The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Theiressays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community toscholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerizeduniversity could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstarteachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominatethe global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,noteAustralian communications professors David Rooney and Greg Hearn.On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements arealso at work.Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of universityeducation.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independentresearch,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes forindividual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more studentsoutside their own academic specialty.This would require them to constantly be learning from their students as well asinstructing them.A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well asrational and technological solutions to specific real-world problems.Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining andthinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominanttechnology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions intopractical,sustainable realities.According to the review, what is the fundamental mission of traditional university education?A.Knowledge learning and career building.B.Learning how to solve existing social problems.C.Researching into solutions to current world problems.D.Combining research efforts of teachers and students in learning.
The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.
According to the review, what is the fundamental mission of traditional university education?
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.
According to the review, what is the fundamental mission of traditional university education?
A.Knowledge learning and career building.
B.Learning how to solve existing social problems.
C.Researching into solutions to current world problems.
D.Combining research efforts of teachers and students in learning.
B.Learning how to solve existing social problems.
C.Researching into solutions to current world problems.
D.Combining research efforts of teachers and students in learning.
参考解析
解析：本题考查细节。
第五段首句提到大学教育的根本任务，第二句进一步提到“instead of receiving primarily technical training and building their
黑钻押题，瑞牛题库软件考前更新，下载链接 www.niutk.com
individual careers”，即“不是接受基本的技术训练和构建学生个人的职业生涯”，可知传统大学的基本功能是“knowledge
learning and career building”。综上，A选项正确。
故正确答案为A项。
第五段首句提到大学教育的根本任务，第二句进一步提到“instead of receiving primarily technical training and building their
黑钻押题，瑞牛题库软件考前更新，下载链接 www.niutk.com
individual careers”，即“不是接受基本的技术训练和构建学生个人的职业生涯”，可知传统大学的基本功能是“knowledge
learning and career building”。综上，A选项正确。
故正确答案为A项。
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The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Theiressays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community toscholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerizeduniversity could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstarteachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominatethe global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,noteAustralian communications professors David Rooney and Greg Hearn.On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements arealso at work.Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of universityeducation.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independentresearch,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes forindividual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more studentsoutside their own academic specialty.This would require them to constantly be learning from their students as well asinstructing them.A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well asrational and technological solutions to specific real-world problems.Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining andthinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominanttechnology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions intopractical,sustainable realities.Judging from the three new roles envisioned for tomorrow’s university faculty, university teachersA.are required to conduct more independent research.B.are required to offer more courses to their students.C.are supposed to assume more demanding duties.D.are supposed to supervise more students in their specialty.
The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Theiressays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community toscholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerizeduniversity could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstarteachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominatethe global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,noteAustralian communications professors David Rooney and Greg Hearn.On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements arealso at work.Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of universityeducation.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independentresearch,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes forindividual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more studentsoutside their own academic specialty.This would require them to constantly be learning from their students as well asinstructing them.A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well asrational and technological solutions to specific real-world problems.Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining andthinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominanttechnology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions intopractical,sustainable realities.Which of the following is NOT seen as a potential danger of the Internet University?A.Internet based courses may be less costly than traditional ones.B.Teachers in traditional institutions may lose their jobs.C.Internet based courseware may lack variety in course content.D.The Internet University may produce teachers with a lot of publicity.
The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Theiressays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community toscholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerizeduniversity could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstarteachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominatethe global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,noteAustralian communications professors David Rooney and Greg Hearn.On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements arealso at work.Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of universityeducation.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independentresearch,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes forindividual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more studentsoutside their own academic specialty.This would require them to constantly be learning from their students as well asinstructing them.A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well asrational and technological solutions to specific real-world problems.Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining andthinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominanttechnology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions intopractical,sustainable realities.Which category of writing does the review belong to?A.Narration.B.Description.C.Persuasion.D.Exposition.
