Over the course of the past three decades,the A has become the most common grade given out on Amerrcan college campuses.In 2015,42 percent of grades were top marks,compared to 31 percent in 1988.1.But another,related force-a policy often buried deep in course catalogs called"grade forgiveness"-is helping raise grade-point averages.Different schools'policies can work in slightly different ways,but in general,grade forgiveness allows students to retake a course in which they received a low grade,and the most recent grade or the highest grade is the only one that counts in calculating a student's overall GPA.（Both grades still appear on the student's transcript.）The use of this little-known practice has accelerated in recent years,as colleges continue to do their utmost to keep students in school（and paying tuition）and improve their graduation rates.According to a forthcoming survey by the American Association of Collegiate Registrars and Admissions Officers,a trade group,some 91 percent of undergraduate colleges and 80 percent of graduate and professional schools permit students to repeat courses to improve a grade.2.But now most colleges,save for many selective campuses,allow all undergraduates,and even graduate students,to get their low grades forgiven.3.Indeed,there seems to be demand for do-overs."Students are asking for it,"said Jack Miner,Ohio State University's registrar and executive director of enrollment services."We're attracting and retaining stronger students and there's more competition to get into majors and graduate schools,and a small change in their GPA can help."College officials tend to emphasize that the goal of grade forgiveness is less about the grade itself and more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty."Ultimately,"Ohio State's Miner said,"we see students achieve more success because they retake a course and do better in subsequent courses or master the contenl that allows them to graduate on time."That said,there i.s a way in which grade forgiveness satisfies colleges'own needs as well.4.And anything that raises GPAs will likely make students-who,at the end of the day,are paying the bill-feel they've gotten a betler value for their tuition dollars.which i.s another big concern for colleges.Indeed.grade forgiveness is just another way that universities are responding to consumers'expectations for higher education.5.On this,students'and colleges'incentives seem to be aligned.3选？A.When this practice first started decades ago,it was usually limited to freshmen,to give them a seconcl chance io take a class in their first year if they struggled in their transition to college-level courses.B.This lrend of grade inflation-the gradual increase in average GPAs over the past few decades-is often considered a product of a consumer era in higher education,in which students are treated like customers to be pleased.C.This.trend of the dominance of the A began in the 1960s,abated somewhat in the'70s and came back strong in the'80s.The previous signs of academic disaster.D and F,went by the wayside in the Vietnam era,when dropping out meant becoming eligible for the draft.D.Since students and parents expect a college degree to lead to a job,it is in the best interest of a school to churn out graduates who are as qualified as possible-or at least appear to be.E.One concern highlighted by this phenomenon is that lenient policies undermine the traditional work ethic by teaching students that performance doesn't really matter,because there's always another chance.F.The rise of grade forgiveness scans as yet another instance of colleges treating students as customers to be satisfied-similar to campus amenities such as luxurious dorms,splendid recreational facilities,and cornucopian dining halls.G.For public institutions,state appropriations are sometimes tied partly to their success on metrics such as graduation rates and student retention-so better grades can,by boosting figures like those,mean more money.
Over the course of the past three decades,the A has become the most common grade given out on Amerrcan college campuses.In 2015,42 percent of grades were top marks,compared to 31 percent in 1988.1.But another,related force-a policy often buried deep in course catalogs called"grade forgiveness"-is helping raise grade-point averages.Different schools'policies can work in slightly different ways,but in general,grade forgiveness allows students to retake a course in which they received a low grade,and the most recent grade or the highest grade is the only one that counts in calculating a student's overall GPA.（Both grades still appear on the student's transcript.）The use of this little-known practice has accelerated in recent years,as colleges continue to do their utmost to keep students in school（and paying tuition）and improve their graduation rates.According to a forthcoming survey by the American Association of Collegiate Registrars and Admissions Officers,a trade group,some 91 percent of undergraduate colleges and 80 percent of graduate and professional schools permit students to repeat courses to improve a grade.2.But now most colleges,save for many selective campuses,allow all undergraduates,and even graduate students,to get their low grades forgiven.3.Indeed,there seems to be demand for do-overs."Students are asking for it,"said Jack Miner,Ohio State University's registrar and executive director of enrollment services."We're attracting and retaining stronger students and there's more competition to get into majors and graduate schools,and a small change in their GPA can help."College officials tend to emphasize that the goal of grade forgiveness is less about the grade itself and more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty."Ultimately,"Ohio State's Miner said,"we see students achieve more success because they retake a course and do better in subsequent courses or master the contenl that allows them to graduate on time."That said,there i.s a way in which grade forgiveness satisfies colleges'own needs as well.4.And anything that raises GPAs will likely make students-who,at the end of the day,are paying the bill-feel they've gotten a betler value for their tuition dollars.which i.s another big concern for colleges.Indeed.grade forgiveness is just another way that universities are responding to consumers'expectations for higher education.5.On this,students'and colleges'incentives seem to be aligned.
