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In face of the rising cost for higher education,fields of graduate study that are favored by students are those that（）
Aoffer greater professional satisfaction
Bmake graduates more easily employed
Coffer easy enrollment
Doffer more rewarding jobs in terms of payment
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更多 “In face of the rising cost for higher education,fields of graduate study that are favored by students are those that（）Aoffer greater professional satisfactionBmake graduates more easily employedCoffer easy enrollmentDoffer more rewarding jobs in terms of payment” 相关考题
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The total cost in logistics in China is still higher than()in many other industrialized countries.
A、itB、thatC、those
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There are advantages and disadvantages to 21 Asian and Western educational method. For example, one advantage 22 the education in Japan is that students there learn much more math and science 23 American students. They also study more hours each day than Americans 24 . The study is difficult, but it 25 students for a society that values discipline (纪律) and self-control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools, 26 many students say that after an exam, they forget much of the information that they have memorized.The advantage to the education in North America, 27 the other hand, is that students learn to think by themselves. The system prepares them for a society that values 28 ideas. There is, however, a disadvantage. When students graduate from high school, they haven't memorized 29 many basic rules and facts as students in other countries 30 .21.A. not onlyB. allC. bothD. only
考题
What is not the disadvantage of the Western system of education?A、Students learn more math and science.B、Students study more hours each day and more days each year.C、Students cannot think themselves.D、Students haven’t studied as many basic rules and facts as students in other countries on high school graduation.
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We can certainly deliver high-quality education to many students at much()cost.A. lowB. lowestC. lower
考题
In New York one of the education policy makers agree that students could be provided more channels through which to graduate.()
此题为判断题(对，错)。
考题
请阅读短文，完成第小题。
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring". The problem is that many of these "boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don't really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
Which of the following is true about the writer's experience?
查看材料
A．He has benefited from the American education.
B．He has been harmed by the American education.
C．He has not laid a solid foundation for his academic career.
D．He has selected courses that do not support his overall academic formation.
考题
请阅读短文，完成第小题。
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring". The problem is that many of these "boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don't really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
Which of following words is closest in meaning to "deficit" in the last PARAGRAPH?__________
查看材料
A．Deficiency.
B．Sufficiency.
C．Requirement.
D．Decline.
考题
请阅读短文，完成第小题。
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring". The problem is that many of these "boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don't really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
Which of the following influences the writer's judgment of the universities in the passage?
查看材料
A．The academic information provided by his friends in Brazil.
B．The information obtained from the university authorities.
C．Those commonly held beliefs concerning the ranking of universities.
D．The learning experience of himself in the USA and that of his friends in Brazil.
考题
请阅读短文，完成第小题。
For many people, there is a very well-established stereotype that the first-class American universities are simply the best. However, I am not quite convinced of that. When I look back at my academic formation in the USA and compare it to the academic formation some of my friends had at Brazil, I don't feel like I am more prepared than my peers. Thus, I am currently facing adilem of whether to pursue my graduate studies in Brazil or in the USA.
The difference in our academic backgrounds, however, is the more liberal nature of American education. From my experience at Georgetown, and from what I know of American higher education, there are very few strict requirements imposed on students. Generally speaking, you are relatively free to take whichever classes you want, provided that they are under the scope of your major field of study.
Toil lustrate, I compared the master's degrees in economics from Duke and Fundao Get. Vargas(FGV), a Brazilian university. I chose to present a master's degree comparison here because the short two-year study period makes it simpler than comparing a four-year program. Duke's program works like this: you pick a field of study and then have a required number of courses that you have to take in certain areas. Most of the requirements are not course-specific, but area-specific. With some fields of study, you can skip certain areas altogether. If you choose to get a master's degree in applied economics, for instance, you don't have to take any mathematics courses. In FGV, all economics students need to take the same core structure: Microeconomics 1 through 4, Macroeconomics 1 through 3, Econometrics, Statistics 1 and 2, and Math for Economics 1 and 2. From then on, you can specialize in certain fields, and the elective structure seems to be the same as in Duke: you pick five electives from your main area of interest.
