Today a student knows that__________A．his knowledge is often incorrectB．he cannot learn more than the students in the 19th century didC．those who come after him will have greater difficulties in learningD．his knowledge is very limited compared with the total amount
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Anchor shackles should have a breaking strength that is ______．A.equal to the chains they are connectingB.25% more than the chains they are connectingC.50% more than the chains they are connectingD.100% more than the chains they are connecting
An institution that properly carries the name university is a more comprehensive and complex institution than any other kind of higher education____.A.settlement B.establishment C.construction D.structure
The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today. The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries. Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note Australian communications professors David Rooney and Greg Hearn. On the other hand,while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are also at work. Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?” Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students outside their own academic specialty.This would require them to constantly be learning from their students as well as instructing them. A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems. Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution. As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into practical,sustainable realities.Judging from the three new roles envisioned for tomorrow’s university faculty, university teachersA.are required to conduct more independent research. B.are required to offer more courses to their students. C.are supposed to assume more demanding duties. D.are supposed to supervise more students in their specialty.
Text l Recently,the Washington Post published a survey conducted with the Kaiser Family Foundation and Harvard University on the U.S.economy.Although black and Hispanic families were hurt by the Great Recession,it was the"non-college whites"who held the darkest view of the country.These men used to be the backbone ofan economy built by brawn and rooted in manufacturing jobs.But now,nostalgic and despondcnt in equal measure,more than half said that America's best days were past,and 43 percent said"hard work and determination are no_guarantees of success."lf good,steady,well-paying work is the key to any person's economic satisfaction,there are scveral reasons to be nervous about the upcoming generation.Since 2000,the labor-force participation rate of young men undcr the age of 35 without a college degree has declined more than any other age-and-gender group.Since the turn of the century,the participation rate of 16-to-24-year olds with just a high-school degrce has fallen IO points to about 70 percent.Some of this drop is attributable to rising college attendance.But not all ofit.Nine percent ofAmericans between 20 and 24 are neither in school,work,or training.For the first time since at least the 1940s,young men are more likely to be living with their parents than with romantic partners.It's not the cost ofcollege or the weight of student loans alone that is forcing young people to stay home.Young adults without a high-school or college degree are far more likely to live with their parents.For young black men,this trend is hardly new;even in 1980s,they were more likely to live with their parents than with a spouse or girlfriend.As for what they're doing all day,Erik Hurst,an economist at the University of Chicago,is now conducting research that suggests that non-college men who aren't in the labor market are spending a considerable amount of their time in front of screens.Detached from the labor force,with neither a college degree nor a steady job,these men have little income.But the technological revolution in media and entertainment of the last few decades has made it cheaper than ever to divert oneself on a phone,computer,television,or video-game console.Cheap and abundant entertainment anesthetizes less-skilled and Iess-educated young men in the present.But in the long run,it cuts them off from the same things that provide meaning in middle age,according to psychological and longitudinal studies-a career,a family,and a sense of accomplishment.23.The main reason for young men to live with their parents lies inA.the increase of college cost and students loans. B.lack of romantic partners to share the rent of apartments. C.hardly new trend to live with parents rather than partners. D.young adults'difficulty in findingjobs without a college degree.
（ ）,a man who expresses himself effectively is sure to succeed more rapidly than a man whose command of language is poor.A.Other things to be equal B.Were other things equal C.To be equal to other things D.Other things being equal
A University of California advisor said___________.A.all students could overcome the anxiety after taking a special test anxiety program B.almost all students felt less stress after taking a University of California advising course C.students found it difficult to improve even though they had taken a special test anxietycourse D.students found it easy to relax as soon as they entered a University of California advisingcourse