3选？
3选？
A.When this practice first started decades ago,it was usually limited to freshmen,to give them a seconcl chance io take a class in their first year if they struggled in their transition to college-level courses.
B.This lrend of grade inflation-the gradual increase in average GPAs over the past few decades-is often considered a product of a consumer era in higher education,in which students are treated like customers to be pleased.
C.This.trend of the dominance of the A began in the 1960s,abated somewhat in the'70s and came back strong in the'80s.The previous signs of academic disaster.
D and F,went by the wayside in the Vietnam era,when dropping out meant becoming eligible for the draft.
D.Since students and parents expect a college degree to lead to a job,it is in the best interest of a school to churn out graduates who are as qualified as possible-or at least appear to be.
E.One concern highlighted by this phenomenon is that lenient policies undermine the traditional work ethic by teaching students that performance doesn't really matter,because there's always another chance.
F.The rise of grade forgiveness scans as yet another instance of colleges treating students as customers to be satisfied-similar to campus amenities such as luxurious dorms,splendid recreational facilities,and cornucopian dining halls.
G.For public institutions,state appropriations are sometimes tied partly to their success on metrics such as graduation rates and student retention-so better grades can,by boosting figures like those,mean more money.
B.This lrend of grade inflation-the gradual increase in average GPAs over the past few decades-is often considered a product of a consumer era in higher education,in which students are treated like customers to be pleased.
C.This.trend of the dominance of the A began in the 1960s,abated somewhat in the'70s and came back strong in the'80s.The previous signs of academic disaster.
D and F,went by the wayside in the Vietnam era,when dropping out meant becoming eligible for the draft.
D.Since students and parents expect a college degree to lead to a job,it is in the best interest of a school to churn out graduates who are as qualified as possible-or at least appear to be.
E.One concern highlighted by this phenomenon is that lenient policies undermine the traditional work ethic by teaching students that performance doesn't really matter,because there's always another chance.
F.The rise of grade forgiveness scans as yet another instance of colleges treating students as customers to be satisfied-similar to campus amenities such as luxurious dorms,splendid recreational facilities,and cornucopian dining halls.
G.For public institutions,state appropriations are sometimes tied partly to their success on metrics such as graduation rates and student retention-so better grades can,by boosting figures like those,mean more money.
参考解析
解析：由空格下句Indeed（表示强调或支持刚说过的话）可推知，空格处内容应与“学生对重修课程的需求（demand for do-overs/Students are asking for it）”相关，初步锁定[F]。[F]项指出分数宽恕政策兴起的实质／原因是“学校将学生视为消费者，尽力满足其需求”，与空格下文“学生为提高在就业和升学上的竞争力而要求‘重修课程’，学校满足这一要求”形成“先概括后具体”的逻辑关系；同时．[F]项The rise of grade forgiveness同义复现上段段首The use of this little-known practice has accelerated，指代第三段提出的“越来越多人利用分数宽恕政策”这一现象，another instance of.…引出其背后的实质／原因，即上段构成“提出现象一分析实质／原因”的逻辑关联。
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Passage FourMore than 6,000 children were expelled (开除) from US school last year for bringing guns and bombs to school, the US Department of Education said on May 8.The department gave a report to the expulsions (开除) as saying handguns accounted for 58 percent of the 6,093 expulsions in 1996 and 1997, against 7 percent for rifles (步枪) or shotguns and 35 percent for other types of firearms."The report is a clear sign that out nation's public schools are cracking down (严惩) on students who bring guns to school," Education Secretary Richard Riley said in a statement. "We need to be tough-minded about keeping guns out of our schools and do everything to keep our children safe."In March 1997, an 11 years old boy and 13 years old boy using handguns and rifles shot dead four children and a teacher at a school in Jonesboro, Arkansas. In October, two were killed and seven wounded in a shooting at a Mississippi school. Two months later, a 14 years old boy killed three high school students and wounded five in Dasucah, Kentucky.Most of the expulsions, 56 percent, were from high school, which have students from about age 13.34 percent were from junior high schools and 9 percent were from elementary schools, the report said.46. From the first paragraph we can infer that in the US schools ______.A. students enjoy shootingB. students are eager to be soliderC. safety is a problemD. students can make guns
