Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.Which of the following can be inferred from Paragraph 4?A.Universities should prove their value to the public.B.Dropout raies will fall as higher education expands.C.It's unwise to draw the weakest students into higher education.D.It's time for universities to lower the graduation requirements.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.
Which of the following can be inferred from Paragraph 4?
Which of the following can be inferred from Paragraph 4?
A.Universities should prove their value to the public.
B.Dropout raies will fall as higher education expands.
C.It's unwise to draw the weakest students into higher education.
D.It's time for universities to lower the graduation requirements.
B.Dropout raies will fall as higher education expands.
C.It's unwise to draw the weakest students into higher education.
D.It's time for universities to lower the graduation requirements.
参考解析
解析：第四段③句指出“高等教育的扩张吸纳的是那些最弱的学生，也是最有可能辍学的学生”，④⑤句进一步指出“这些学生付出巨大，却几乎看不到未来收入的增长；如果考虑到其中的辍学者，则让这部分学生上大学所能获得的收益几乎为零”。可见C.是对这些信息的概括推理。[解题技巧]A.利用④⑤句干扰，但该内容意在强调“对最弱的学生来说，上大学的价值并不大”，并非在说明“大学本身的价值受到质疑”，更未提到“大学需要证明其价值”。B.与③句相悖：由“被高等教育扩张所拉入的是那些最弱的学生，而这部分学生最有可能辍学”可推知“高等教育的扩张更有可能造成辍学率的增加”。D.对②句过度推导，“三分之一的大学入学者无法毕业”并不能说明“大学应降低对毕业的要求”，且由下文可知，其根源是“高等教育的扩张”．而非“毕业要求过高”。
相关考题：
( )is not accepted by all. A. America was discovered by ColumbusB. America discovered by ColumbusC. That America was discovered by ColumbusD. With America discovered by Columbus
Governments attach importance to the Internet because it _______ .A offers economic potentialsB can bring foreign fundsC can soon wipe out world povertyD connects people all over the world
Former social ceremonies that used to mark adolescence have given place to ________.[A] graduations from schools and colleges[B] social recognition[C] socio-economic status[D] certain behavioral changes
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society. The family's form changes as it adapts to changing social and economic influences. Until recently,the most common form in North America was the nuclear family,consisting of a married couple with their minor children. The nuclear family is an independent unit. It must be prepared to fend for itself. Individual family members strongly depend on one anoth-er. There is little help from outside the family in emergencies. Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so. In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as North America,and of families in societies such as that of the Inuits,who live in harsh environments. The nuclear family structure is well adapted to a life of mobility. In harsh condi-tions,mobility allows the family to hunt for food. For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard. In a more agrarian time,the small nuclear family was usually part of a larger extended family. This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins. In North America today,there is a dramatic rise in the number of single-parent households. Twice as many households in the United States are headed by divorced,separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.The information in the first paragraph is presented mainly throughA: listing statistics B: telling a storyC: pointing out similarities D: pointing out differences
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society. The family's form changes as it adapts to changing social and economic influences. Until recently,the most common form in North America was the nuclear family,consisting of a married couple with their minor children. The nuclear family is an independent unit. It must be prepared to fend for itself. Individual family members strongly depend on one anoth-er. There is little help from outside the family in emergencies. Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so. In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as North America,and of families in societies such as that of the Inuits,who live in harsh environments. The nuclear family structure is well adapted to a life of mobility. In harsh condi-tions,mobility allows the family to hunt for food. For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard. In a more agrarian time,the small nuclear family was usually part of a larger extended family. This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins. In North America today,there is a dramatic rise in the number of single-parent households. Twice as many households in the United States are headed by divorced,separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.The word“mobility” means______.A: money B: readiness to moveC: organization D: skill
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.The underlined sentence（Para.3）most probably means thatA.the value of university education is not limited to income increases.B.university education could barely improve students'general qualities,C.a college degree is not always a guarantee of professional knowledge.D.spending on universities does not necessarily boost economic growth.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.Which is the most efficient way to improve the society?A.Setting up vocational training courses in universities.B.Increasing investment in early-school education.C.Financing higher education to include both the rich and the poor.D.Subsidizing students to study longer to achieve academic success.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.The author suggests that governments shouldA.encourage youngsters to work in the private sector.B.make university degrees more rigorous.C.invest heavily in fast-growing fields.D.provide schooIPleavers with more ways to learn.