The Open University,one of the great successes of modern Britain,is facing a crisis.On the surface,this centres on the embattled vice-chancellor.Peter Horrocks,whom the staff want to resign.The UCU（University and College Union）branch at the university has passed a motion of no confidence in him.and says he no longer commands the respect of staff.The immediate cause was a remark for which he has been forced to apologise,to the effect that some academics had been allowed"to get away with not teaching for decades",but this came in a context of brutal budget cuts he has proposed.More profoundly.the crisis exposes a huge disagreement about what actually constitutes teaching,and why it is a worthwhile activity.Is it a way to produce exam resulis and certificates of employability,or is the purpose to share whaiever makes a subject worth studying for itself,and to inculcate the skills that will enable students to glimpse and pursue that vision?But the deeper crisis reaches far beyond the vice-chancellor's inadequacies.Some of the challenges facing the university are simply a result of the huge changes in society and technology since it was founded in 1969.In the early days,staff agonised over whether to include colour in their television programmes,since many viewers might still own black and white sets.In those days,too.there was a very large pool of middle-aged people who had been denied tertiary education,and for whom this really was the university of the seconcl chance.But the pool of second chancers has now largely gone the way of black and white televisions.Those are difficulties that would face the university under any administration.So would the widespread competition in the field of distance learning.But with all that said,it is central government that is largely responsible for the difficulties of the OU.The government's conception of higher education as a marketplace where students can shop for qualifications is profoundly destructive to all universities,and the OU is only the most exposed and vulnerable.The introduction,and then the tripling,of tuition fees has wrecked its financial model,so that student numbers have dropped by a third since 2010.The only thing to fall as fast has been the university's rating for student satisfaction,from lst t0 47th.So much for the conception of universities as selling to"customers",rather than teaching students.The university is an institution that enriches the lives of those who attend it.It is on that basis that the government should still recognise,and support,the ideal that everyone deserves access to the benefits of a real university,whatever their past,and whenever they decide they need it.The last iwo paragraphs are mainlyA.satirizing universities which ruthlessly seek profit to the neglect of teaching andresearch.B.suggesting a way for students to access higher education without amassing huge debt.C.criticizing the government whose conception of higher education disrupts all universities.D.exposing the illusion that everyone deserves access to the benefits of a real university.
Universities are threatening to punish staff who fail to make up for lectures and seminars cancelled during strikes,a move that union leaders say could prolong the industrial action In one case the University of Kent has told staff that any failure to reschedule lectures or classes lost because of the strike would see them lose 50%to 100%of their pay"for every day where an individual continues to refuse to perform their full contract of employment".Kent's headline stance extends to deducting a high proportion of pay from low-paid graduate teaching assistants,with some liable to lose more than a month's pay for taking part in the strikes that have so far lasted five days.The strike by academics,librarians and administrators over proposals to radically restructure their pensions,which the University and College Union claims it will cost staff f 10,000 a year after retirement are scheduled to restart next week at about 60 universities.Liverpool University,headed by Janet Beer,the president of the Universities UK group backing the pension changes,told staff they would be"expected to provide learning materials"for events missed through strikes or they could have their pay docked.Sheffield University had initially threatened to further dock pay but the university backed down after staff protests.Keith Burnett,Sheffields vice-chan cellor,issued a statement saying the university would not take a punitive approach".Sally Hunt,the UCU general secretary,said universities such as Kent risked prolonging the strikesy adopting a confrontational approach."Universities are trying a wide range of tactics to break striking staff in this dispute.The one thing they have in common is that none of them are working,Hunt said Leon Schoonderwoerd,a Ph.D student in theoretical physics who is