请阅读短文，完成此题。Results showed that at least a tenth of the Harvard first-year undergraduates polled admitted tohaving cheated on an exam prior to starting at the university, while almost half admitted to cheatingon their homework. An anonymous survey by Harvard's newspaper has revealed a surprisingpattern of academic dishonesty among students entering the US universities.The survey by The Harvard Crimson was emailed to the incoming first year undergraduates;1,600 students responded. Results showed that at least a tenth of the students polled admitted tohaving cheated on an exam prior to starting at the university, while almost half admitted to cheatingon their homework.Athletes were apparently the most prone to cheating.20 percent of students who played auniversity sport admitted to cheating on an exam compared to 9 percent of students who did not.The survey also revealed that men were not only more likely to cheat but were also more likely toadmit to it.The results, compared to a previous survey done on the class of 2013, suggested that cheatingmay be becoming more commonplace. Of the outgoing seniors only 7 percent admitted to cheatingin an exam and another 7 percent said they had been dishonest on a take-home test.32 percent ofthe seniors said they had cheated on homework during their undergraduate years.The surveys come in the wake of a cheating scandal at the university which saw 120 studentsinvestigated for sharing answers on an exam in 2012. One recent graduate stated: "Cheating wascommonplace when I was at Harvard, especially with students in their first year or two. I would sayas many as 60 percent of students took notes into some exams. No one really cared the faculty, wellsome of them at least, seemed to recognize and yet ignore the problem."In an email to NBC News, Jeff Neal, a Harvard representative, explained that a committee,made up of faculty, staff and students had been established to tackle cheating, which "is a nationalproblem in American education".He added: "While the vast majority of Harvard and other students do their work honestly,beginning this year Harvard College has implemented a new, more robust strategy of communicatingwith all students, particularly first-year students, about the importance--and the ways to achieve--academic integrity."In a rebuff to critics who say university has become little more than an expensive party,84 percentof therespondingundergraduatesfullyexpectedtoprioritizetheiracademicsoverextracurricular activities, sport, employment and their social lives. Not a single student putacademics at the bottom of their list. Not content with confining themselves to their degree subject, 59 percent of incoming students expressed a desire to pursue a secondary field of study, and 36 percent hoped to learn a language.What is the tone of the author according to the passage?查看材料A．Subjective.B．Exaggerated.C．Sarcastic.D．Objective.
请阅读短文，完成此题。Results showed that at least a tenth of the Harvard first-year undergraduates polled admitted tohaving cheated on an exam prior to starting at the university, while almost half admitted to cheatingon their homework. An anonymous survey by Harvard's newspaper has revealed a surprisingpattern of academic dishonesty among students entering the US universities.The survey by The Harvard Crimson was emailed to the incoming first year undergraduates;1,600 students responded. Results showed that at least a tenth of the students polled admitted tohaving cheated on an exam prior to starting at the university, while almost half admitted to cheatingon their homework.Athletes were apparently the most prone to cheating.20 percent of students who played auniversity sport admitted to cheating on an exam compared to 9 percent of students who did not.The survey also revealed that men were not only more likely to cheat but were also more likely toadmit to it.The results, compared to a previous survey done on the class of 2013, suggested that cheatingmay be becoming more commonplace. Of the outgoing seniors only 7 percent admitted to cheatingin an exam and another 7 percent said they had been dishonest on a take-home test.32 percent ofthe seniors said they had cheated on homework during their undergraduate years.The surveys come in the wake of a cheating scandal at the university which saw 120 studentsinvestigated for sharing answers on an exam in 2012. One recent graduate stated: "Cheating wascommonplace when I was at Harvard, especially with students in their first year or two. I would sayas many as 60 percent of students took notes into some exams. No one really cared the faculty, wellsome of them at least, seemed to recognize and yet ignore the problem."In an email to NBC News, Jeff Neal, a Harvard representative, explained that a committee,made up of faculty, staff and students had been established to tackle cheating, which "is a nationalproblem in American education".He added: "While the vast majority of Harvard and other students do their work honestly,beginning this year Harvard College has implemented a new, more robust strategy of communicatingwith all students, particularly first-year students, about the importance--and the ways to achieve--academic integrity."In a rebuff to critics who say university has become little more than an expensive party,84 percentof therespondingundergraduatesfullyexpectedtoprioritizetheiracademicsoverextracurricular activities, sport, employment and their social lives. Not a single student putacademics at the bottom of their list. Not content with confining themselves to their degree subject, 59 percent of incoming students expressed a desire to pursue a secondary field of study, and 36 percent hoped to learn a language.What can we learn from the last paragraph?查看材料A．Most students prefer extracurricular activities to academics.B．Most students of Harvard University still pay attention to academics.C．The tuition fee of Harvard University is quite high.D．Cheating phenomenon mean no enterprise of students.
