Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from overThe beneficiaries of the two-year degree would most probably be____A.single parentsB.working-class peopleC.those with disabilitiesD.financially wealthy people
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
The beneficiaries of the two-year degree would most probably be____
The beneficiaries of the two-year degree would most probably be____
A.single parents
B.working-class people
C.those with disabilities
D.financially wealthy people
B.working-class people
C.those with disabilities
D.financially wealthy people
参考解析
解析：【信息锁定】笫二、三段谈及两年制学位的受益对象。第二段①句概述“对大多数接受高等教育机会受限的群体而言，两年制学位并未解决其受限问题”，②句例证“对于那些既要工作、又要育儿、还要接受全日制教育的人而言，他们的日程安排已经满得无法再添加任何安排（意即，其学位课程不能再压缩）”；③④句欲抑先扬“高校看似在结合非全日制学生实际情况对课程设置做出精细调整，但实际上没有一项调整关乎残疾人群体，这些人面临的问题要更多”；第三段①句转而指出两年制学位对独立富裕群体有益．但这有悖常理。由此不难得知，作者并不认同这一学位制对工薪阶层、单身父母、残疾人群有何裨益，相反却对经济富裕人士有利，即D.为正确答案，同时排除A.、B.、C.。【解题技巧】A.、B.分别代指第二段②句employment、childcare所指代对象、C.复现末句those with disabilities，这三个群体实际意在说明该段主旨doesn't address the barriers ihey're facing，故都排除。
相关考题：
听力原文：M: Good news! The current price of land we bought last year has increased greatly. How about reporting it in the profit and loss account?W: Wait a minute. According to the Prudence Concept, if the market price is higher than the cost, the higher amount is ignored in the accounts.Q: Why can't they record the gains right now?(16)A．Because of the prudence concept.B．Because of the materiality concept.C．Because of the matching principle.D．Because of the Dual Aspects Concept.
-Can you tell us why you think this makes good business sense to you? -We've been doing quite well on our own and we could probably survive like this for quite a few more years to come, but if we really want to take it to the next level, ____________.：A the board of directors needn't take the present economic situation into consideration ;B it's not necessary for us to develop the company any more ;C we are going to have to consider finding more investors
一Shall we have something to eat before we go?--- ____?A.Nice to meet youB.I don’t think I know youC.Good idea
--- Shall we have something to eat before we go?--- __________.A. Nice to meet youB. I don’t think I know youC. Good idea
—Glad to see you again. How was your trip? —() A、Yes, it’s good.B、Great. The scenery was spectacular.C、I have no idea.D、No, I don’t like it.
We have to stay at home for a whole day. Why not go out and have a walk?()A. It likes a good idea.B. It sounds like a good idea.C. How is a good idea?
Considering your financial situations, which we realize have not been good recently, we have not () you for payment.A、compressedB、pressuredC、pressedD、stessed
下列教学片段选自某高中课堂实录，阅读后回答问题。T: Today we are going to talk about "travelling". Mike, have you ever traveledM: Yes, I have ever been to Beijing.T: When did you go thereM: Last summer.T: How did you go thereM: We went there by bus.T: Why did you go there by busM: Because it isn′t too far away from here and it′ s very convenient to go there by bus.T: Good. How about you Li Ming, have you ever travelledL: Yes, I have been to Hainan last winter vacation.T: How did you go thereL: I went there by plane.T: WhyL: Because it′s too far from here and we can save lots of time by going there by plane.Ask more students like this.根据上面所给信息，回答下面三个问题：(1)该片段反映了教学中哪个环节(2)分析该教学环节的目的。(3)从教学有效性角度评析这个片段。
共用题干Do You Have a Sense of Humor?Humor and laughter are good for us.There is increasing evidence that they can heal us physically, mentally,emotionally,and spiritually.In fact,every system of the body responds to laughter in some positive,healing way.So how can we get more laughter into our lives?______(46)Psychologist and author.Steve Wilson,has some answers.Many people believe that we are born with a sense of humor.They think,"either you've got it,or you don't."Dr.Wilson points out that this is false.______(47)The parts of the brain and central nervous system that control laughing and smiling are mature at brith.______(48)(After all,when a baby laughs,we don't rush over and say,"That kid has a great sense of humor!")A sense of humor is something that you can develop over a lifetime.Sometimes people think that they don"have a good sense of humor because they are not good joke tellers.Dr.Wilson reminds us that telling jokes is only one of many ways to express humor.______(49) Then we will make others laugh, too.A person who has a true sense"'humor is willing and able to see the funny side of everyday life.One of the best definitions of a sense of humor is "the ability to see the nonserious element in a situation." Consider this sign from a store window." Any faulty merchandise will be cheerfully replaced with merchandise of equal quality." The store manager probably placed the sign in the window to impress customers with the store's excellent service.______(50)As Dr.Wilson says,"a good sense of humor means that you don't have to be funny;you just have to see what's funny."______(50)A:What is true,however,is that we are born with the capacity to laugh and smile.B:However,that does not mean that infants have a sense of humor.C:He advises us to lose our inhibitions（抑制）and try to laugh at ourselves.D:Is it possible to develop a sense of humor?E:Everyone experiences this emotion.F:He had a serious purpose,but if you have a sense of humor,you will probably find the sign funny!