a graduate teaching assistant at Kent,said the university was taking about$200-$250 from his$300 monthly pay for taking part in the strike."The university has taken the harshest route in the way it has decided to deduct pay,"Schoon-derwoerd said.Staff at Oxford and Cambridge universities are using institutional protests to change their universities positions on the pension changes.In Oxford,academics have petitioned for an emergency debate at the,university's congregation next week but Oxfords leadership wowed to block any debate using procedural rules.Cambridges vice-chancellor,Stephen Toope,announced that the university was prepared to pay higher contributions in order to retain the current pension scheme and end the dispute It should be noted,however,that this approach would likely require trade-offs and cuts in other parts of the university,Toope said.According to the passage,"docked"（Line 3,Para.4）meansA.canceledB.restructuredC.deductedD.distributed
Universities are threatening to punish staff who fail to make up for lectures and seminars cancelled during strikes,a move that union leaders say could prolong the industrial action In one case the University of Kent has told staff that any failure to reschedule lectures or classes lost because of the strike would see them lose 50%to 100%of their pay"for every day where an individual continues to refuse to perform their full contract of employment".Kent's headline stance extends to deducting a high proportion of pay from low-paid graduate teaching assistants,with some liable to lose more than a month's pay for taking part in the strikes that have so far lasted five days.The strike by academics,librarians and administrators over proposals to radically restructure their pensions,which the University and College Union claims it will cost staff f 10,000 a year after retirement are scheduled to restart next week at about 60 universities.Liverpool University,headed by Janet Beer,the president of the Universities UK group backing the pension changes,told staff they would be"expected to provide learning materials"for events missed through strikes or they could have their pay docked.Sheffield University had initially threatened to further dock pay but the university backed down after staff protests.Keith Burnett,Sheffields vice-chan cellor,issued a statement saying the university would not take a punitive approach".Sally Hunt,the UCU general secretary,said universities such as Kent risked prolonging the strikesy adopting a confrontational approach."Universities are trying a wide range of tactics to break striking staff in this dispute.The one thing they have in common is that none of them are working,Hunt said Leon Schoonderwoerd,a Ph.D student in theoretical physics who is a graduate teaching assistant at Kent,said the university was taking about$200-$250 from his$300 monthly pay for taking part in the strike."The university has taken the harshest route in the way it has decided to deduct pay,"Schoon-derwoerd said.Staff at Oxford and Cambridge universities are using institutional protests to change their universities positions on the pension changes.In Oxford,academics have petitioned for an emergency debate at the,university's congregation next week but Oxfords leadership wowed to block any debate using procedural rules.Cambridges vice-chancellor,Stephen Toope,announced that the university was prepared to pay higher contributions in order to retain the current pension scheme and end the dispute It should be noted,however,that this approach would likely require trade-offs and cuts in other parts of the university,Toope said.What was the leaders'reaction to the staffs protest in Oxford University?A.They arranged a debate to discuss this matter.B.They held an indifferent attitude towardsC.They would pay higher pension to solve the disputeD.They would try to halt the debate
Universities are threatening to punish staff who fail to make up for lectures and seminars cancelled during strikes,a move that union leaders say could prolong the industrial action In one case the University of Kent has told staff that any failure to reschedule lectures or classes lost because of the strike would see them lose 50%to 100%of their pay"for every day where an individual continues to refuse to perform their full contract of employment".Kent's headline stance extends to deducting a high proportion of pay from low-paid graduate teaching assistants,with some liable to lose more than a month's pay for taking part in the strikes that have so far lasted five days.The strike by academics,librarians and administrators over proposals to radically restructure their pensions,which the University and College Union claims it will cost staff f 10,000 a year after retirement are scheduled to restart next week at about 60 universities.Liverpool University,headed by Janet Beer,the