共用题干第二篇Sino-Japan Animosity（敌意）LessensChinese and Japanese people view each other slightly more positively than last year,according to a survey released on Wednesday at a press conference in Beijing.The survey is jointly sponsored by China Daily and Genron NPO（非营利性的组织）,a Japanese think tank similar to the American Council on Foreign Relations.It also found an overwhelming agreement in both countries that Sino-Japanese relations were important.The survey is a part of the Beijing-Tokyo Forum,an annual gathering of senior government officials and representatives from Chinese and Japanese NGOs（非政府组织）designed to improve communication and understanding between the Iwo countries.Conducted every year for five years now,the survey focused on two different groups of people:ordinary citizens,and intellectuals.In China,the intellectual group was comprised mainly of university students from well-known schools like Peking University.In Japan,the intellectual group was mainly made up of previous members of Genron NPO.Among ordinary Chinese polled,35.7 percent said they have"very good"or"relatively good" impressions of Japan,a 5.5-percentage-point increase compared with last year. 45.2 percent of Chinese students had a positive impression of Japan,two percentage points more than last year. Only 26.6 percent of Japanese have a positive impression of China,however.Still,an overwhelming majority of the respondents from each country said Sino-Japanese relations were "important"and wanted their leaders to deepen talks and cooperation with each other.But 51.9 percent of ordinary people and 42.4 percent of students in China said they saw no change in relations between the two countries over the last year. In Japan,64.8 percent of those ordinary people and 53.4 percent of intellectuals surveyed shared the view that there was no improvement in bilateral ties thisyear.Historical issues and territorial disputes remain two major obstacles to improving bilateral relations,the survey found.What concerns the Chinese most are historical issues:visits by Japanese officials to YasukuniShrine（靖国神社）,and the Nanjing Massacre（大屠杀）.Perceptions on economic and trade relations have improved,though.About 47 percent of ordinary Japanese said China had been"helpful"this year in fighting the global economic crisis,compared with just 30 percent last year. The percent of Japanese intellectuals who said Chinese economic growth was good for Japan increased from 65.8 percent to 81.4 percent this year.Cooperation in East Asia issues,trade and investment,energy,the environment and climate change top the list of common concerns that people in China and Japan want their leaders to talk about in bilateral meetings,the survey found.Civil exchanges were regarded by most people from both countries as an important way to improve relations.90. 7 percent of the students and 85.7 percent of the ordinary people in China and 95.8% of intellectuals and 74.8% of the ordinary people in Japan viewed civil exchanges as"important"or"relatively important".Chinese and Japanese both learn about each other's country mostly through television news and newspapers,the survey found.The survey found that________.A:most Japanese had good or relatively good impressions of ChinaB:the bilateral relationship was perceived as being improved over last year by the majority of respondentsfrom both countriesC:an overwhelming majority of the respondents from each country believed that the civil exchanges werean important way to improve relationsD:the territorial issue ranked among the top list of common concerns that people in both countries want their leaders to talk about in bilateral meetings
Over the course of the past three decades,the A has become the most common grade given out on Amerrcan college campuses.In 2015,42 percent of grades were top marks,compared to 31 percent in 1988.1.But another,related force-a policy often buried deep in course catalogs called"grade forgiveness"-is helping raise grade-point averages.Different schools'policies can work in slightly different ways,but in general,grade forgiveness allows students to retake a course in which they received a low grade,and the most recent grade or the highest grade is the only one that counts in calculating a student's overall GPA.（Both grades still appear on the student's transcript.）The use of this little-known practice has accelerated in recent years,as colleges continue to do their utmost to keep students in school（and paying tuition）and improve their graduation rates.According to a forthcoming survey by the American Association of Collegiate Registrars and Admissions Officers,a trade group,some 91 percent of undergraduate colleges and 80 percent of graduate and professional schools permit students to repeat courses to improve a grade.2.But now most colleges,save for many selective campuses,allow all undergraduates,and even graduate students,to get their low grades forgiven.3.Indeed,there seems to be demand for do-overs."Students are asking for it,"said Jack Miner,Ohio State University's registrar and executive