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
--How about taking the shortcut, Rita? --Sounds good. But the sign ahead says the bridge ___________.A.was repairedB.has been repairedC.is being repairedD.will be repaired
共用题干A Good IdeaNo satisfactory way exists to explain how to form a good idea. You think about a problem until you're tired,forget it,maybe sleep on it,and then flash!When you aren't thinking about it,suddenly the answer arrives as a gift from the gods.Of course,all ideas don't occur like that but so many do,particularly the most important ones. They burst into the mind,glowing with the heat of creation.How they do it is a mystery,but they must come from somewhere.Let's assume they come from the"unconscious".This is reasonable,for psychologists use this term to describe mental processes,which are unknown to the individual.Creative thought depends on what was unknown becoming known.All of us have experienced this sudden arrival of a new idea,but it is easiest to examine it in the great creative personalities,many of whom experienced it in an intensified form and have written it down in their life stories and letters.One can draw examples from genius in any field,from religion,philosophy,and literature to art and music,even in mathematics,science,and technical invention,although these are often thought to depend only on logic and experiment.All truly creative activities depend in some degree on these signals from the unconscious,and the more highly insightful the person,the sharper and more dramatic the signals become.Not all the people can experience the sudden arrival of a good idea.A:Right B:Wrong C:Not mentioned
共用题干A Good IdeaNo satisfactory way exists to explain how to form a good idea. You think about a problem until you're tired,forget it,maybe sleep on it,and then flash!When you aren't thinking about it,suddenly the answer arrives as a gift from the gods.Of course,all ideas don't occur like that but so many do,particularly the most important ones. They burst into the mind,glowing with the heat of creation.How they do it is a mystery,but they must come from somewhere.Let's assume they come from the"unconscious".This is reasonable,for psychologists use this term to describe mental processes,which are unknown to the individual.Creative thought depends on what was unknown becoming known.All of us have experienced this sudden arrival of a new idea,but it is easiest to examine it in the great creative personalities,many of whom experienced it in an intensified form and have written it down in their life stories and letters.One can draw examples from genius in any field,from religion,philosophy,and literature to art and music,even in mathematics,science,and technical invention,although these are often thought to depend only on logic and experiment.All truly creative activities depend in some degree on these signals from the unconscious,and the more highly insightful the person,the sharper and more dramatic the signals become.There must be a satisfactory way to explain how to form a good idea.A:Right B:Wrong C:Not mentioned
共用题干Young Adults Who Exercise Get Higher IQ ScoresYoung adults who are fit have a higher IQ and are more likely to go on to university,reveals a major new study carried out at the Sahlgrenska Academy and Sahlgrenska University Hospital.The results were recently published in the Proceedings of the National Academy of Sciences (PNAS)The study involved 1 .2 million Swedish men doing military service who were born be-tween 1950 and 1976 .The research group analyzed the results of both physical and IQ tests the youngsters took right after they started serving the army.The study shows a clear link between good physical fitness and better results for the IQ test. The strongest links are for logical thinking and verbal comprehension.But it is only fitness that plays a role in the results for the IQ test,and not strength.“Being fit means that you also have good heart and lung capacity and that your brain gets plenty of oxygen,”says Michael Nilsson, professor at the Sahlgrenska Academy and chief physician at the Sahlgrenska University Hospital. “This may be one of the reasons why we can see a clear link with fitness,but not with muscular strength .We are also seeing that there are growth factors that are important.”By analyzing data for twins,the researchers have been able to determine that it is primarily environmental factors and not genes that explain the link between fitness and higher IQ.“We have also shown that those youngsters who improve their physical fitness between the ages of 15 and 18 increase their cognitive performance,”says Maria Aberg,researcher at the Sahl-grenska Academy and physician at Aby health centre.“This being the case,physical education is a subject that has an important place in schools,and is an absolute must if we want to do well in maths and other theoretical subjects.”The researchers have also compared the results from fitness tests during national service with the socio-economic status of the men later in life.Those who were fit at 18 were more likely to go into higher education,and many secured more qualified jobs.Which of the following is an implication of physical fitness?A: Brain size.B: Good logical capacity.C: Clear logical thinking.D: Muscular strength.
共用题干第一篇Rising College SelectivityRising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry.The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent.The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding.That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment.It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.What does the author think should be modified?A:The selectivity of elite institutions.B:The industrialization of education.C:The goal of education attainment.D:The government's funding strategy.