president of the Universities UK group backing the pension changes,told staff they would be"expected to provide learning materials"for events missed through strikes or they could have their pay docked.Sheffield University had initially threatened to further dock pay but the university backed down after staff protests.Keith Burnett,Sheffields vice-chan cellor,issued a statement saying the university would not take a punitive approach".Sally Hunt,the UCU general secretary,said universities such as Kent risked prolonging the strikesy adopting a confrontational approach."Universities are trying a wide range of tactics to break striking staff in this dispute.The one thing they have in common is that none of them are working,Hunt said Leon Schoonderwoerd,a Ph.D student in theoretical physics who is a graduate teaching assistant at Kent,said the university was taking about$200-$250 from his$300 monthly pay for taking part in the strike."The university has taken the harshest route in the way it has decided to deduct pay,"Schoon-derwoerd said.Staff at Oxford and Cambridge universities are using institutional protests to change their universities positions on the pension changes.In Oxford,academics have petitioned for an emergency debate at the,university's congregation next week but Oxfords leadership wowed to block any debate using procedural rules.Cambridges vice-chancellor,Stephen Toope,announced that the university was prepared to pay higher contributions in order to retain the current pension scheme and end the dispute It should be noted,however,that this approach would likely require trade-offs and cuts in other parts of the university,Toope said.According to Sally Hunt,the tactics used by Kent UniversitiesA.failed to prevent the strikes successfullyB.aroused the anger of the teaching staffC.have made strikes more difficult to stopD.were effective to decrease the staffs wages
Universities are threatening to punish staff who fail to make up for lectures and seminars cancelled during strikes,a move that union leaders say could prolong the industrial action In one case the University of Kent has told staff that any failure to reschedule lectures or classes lost because of the strike would see them lose 50%to 100%of their pay"for every day where an individual continues to refuse to perform their full contract of employment".Kent's headline stance extends to deducting a high proportion of pay from low-paid graduate teaching assistants,with some liable to lose more than a month's pay for taking part in the strikes that have so far lasted five days.The strike by academics,librarians and administrators over proposals to radically restructure their pensions,which the University and College Union claims it will cost staff f 10,000 a year after retirement are scheduled to restart next week at about 60 universities.Liverpool University,headed by Janet Beer,the president of the Universities UK group backing the pension changes,told staff they would be"expected to provide learning materials"for events missed through strikes or they could have their pay docked.Sheffield University had initially threatened to further dock pay but the university backed down after staff protests.Keith Burnett,Sheffields vice-chan cellor,issued a statement saying the university would not take a punitive approach".Sally Hunt,the UCU general secretary,said universities such as Kent risked prolonging the strikesy adopting a confrontational approach."Universities are trying a wide range of tactics to break striking staff in this dispute.The one thing they have in common is that none of them are working,Hunt said Leon Schoonderwoerd,a Ph.D student in theoretical physics who is a graduate teaching assistant at Kent,said the university was taking about$200-$250 from his$300 monthly pay for taking part in the strike."The university has taken the harshest route in the way it has decided to deduct pay,"Schoon-derwoerd said.Staff at Oxford and Cambridge universities are using institutional protests to change their universities positions on the pension changes.In Oxford,academics have petitioned for an emergency debate at the,university's congregation next week but Oxfords leadership wowed to block any debate using procedural rules.Cambridges vice-chancellor,Stephen Toope,announced that the university was prepared to pay higher contributions in order to retain the current pension scheme and end the dispute It should be noted,however,that this approach would likely require trade-offs and cuts in other parts of the university,Toope said.What is the passage mainly about?A.Universities claimed to punish the striking staff over missed lecturesB.University academics were facing the risk of losing their jobs?C.The university staff participated in the strikes for pension changesD.University leadership turned a blind eye to their staffs benefits.