director of enrollment services."We're attracting and retaining stronger students and there's more competition to get into majors and graduate schools,and a small change in their GPA can help."College officials tend to emphasize that the goal of grade forgiveness is less about the grade itself and more about encouraging students to retake courses critical to their degree program and graduation without incurring a big penalty."Ultimately,"Ohio State's Miner said,"we see students achieve more success because they retake a course and do better in subsequent courses or master the contenl that allows them to graduate on time."That said,there i.s a way in which grade forgiveness satisfies colleges'own needs as well.4.And anything that raises GPAs will likely make students-who,at the end of the day,are paying the bill-feel they've gotten a betler value for their tuition dollars.which i.s another big concern for colleges.Indeed.grade forgiveness is just another way that universities are responding to consumers'expectations for higher education.5.On this,students'and colleges'incentives seem to be aligned.2选？A.When this practice first started decades ago,it was usually limited to freshmen,to give them a seconcl chance io take a class in their first year if they struggled in their transition to college-level courses.B.This lrend of grade inflation-the gradual increase in average GPAs over the past few decades-is often considered a product of a consumer era in higher education,in which students are treated like customers to be pleased.C.This.trend of the dominance of the A began in the 1960s,abated somewhat in the'70s and came back strong in the'80s.The previous signs of academic disaster.D and F,went by the wayside in the Vietnam era,when dropping out meant becoming eligible for the draft.D.Since students and parents expect a college degree to lead to a job,it is in the best interest of a school to churn out graduates who are as qualified as possible-or at least appear to be.E.One concern highlighted by this phenomenon is that lenient policies undermine the traditional work ethic by teaching students that performance doesn't really matter,because there's always another chance.F.The rise of grade forgiveness scans as yet another instance of colleges treating students as customers to be satisfied-similar to campus amenities such as luxurious dorms,splendid recreational facilities,and cornucopian dining halls.G.For public institutions,state appropriations are sometimes tied partly to their success on metrics such as graduation rates and student retention-so better grades can,by boosting figures like those,mean more money.
In Paragraph 5, the author discusses that （ ）.A.if labor costs continue to grow, it would ripple through the economyB.average wages grow 19 percent from 2005 to 2010C.foreign enterprises should switch their manufacturing to cheaper sourcesD.the wage rises over the past 2 decades could be offset by rising production
Over the past three decades the Chinese people have ___________wonders, which is acontribute to be the economic reforms.A.workedB.createdC.inventedD.discovered
共用题干American DreamsThere is a common response to America among foreign writers:the US is a land of extremes where the best of things are just as easily found as the worst.This is a cliché（陈词滥调）.In the land of black and white,people should not be too surprised to find some of thebiggest gaps between the rich and the poor in the world.But the American Dream offers a way out to everyone.________(1)No class system or government stands in the way. Sadly,this old argument is no longer true.Over the past few decades there has been a fundamental shift in the structure of the American economy.The gap between the rich and the poor has widened and widened.________(2)Over the past 25 years the median US family income has gone up 18 percent.For the top 1 percent,however,it has gone up 200 percent.Twenty-five years ago the top fifth of Americans had an average income 6.7 times that of the bottom fifth.________ (3)Inequalities have grown worse in different regions.In California,incomes for lower class families have fallen by 4 percent since 1969.________(4)This has led to an economy hugely in favor of a small group of very rich Americans.The wealthiest 1 percent of households now control a third of the national wealth.There are now 37 million Americans living in poverty.At 12.7 percent of the population,it is the highest percentage in the developed world.Yet the tax burden on America's rich is falling,not growing.________(5)There was an economic theory holding that the rich spending more would benefit everyone as a whole.But clearly that theory has not worked in reality.________（1）A:Nobody is poor in the US.B:The top 0. 01 percent of households has seen its tax bite fall by a full 25 percentage points since 1980.C:For upper class families they have risen 41 percent.D:Now it is9.8 times.E:As it does so,the possibility to cross that gap gets smaller and smaller.F:All one has to do is to work hard and climb the ladder towards the top.