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.In the author's opinion,expanding higher educationA.is an effective way to drive social mobility.B.will not achieve the anticipated effects.C.will not place a burden on governments.D.is a timely response to changes in the job market.
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Which ofthe following is the best title for the text?A.Non-graduates'Dilemma in Job-seekingB.Measures to Improve Employment RateC.Time to End the Academic Arms RaceD.Higher-education Means Decent Work
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Govemments believe that higher education brings about____A.social benefitsB.job opportunitiesC.economic developmentD.higher incomes
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Students are studying longer to______A.get master's degreeB.make themselves noticeableC.find a decent workD.obtain higher retums
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.For the weakest students,the value of university is——.A.deceptiveB.overvaluedC.expandedD.overlooked
Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Non-graduates have little access to decent works because_____A.a degree is the best measure of employabilityB.applicants with degrees are commonC.a degree is necessary for recruiters generallyD.applicants without degrees are locked out of works
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently,the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit,It must be prepared to fend for itself.Individual family members strongly depend on one another.There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family；they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such asNorth America,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility.In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced,separated,or nevermarried individuals as are comprised of nuclear families.The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.The word“mobility” meansA:moneyB:readiness to moveC:organizationD:skill
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. Another good title for this passage would be______.A: What Makes a Family?B: The Life of the Inuits.C: Living With Hardship.D: The Failure of the Nuclear Family.
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. The word “mobility”means______.A: moneyB: readiness to moveC: organizationD: skill
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.According to the passage,which is the definition of a nuclear family?A:.A nuclear family is a married couple with their minor children.B: A nuclear family is a single father with minor children.C: A nuclear family concludes parents,grandparents,and children.D: A nuclear family concludes parents,children,and aunts and uncles.
共用题干The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. The information in this passage would most likely be found in______textbook.A: an anthropologyB: a biologyC:.a mathematicsD:.a geography
单选题（） means the level for which minimum appropriate protective security measures shall be maintained at all times, threats and exchanging such information with appropriate Contracting Governments.ASecurity level 1BSecurity level 2CSecurity level 3DLowest safety level
单选题According to the passage, the combined efforts by governments, layout unions and big corporations to guarantee economic comfort have led to a significant change in _____.Apeople’s outlook on lifeBpeople’s life stylesCpeople’s living standardDpeople’s social values
单选题The older experienced workers in America tend to retire early because their prolonged service may ______.Ado harm to younger generationsBend up with few or no benefitsCgive play to their potentialDshed light on social trends
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 concept of upward social mobility has been an abiding feature of American life.Aenduring Bunaffected Cintriguing Dobserving
问答题Practice 2 The news couldn’t be worse. Three years of recession or anemic economic growth, Argentina’s debt default and collapse and—more recently—Bolivia’s president run out of office by indigenous people fed up with his pro-business, pro-Washington agenda. Taken together, these trials have seemingly erased the promise of prosperity that wafted across the region a decade ago. Now there’s the specter of a return to the dark days of the 1970s and 80s when economic and political chaos were the norm. Social eruptions have prompted a wide-ranging and contentious reappraisal of the economic orthodoxy—the neoliberal model that has shaped policy in Latin America for the past 15 years. Market-oriented structural reforms have succeeded in a few crucial ways: they ended the ruinous era of hyperinflation, and inculcated a sense of fiscal responsibility among profligate governments. But belt-tightening has not led to the robust economic performance promised when reforms began. After enjoying encouraging GDP expansion in the early and mid-1990s, Latin America has stumbled through about five years of economic stagnation that have left the region’s have-nots in a surly mood. Latin America desperately wants increased access to markets in the United States and Europe, but the region doesn’t want to pursue trade deals on what it perceives to be unfair terms. (Newsweek)
单选题According to the passage, literature, music and the arts _____.Ado not contribute to economic growth at allBare less useful to the society because they do not make direct contribution to economyCare similar to medical and social services in their way of promoting economic growthDshould develop only when they are good for economic growth
单选题Today, owing to changing economic and social conditions, people tend to ______Abecome more interested in advertising.Bignore advertisements.Cshare the same view toward advertising.Ddevelop different opinions toward advertising.