialBapplyingCcareersDminorityEdrawingFeconomicsGbelievedHpurposeIspokesmanJeventsKeventsLprofessional
问答题TaskⅡ (20 marks) Write an article of no fewer than 120 words telling other students how you control stress about your courses.Take My Advice on How to Control Stress You should write the article on the answer sheet.