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”The study suggests that most first generation students____A.study at private universitiesB.are from singleparent familiesC.are in need of financial supportD.have failed their collage
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”We may infer from the last paragraph that_____A.universities often reject the culture of the middleclassB.students are usually to blame for their lack of resourcesC.social class greatly helps enrich educational experiencesD.colleges are partly res
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”The author of the research article are optimistic because____A.the problem is solvableB.their approach is costlessC.the recruiting rate has increasedD.their findings appeal to students
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”Recruiting more first generation students has____A.reduced their dropout ratesB.narrowed the achievement gapC.missed its original purposeD.depressed college students
Text 2 For years,studies have found that first-generation college students—those who do not havea parent with a college degree—lag other students on a range of education achievement factors.Their grades are lower and their dropout rates are higher.But since such students are most likely to advance economically if they succeed in higher education,colleges and universities have pushed for decades to recruit more of them.This has created“a paradox”in that recruiting first-generation students,but then watching many of them fail,means that higher education has“continued to reproduce and widen,rather than close”an achievement gap based on social class,according to the depressing beginning of a paper forthcoming in the journalPsychological Science.But the article is actually quite optimistic,as it outlines a potential solution to this problem,suggesting that an approach（which involves a one-hour,next-to-no-cost program）can close 63 percent of the achievement gap（measured by such factors as grades）between first-generation and other students.The authors of the paper are from different universities,and their findings are based on a study involving 147 students（who completed the project）at an unnamed private university.First generation was defined as not having a parent with a four-year college degree.Most of the first-generation students（59.1 percent）were recipients of Pell Grants,a federal grant for undergraduates with financial need,while this was true only for 8.6 percent of the students with at least one parent with a four-year degree.Their thesis—that a relatively modest intervention could have a big impact—was based on the view that first-generation students may be most lacking not in potential but in practical knowledge about how to deal with the issues that face most college students.They cite past research by several authors to show that this is the gap that must be narrowed to close the achievement gap.Many first-generation students“struggle to navigate the middle-class culture of higher education,learn the‘rules of the game,’and take advantage of college resources,”they write.And this becomes more of a problem when colleges don’t talk about the class advantages and disadvantages of different groups of students.“Because US colleges and universities seldom acknowledge how social class can affect students’educational experiences,many first-generation students lack sight about why they are struggling and do not understand how students‘like them’can improve.”The authors of the paper believe that firstgeneration students_____A.are actually indifferent to the achievement gapB.can have a potential influence on other studentsC.may lack opportunities to apply for research projectsD.are inexperienced in handling their issues at college
共用题干Survey Found Many Women Misinformed About Cancer Sixty-three percent of American women think that if there's no family history of cancer,they're not likely to develop the disease,a new survey found. In fact,most people who develop cancer have no family history of cancer,according to the American College of Obstetricians and Gynecologists ( ACOG)（美国妇产科医师学会）,which sponsored the survey. "Too many women are dying from cancer,"Dr.Douglas W.Laube,ACOG's immediate past president, said during a Friday teleconference."An estimated 200,070 women will die in the U.S.this year,and over 600 , 078 women will be diagnosed with cancer.The results of this survey found a worrisome（令人担忧的） gap in women's knowledge about cancer." Based on the findings,ACOG is increasing its efforts to educate women about cancer and the need for regular screening tests. Although the survey found many misconceptions（错误观念）about cancer , 76 percent of women surveyed did say they feel knowledgeable about how they can reduce their risk of the disease. However,only 52 percent said they were doing enough to reduce that risk.And 10 percent said they hadn't done anything in the past years to lower their risk.17 percent said they wouldn't change their lifestyles, even if changes would lower their cancer risk. Many women said they were afraid to undergo screening out of fear of finding cancer.Twenty percent said they didn't want to know if they had cancer. In response to these findings,ACOG will launch on Oct.29 a new website-Protect & Detect:What Women Should Know about Cancer.The guide is designed to help women to take charge of their health and improve their understanding of their risk of cancer-and the lifestyle steps they can take to cut that risk.Some American women are just unwilling to change their lifestyles.A:Right B:Wrong C:Not mentioned
共用题干Survey Found Many Women Misinformed About Cancer Sixty-three percent of American women think that if there's no family history of cancer,they're not likely to develop the disease,a new survey found. In fact,most people who develop cancer have no family history of cancer,according to the American College of Obstetricians and Gynecologists ( ACOG)（美国妇产科医师学会）,which sponsored the survey. "Too many women are dying from cancer,"Dr.Douglas W.Laube,ACOG's immediate past president, said during a Friday teleconference."An estimated 200,070 women will die in the U.S.this year,and over 600 , 078 women will be diagnosed with cancer.The results of this survey found a worrisome（令人担忧的） gap in women's knowledge about cancer." Based on the findings,ACOG is increasing its efforts to educate women about cancer and the need for regular screening tests. Although the survey found many misconceptions（错误观念）about cancer , 76 percent of women surveyed did say they feel knowledgeable about how they can reduce their risk of the disease. However,only 52 percent said they were doing enough to reduce that risk.And 10 percent said they hadn't done anything in the past years to lower their risk.17 percent said they wouldn't change their lifestyles, even if changes would lower their cancer risk. Many women said they were afraid to undergo screening out of fear of finding cancer.Twenty percent said they didn't want to know if they had cancer. In response to these findings,ACOG will launch on Oct.29 a new website-Protect & Detect:What Women Should Know about Cancer.The guide is designed to help women to take charge of their health and improve their understanding of their risk of cancer-and the lifestyle steps they can take to cut that risk.Most American women know too little about how to lower their cancer risk.A:Right B:Wrong C:Not mentioned