Universities are threatening to punish staff who fail to make up for lectures and seminars cancelled during strikes,a move that union leaders say could prolong the industrial action In one case the University of Kent has told staff that any failure to reschedule lectures or classes lost because of the strike would see them lose 50%to 100%of their pay"for every day where an individual continues to refuse to perform their full contract of employment".Kent's headline stance extends to deducting a high proportion of pay from low-paid graduate teaching assistants,with some liable to lose more than a month's pay for taking part in the strikes that have so far lasted five days.The strike by academics,librarians and administrators over proposals to radically restructure their pensions,which the University and College Union claims it will cost staff f 10,000 a year after retirement are scheduled to restart next week at about 60 universities.Liverpool University,headed by Janet Beer,the president of the Universities UK group backing the pension changes,told staff they would be"expected to provide learning materials"for events missed through strikes or they could have their pay docked.Sheffield University had initially threatened to further dock pay but the university backed down after staff protests.Keith Burnett,Sheffields vice-chan cellor,issued a statement saying the university would not take a punitive approach".Sally Hunt,the UCU general secretary,said universities such as Kent risked prolonging the strikesy adopting a confrontational approach."Universities are trying a wide range of tactics to break striking staff in this dispute.The one thing they have in common is that none of them are working,Hunt said Leon Schoonderwoerd,a Ph.D student in theoretical physics who is a graduate teaching assistant at Kent,said the university was taking about$200-$250 from his$300 monthly pay for taking part in the strike."The university has taken the harshest route in the way it has decided to deduct pay,"Schoon-derwoerd said.Staff at Oxford and Cambridge universities are using institutional protests to change their universities positions on the pension changes.In Oxford,academics have petitioned for an emergency debate at the,university's congregation next week but Oxfords leadership wowed to block any debate using procedural rules.Cambridges vice-chancellor,Stephen Toope,announced that the university was prepared to pay higher contributions in order to retain the current pension scheme and end the dispute It should be noted,however,that this approach would likely require trade-offs and cuts in other parts of the university,Toope said.According to Paragraph 2,what will happen if teachers fail to make up for classes lost during strikes?A.The academic weeks will be prolongedB.They will be withheld half to a month's payC.There's a good chance that they will be firedD.They will have to face criminal penalties.
共用题干Stanford University1 Stanford University is sometimes called"the Harvard of the West".The closeness ofStanford to San Francisco,a city thirty-two miles to the north,gives the university adecidedly cosmopolitan（世界性的）flavor.2 The students are enrolled mainly from the western United States.But most of the fiftystates send students to Stanford,and many foreign students study here,as well.Andstandards for admission remain high.Young men and women are selected to enter theuniversity from the upper fifteen percent of their high school classes.3 Not only because of the high caliber（素质）of its students but also because of thedesirable location and climate,Stanford has attracted to its faculty some of the world's mostrespected scholars.The university staff has included many Nobel Prize winners in variousfields.Stanford's undergraduate school of engineering and its graduate schools of business, law,and medicine are especially well-regarded.4 What is student life like on"The Farm"?Culturally,the campus is a magnet for bothstudents and citizens of nearby communities.Plays,concerts,and operas are performedin the university's several auditoriums and in its outdoor theater,where graduations arealso held.Several film series are presented during the school year.Guest lecturers frompublic and academic life frequently appear on campus.For the sports-minded,the Stanford campus offers highly developed athletic facilities.Team sports,swimming,and track and field activity are all very much part of the Stanford picture.So are bicycling andjogging.5 In addition to financial support from alumni（校友）,Stanford receives grants from thegovernment and from private charities.In recent years,government grants have madepossible advanced studies in the fields of history,psychology,education,and atomicenergy.At present Stanford is carrying out an ambitious building program,financed in partby the Ford Foundation's 25 million grant.Recently added to the campus are a new physicsbuilding,new school of business,new graduate school of law,new student union,andundergraduate library. The faculty of the university boasts some of the world's______.A:both indoors and outdoorsB:both home and abroadC:most distinguished scholarsD:desirable climateE:cultural activitiesF:external financial support