This seems to be the same kind of difference that I noticed comparing what I studied in Georgetown as an undergraduate to what some of my friends studied in their undergraduate careers in Brazil. Now, is this more liberal education good or bad? There are factors pulling it each way, and the ideal solution, in my view, is a reasonable middle ground. What I see happening in American universities, however, is a little too much liberalization. Too much liberty tends to encourage students to take the more "interesting" courses, and ignore those that are considered most "boring". The problem is that many of these "boring" courses are usually foundational courses, which give students the analytical tools they need in order to be truly competent in their fields of study.
In the end, I feel like American universities sometimes delegate too much responsibility to students in terms of choosing their academic careers. For me, this is troubling. Students in their twenties usually have very little experience in the field they are studying, and many times they don't really know the tools they need to succeed in their area of interest. It is certainly the case in my situation. Fortunately, I research and discuss a lot before picking my classes, and was able to take advantage of my liberal American education to build both a strong foundation and take classes that interest me. But is this always the case? From my experience, I think not. What I see happening at Georgetown is that many students just pick the classes they find most interesting, without any real consideration of how it is going to support their overall academic formation. This result is a deficit in fundamentals.
Which of the following can be inferred as the writer' s attitude toward the American higher__________ education?
查看材料
A．Biased.
B．Positive.
C．Critical.
D．Negative.
考题
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.
考题
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.
考题
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 benefits
B.job opportunities
C.economic development
D.higher incomes
考题
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 universities
B.are from singleparent families
C.are in need of financial support
D.have failed their collage
考题
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 middleclass
B.students are usually to blame for their lack of resources
C.social class greatly helps enrich educational experiences
D.colleges are partly res
考题
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 rates
B.narrowed the achievement gap
C.missed its original purpose
D.depressed college students
考题
Directions: Some people think that alluniversity students should study whatever they like. Others believe that theyshould only be allowed to study subjects that will be useful in the future, suchas those related to science and technology. What′s your view about what subjectuniversity students should study? You are required to write a compositionwithin 180 words, but no less than 150 words.
考题
Directions: Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. What′s your view about what subject university students should study? You are required to write a composition within 180 words, but no less than 150 words.
考题
In face of the rising cost for higher education,fields of graduate study that are favored by students are those that（）A、offer greater professional satisfactionB、make graduates more easily employedC、offer easy enrollmentD、offer more rewarding jobs in terms of payment
考题
单选题Institutions of higher education can work out elastic regulations to attract better students.A
adaptableB
indecentC
constantD
implicit
考题
单选题Steven Muller believes that higher education fails to ______.A
inform the students of what is right or wrong.B
tell the students which scientific method is valuable.C
present valuable religious ideas to students.D
familiarize students with means of inquiry.
考题
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.
考题
单选题It can be concluded that_____.A
every young man and woman Should go to college if possibleB
college education has become increasingly worse in recent yearsC
people with a college education should get a higher salaryD
fewer students should go to college but more be trained for skilled workers
考题
单选题At the MegaTek Corporation, an inexperienced financial analyst mistook the rising cost of semiconductors as a seasonal fluctuation in the market.A
the rising cost of semiconductors as a seasonal fluctuationB
the rise in price of semiconductors as a seasonal fluctuationC
the rising cost of semiconductors for a seasonal fluctuationD
the rising of the cost of semiconductors for a fluctuation by seasonE
the rise of semiconductors in price to a seasonal fuctuation
考题
问答题Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Which view do you agree with and why?
考题
单选题It can be concluded that _____.A
every young man and woman should go to college if possibleB
college education has become increasingly worse in recent yearsC
people with a college education should get a higher salaryD
fewer students should go to college but more be trained for skilled workers
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