共用题干College Night Owls Have Lower GradesCollege students who are morning people tend to get better grades than those who are night owls（晚睡的人）,according to University of North Texas researchers.They had 824 undergraduate（大学本科生的）students complete a health survey that includ-ed questions about sleep habits and daytime functioning,and found that students who are morning people had higher grade point averages(GPAs)than those who are night people."The finding that college students who are evening types have lower GPAs is a very important finding,sure to make its way into undergraduate psychology texts in the near future,along with the research showing that memory is improved by sleep,"study co-author Daniel J.Taylor said in a prepared statement."Further,these results suggest that it might be possible to improve academic performance by using chronotherapy（时间疗法）to help students retrain their biological clock to become more morning types,"Taylor said.The research was expected to be presented Monday at SLEEP,the annual meeting of the As-sociated Professional（专业的）Sleep Societies ,in Baltimore.In other findings expected to be heard at the meeting,University of Colorado researchers found a significant association between insomnia（失眠）and a decline in college students' aca-demic performance.The study included 64 psychology,nursing and medical students,average age 27 .4 years,who were divided into two groups-low GPAs and high GPAs.Among those with low GPAs,69 .7 percent had trouble falling asleep,53 .1 percent experi- enced leg kicks or twitches（痉挛）at night,65. 6 percent reported waking at night and having trouble falling back to sleep,and 72 .7 percent had difficulty concentrating during the day."In college、students,the complaint of difficulty concentrating during the day continues to have a considerable impact on their ability to succeed in the classroom,"study author Dr. James F. Pagel said in a prepared statement."This study showed that disordered sleep has significant harmful effects on a student's academic performance,including GPAs." Mr. Taylor believed that the finding of their study would soon______.A: be criticized by psychology studentsB: be confirmed by psychological studiesC: be included in undergraduate psychology textsD: become the most popular psychology text
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.Free play has been introduced in some Japanese kindergartens in order to （）A、broaden children’s horizonB、cultivate children’s creativityC、lighten children’s study loadD、enrich children’s knowledge
The workload requirement for a Web server running in Micro-Partitioned p5-550 has increased 300 percent over the past six months. The initial partition definitions assigned 0.5 processing units and one virtual processor to the Web server partition. Three months previously， an additional 0.5 CPU was added to the Web server partition. When the technical specialist attempted to allocate a further 0.5 CPU to this partition， no additional performance was achieved. Which of the following actions would most likely resolve the problem？（）A、Add another virtual Ethernet.B、Change the partition to be uncapped.C、Change the number of virtual processors to 2.D、Increase the amount of memory assigned to the partition by 300 percent.
问答题Passage 3 The greatest impact on the family over the last 50 years has been the changing role of the wife. These changes have affected not only her life but also that of her husband and children. (1) The family has changed from an economically defined unit under the authority of the father and having minimal interpersonal emotional ties to a unit with strong emotional ties directed primarily by the mother to her husband and children. One important result was greater emotional and general psychological seclusion of the woman which clearly implied that the female role was culturally a secondary one. In recent decades it has become clear that for a distinct minority of American women the traditional mother role in the seclusion of the home is no longer acceptable. For many the family is of diminishing importance. The development of education for women has been a crucial factor in this change. Today, over 80 percent of all women complete four years of high school as compared to only 35 percent in 1940. This is related to the fact that marriage now occurs a year later for the average woman. The proportion of women aged 20 to 24 who are single increased from 28 percent in 1960 to 40 percent by the mid-1970s. (2) Child bearing is being postponed, so that compared to the 1960s, 10 percent fewer women bear their first Enid in the two years immediately following marriage. Furthermore, more women today remain childless. Work, older age at marriage, and fewer children are the basic changes that have taken place in women’s roles in recent years. The trend among women is toward increased education, and this is linked to other role changes. (3) The higher a woman’s educational attainment, the more likely she is to work, to stay in the labor force longer, and to have more job opportunities available to her. This further suggests that when women are married their work has a great impact on their marriages. For example, since working wives contribute 25 to 40 percent of their total family income, their position as decision-makers in the family is usually strengthened. (4) Waits points out that the social trends towards increased education for women mean not only more work experience but also delayed marriage and decreased fertility. These changes, in turn, point the way toward even greater labor force participation throughout the life cycle. The number of women entering the work force is rapidly increasing. Women outnumber men in the total population by about 7 million. (5) When that is added to the fact that labor force participation of males is slowly declining because of the trend toward earlier retirement, “it may not be too long before one out of every two American workers is a woman.”