共用题干Rising Tuition in the USEvery spring,US university administrators gather to discuss the next academic year's budget. They consider faculty salaries,utility costs for dormitories,new building needs and repairs to old ones. They run the numbers and conclude一it seems,inevitably一that,yet again,the cost of tuition must go up.According to the US's College Board,the price of attending a four-year private university in the US rose 81 percent between 1993 and 2004.________(46)In 2005 and 2006,the numbers continued to rise.According to university officials,college cost increases are simply the result of balancing university checkbooks."Tuition increases at Cedarville University are determined by our revenue needs for each year."said the university's president,Dr Bill Brown."Student tuition pays for 78 percent ofthe university's operating costs." Brown's school is a private university that enrolls about 3,100 undergrads and is consistently recognized by annual college ranking guides like US News and World Report's and The Princeton Review's.________(47)Tuition at private universities is set by administration officials and then sent for approval to theschool's board of trustees (董事）.________(48)This board oversees（监管）all of a state's publicinstitutions.John Durham,assistant secretary to the board of trustees at East Carolina University(ECU), explains that state Law says that public institutions must make their services available wheneverpossible to the people of the state for free.Durham said that North Carolina residents only pay 22 percent of the cost of their education.________(49)State residents attending ECU pay about US $10,000 for tuition,room and board before financial aid.Amid the news about continued increases in college costs,however,there is some good news. Tuition increases have been accompanied by roughly equal increases in financial aid at almost every university.To receive financial aid,US students complete a formal application with the federal government. The federal government then decides whether an applicant is eligible（有资格的）for grants or loans.________(50)__________（50）A:The application is then sent to the student's university,where the school itself will decide whether free money will be given to the student and how much.B:At public universities,however,tuition increases must also be approved by a state education committee,sometimes called the board of governors.C:The school currently charges US $23,410 a year for tuition.D:Many American people are simply unable to pay the growing cost of food.E:That's more than double the rate of inflation. F: The state government covers the rest.
The universities that offer doctoral degrees are（）A、research universitiesB、doctoral universitiesC、A and B and some specialized institutionsD、Both A and B
单选题Due to the fact that universities can not enroll all the candidates, ______ to university is competitive.AadmissionBaffidavitCadmirationDallegiance
单选题The university started some new language programs to cater_______ the country's Silk Road Economic Belt.AforBwithCofDfrom
单选题The university started some new language programs to ________the country's Silk Road Economic Belt.Aapply toBhunt forCappeal toDcater for
单选题What is the controversy revealed in the passage?ASome colleges change into university, and the opposite is also true.BSome universities advertise their collegelike atmosphere, while some colleges tell potential applicants that they are just like universities.CSome colleges change into university, and some universities into institute.DSome private colleges change into universities and schools at the same time.
单选题Which of the following is true?AAmong the 2 000 universities, only a few private ones are outstanding in their reputation.BAmong all the universities, a few private institutions and several greatest state universities enjoy a high reputation both at home and abroad.CAmong all the universities, only several of the greatest state universities enjoy a high reputation.DAmong the universities, only the private institutions are well known internationally.
问答题Top colleges and universities are rushing into online education, but the big news is the proliferation of a new breed of for-profit online institutions bringing Internet education to the masses. “The Internet will probably be the single most democratizing force in education,” says Columbia Business School Dean Meyer Feldberg, who envisions educational programs being routed through the Net to hundreds of millions of people. The largest online institution is the University of Phoenix (http://onl.uophx.edu/), with some 6, 000 students today and hopes of reaching 200, 000 students in 10 years. The University offers bachelor’s, master’s, and doctoral degrees in business management, technology, education and nursing. The institution boasts that if you’re a student “you can earn your degree via the Internet whenever and wherever you want.” The University notes that its degree programs cost far less and may take some students far less time to complete. On the other hand, a Business Week survey of 247 companies found that only a handful would consider hiring applicants who earned their MBA degrees online. Whether that will change as for-profit online universities improve their offerings—and graduates prove their worth—is anyone’s guess.
单选题Which of the following is the main idea of the passage?AThe impressive profits tend to undermine the integrity of the university.BSome universities are struggling with new ways to turn ideas into cash.CIt’s important to make use of bright ideas to make more profits.DColumbia’s new site is to create profits.