共用题干第一篇Rising College SelectivityRising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry.The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent.The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding.That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment.It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.Since higher education has become a seller's market,the national goal to increase college attainment________.A:will be fulfilled in a short timeB:will be difficult to achieveC:will draw more public concernD:will demand more financial input
共用题干第一篇Rising College SelectivityRising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry.The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent.The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding.That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment.It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.As it is mentioned in the 4th paragraph,gaps have grown dramatically between________.A:the talented students and the slow onesB:the advanced countries and the othersC:the selective institutions and the restD:the rich families and the poor ones
共用题干第一篇Rising College SelectivityRising college selectivity doesn't mean that students are smarter and more serious than in the past.It's a function of excess demand for higher education,occurring at a time of increased financial privatization of the industry.The recession has only increased demand.The vast majority of students aren't going to college because of a thirst for knowledge.They're there because they need a job,and they need to get the credentials（证书）and one hopes, the knowledge and skills behind the credentials一that will get them into the labor market.As higher education has become a seller's market,the institutions in a position to do so are doing what comes naturally:raising their tuitions and their admissions requirements,but at the expense of contributing to the national goal to increase college attainment.The result is that the United States is losing ground in the international race for educational talent.The increasing stratification（阶层化）of higher education is happening on the spending side, as well.As the selective institutions have become more expensive and less attainable,the rest have had to struggle with the responsibility to enroll more students without being paid to do so.Gaps be-tween rich and poor have grown even more dramatically than gaps in entering test scores.While spending is a poor measure of educational quality,we can't seriously expect to increase educational attainment if we're not prepared to do something to address these growing inequities in funding.That said,the educational policy problem in our country is not that the elite institutions are becoming more selective.The problem is on the public policy side.The president and many governors have set a goal to return America to a position of international leadership in educational attainment.It's the right goal,we just need a financing strategy to get there.That doesn't mean just more money,although some more money will be needed.It also means better attention to effectiveness and to efficiency,and to making sure that spending goes to the places that will make a difference in educational attainment.We know how to do it,if we want to.The demand for higher education has increased because________.A:the number of students keeps growingB:there is a boost in the labor marketC:of the rising college selectivityD:of the economic depression
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from overThe author suggests that the effect of free-market philosophy on education is——A.harmfulB.desirableC.profoundD.questionable
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from overWe can infer from Paragraph l that the two-year degree_____A.will hopefully increase flexibility in higher educationB.indicates that market-centric thinking is all the rageC.may help ease the debt burden of college studentsD.is a result of the collapse of higher education
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from overWhich of the following is true of education?A.The idea of education as a social good is fading.B.It brings higher earnings in the job market than ever before.C.It widens the gap between the skilled and the unskilled.D.It increasingly consolidates the social hierarchical system.
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from overThe most suitable title for this text would be_____A.In Favor of the Two-year DegreeB.The ABCs of the Two-year DegreeC.The Flawed Thinking behind the Two-year DegreeD.The Two-year Degree:A Dilemma
共用题干Do You Have a Sense of Humor?Humor and laughter are good for us.There is increasing evidence that they can heal us physically mentally,emotionally,and spiritually.In fact,every system of the body responds to laughter in some positive healing way.So how can we get more laughter into our lives?_______(46)Psychologist and author Steve Wilson,has some answers.Many people believe that we are born with a sense of humor.They think,"either you've got it,or you don't."Dr.Wilson points out that this is false._________(47)The parts of the brain and central nervous system that control laughing and smiling are mature at birth.______(48)(After all,when a baby laughs,we don't rush over and say,"That kid has a great sens(of humor!")A sense of humor is something that you can develop over a lifetime.Sometimes people think that they don't have a good sense of humor because they are not good joke tellers Dr.Wilson reminds us that telling jokes is only one of many ways to express humor._______(49)Then we will make others laugh,too.A person who has a true sense of humor is willing and able to see the funny side of everyday life.On of the best definitions of a sense of humor is"the ability to see the nonserious element in a situation".Consider this sign from a store window:"Any faulty merchanJise will be cheerfully replaced with merchandise of equal quality."The store manager probably placed the sign in the window to impress customers with the store's excellent service.________(50)As Dr.Wilson says,"a good sense of humormeans that you don't have to be funny,you just have to see what's funny."_______(47)A:Everyone experiences this emotion.B:Is it possible to develop a sense of humor?C:He advises us to lose our inhibitions（抑制）and try to laugh at ourselves.D:However,that does not mean that infants have a sense of humor.E:What is true,however,is that we are born with the capacity to laugh and smile.F:He had a serious purpose,but if you have a sense of humor,you will probably find the sign funny!
Over（）science parks have been set up by higher education institutions in conjunction with industrial scientists and technologists.A10B20C30D40
单选题—Glad to see you again. How was your trip? —（）AYes, it’s good.BGreat. The scenery was spectacular.CI have no idea.DNo, I don’t like it
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The task ______ in an hour. Then we can go home and have a good rest.Awas finishedBwill be finishedChas been finishedDcan’t be finished