问答题Practice 9 Youth unemployment across the world has climbed to a new high and is likely to climb further this year, a United Nations agency said Thursday, while warning of a “lost generation” as more young people give up the search for work. The agency, the International Labor Organization, said in a report that of some 620 million young people ages 15 to 24 in the work force, about 81 million were unemployed at the end of 2009—the highest level in two decades of record-keeping by the organization, which is based in Geneva. “There’s never been an increase of this magnitude — both in terms of the rate and the level — since we’ve been tracking the data,” said Steven Kapsos, an economist with the organization. The agency forecast that the global youth unemployment rate would continue to increase through 2010, to 13.1 percent, as the effects of the economic downturn continue. It should then decline to 12.7 percent in 2011. In some especially strained European countries, including Spain and Britain, many young people have become discouraged and given up the job hunt, it said. The trend will have “significant consequences for young people,” as more and more join the ranks of the already unemployed, it said. That has the potential to create a “‘lost generation’ comprised of young people who have dropped out of the labor market, having lost all hope of being able to work for a decent living.” The report studied the German, British, Spanish and Estonian labor markets and found that Germany had been most successful in bringing down long-term youth unemployment. In Spain and Britain, increases in unemployment were particularly pronounced for those with lower education levels. Data from Eurostat, the European Union’s statistical agency, show Spain had a jobless rate of 40.5 percent in May for people under 25. That was the highest level among the 27 members of the European Union, far greater than the 9.4 percent in Germany in May and 19.7 percent in Britain in March.
单选题Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.Most Americans surveyed believe that preschools should also attach importance to （）Aproblem solvingBgroup experienceCparental guidanceDindividually-oriented development
问答题There is an ever-widening gap between black male college enrollees and their female and white counterparts, says the American Council on Education (ACE). Twenty years ago, according to ACE’s “Annual Status Report on Minorities in Higher Education,” 30 percent of African American male high school graduates (ages 18 to 24) were enrolled in college, compared with 28 percent of same-age black females and 41 percent of white males. Now, some 37 percent of black men are enrolled, compared with 42 percent of African American women and 44.5 percent of white males. So while there are more black males enrolling in college today than 20 years ago, other groups have outstripped them in enrolling and, even more importantly, in retention rates. The graduation rate of black men is lower than that of any group. Only 35 percent of black males enrollees graduated within six years from colleges in 1996, compared with 59 percent of white males,46 percent of Hispanic men,41 percent of American Indian males and 45 percent of the black women who entered the same year. Surveys and reports are hinting that the country’s educational apparatus is stacked against the black male. Fewer than one in five students of color have graduated from high school, have a set of college-prep courses on their high school transcripts and “demonstrate basic literacy” — the necessities for being “college ready.” Another glaring problem is that black males are disproportionately labeled as discipline and behavioral problems and fast tracked out of high schools through expulsions and suspensions. As if that’s not enough, says ACE’s William Harvey, there’s a virtual drying up of federal aid-to-education grant money coupled with jacked-up tuitions, which make it necessary for low-income students to assume an average $ 20,000 debt to finish a four-year curriculum. “For those in the lower economic category, the availability of financial aid determines who gets to go to college and who doesn’t,” observes Harvey. Harvey points out that, over the years, federal funding has undergone a “complete reversal,” from “a 70 percent to 30 percent grant-to-loan ratio 20 years ago” to the exact opposite today..”An 18-year-old male will be more inclined to say, I want money in my pocket now’ and attempt to get a job,” adds Harvey. “But many take on the debt, become part-time students, work 20-plus hours a week and become five-year students at a four-year college.” The inequity of that educational apparatus is especially clear when you look at the black males who persevere — those who go on to finish high school, earn a bachelor’s degree and even finish grad school. A recently released Census report shows that, whether they have a high school diploma or a master’s degree, black men will earn roughly 25 percent less than Whites.
问答题Do at least 20 percent of the people in country X who are over the age of 25 possess a college diploma? (1) In country X, among the population over the age of 25, 26 percent of the male population and 16 percent of the female population possess college diplomas. (2) In country X, women account for 55 percent of the total population.