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The 1983 report"A Nation At Risk"cited as example of the decline of educational standards（）
A . high rates of adult illiteracy
B . declining SAT scores
C . low scores of American students in key subjects as compared with scores of students of other countries
D . All of the above
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Which of the following can be inferred as the writer’s attitude toward the American higher education?
A . Biased.
B . Positive.
C . Critical.
D . Negative.
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Sociology is the study of language in relation to（）,such as social class, educational level and so on.
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Dress as a typical indicator of femininity shows Elisa’s idea about herself.
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Slimbach further developed the idea of intercultural communication competence by emphasizing the importance of mediation when miscommunication happens rather than focusing on establishing and maintain relationships as a whole.
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“As” in paragraph 1, Passage 2 serves to signal the cause for the debate over who pays for the cost of college education.
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Education is seen as a process of nurturing individuality, of fostering distinctive qualities that already＿ within each individual.
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When speakers quote or paraphrase the words of another person to support their ideas, they are using the device of _____ as support.
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The idea that the current education system cannot be reformed but must be dis________ is a controversy that draws the attention of state officials.
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Which of the following is NOT offered as an education strategy？
A．Focus on students" individual strengths.
B．Arrange time for peer-tutoring every day.
C．Say sorry to students when needed.
D．Correct students" mistakes whenever possible.
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The Museum of Contemporary(当代的) Art (MOCA) has started a new series of programs ,known as “Art Makes Good Business.” It is designed to educate company managers about why art makes good business and how to take full advantage of it.
The event is open to new and current corporate(企业法人的) members of MOCA.An understanding and appreciation of art is becoming a must in today's business world.Art can be a valuable tool for seeking new ways to communicate with customers and raising public awareness of your company's role in the community.
During the coming months the series will look into the relationship between art,business and community.The series will cover how to understand modern art and how art can help improve a company's image.Art Makes Good Business speakers will include leaders from the business and art worlds.Bookings are required.Space is limited.For more information call 305-893-6211 or visit www..org.
1.The purpose of the museum's new programs is to show ___.
A.the management of business by artists
B.the role of art in improving business
C.the education of modern artists
D.the way to design art programs
2.The Art Makes Good Business program is intended for ___.
A.the general public
B.modern art lovers
C.corporate members of MOCA
D.people involved in art business
3.MOCA members who take part in the programs can learn ___.
A.to become leader in business and art worlds
B.to co-operate with other members of MOCA
C.the new ways of communication between people
D.about the relationship between art,business and community
4.Those who want to attend lectures by Art Makes Good Business speakers must ___.
A.make a booking
B.pay additional fees
C.understand modern art
D.be successful managers
5.This advertisement aims to ___.
A.improve the relationship between companies
B.stress the important role of art in education
C.attract MOCA members to the programs
D.raise funds for museums of modern art
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Generation gap refers to the difference in ideas, feelings, and interests between the older and younger people. It is especially considered as causing a lack of communication and understanding between the two generations.
There is apparent generation gap between the young and the old nowadays. The younger generation is essentially different from the older generation. The young people live in a new age completely different from the old. They have grown up more happily and are not so dependent on adults as their parents were. They are better educated and enjoy more freedom. They easily accept new things and new ideas. They are more concerned with the present and the future, whereas the world of the older people has vanished, and they do not understand all of the problems of the modern world. They grew up in a world which was different from today's world. They often talk about "the good old days" and tend to assert old things and ideas. They don't like to feel that their beliefs and values are being questioned and threatened. They would like the young to learn from them, but the young refuse to accept their values. They cannot understand why the young complain about the conventional things and old systems and why they want to make changes in these things to fit the needs of modern society, As a result, the old people think the young are not what they were, and most young people are unable to learn from the parents and elders who they will never be.
In order to reconcile the differences, both generation should realize that the world has changed, and that new responses are necessary for many of the problems of society. Besides, some forms of organizations should be established to help the young and the old exchange their ideas and strengthen their mutual understanding so as to bridge the gap.
One important reason for the difference existing between the young and the old is that ______.
A．they live in different ages
B．they live in different countries
C．they live in separate planets
D．they hate each other
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（46）Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers rather than a necessary part of the intellectual equipment of an educated person.此处译文为：
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The idea that the meaning of a sentence depends on the meanings of the constituent words and the way they are combined is usually known as the principle of COMPOSITIONALITY.
此题为判断题(对，错)。
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Further education is officially （described as) the post-secondary stage of education, （com
Further education is officially (described as) the post-secondary stage of education, (comprised) all vocational and convocational (provision made) for young people who have left school, (or for adults).
A．described as
B．comprised
C．provision made
D．or for adults
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听力原文：As society becomes more and more advanced and complicated, education plays a more and more important role in the life of individual members of society and in the development of society itself.
(52)
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The author views the main weakness of the American educational system as______.
A．it is not sufficient to deal with today"s needs
B．it is not adaptable to changing circumstances
C．it is not equally accessible to all Americans
D．it does not directly affect income
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White people tend to be nervous of raising the subject of race and education, but are often voluble on the issue if a black person brings it up. So when Trevor Phillips, chair man of Britain's Commission for Racial Equality, said that there was a particular problem with black boys' performance at school, and that it might be a good idea to educate them apart from other pupils, there was a torrent of comment. Some of it commended his proposal, and some criticized it, but none of it questioned its premise. Everybody accepts that black boys are a problem.
On the face of it, it looks as though Mr. Phillips is right. Only 27% of Afro-Caribbean boys get five A-C grades at GCSE, the exams taken by 16-year-olds, compared with 47% of boys as a Whole and 44% of Afro-Caribbean girls. Since, in some subjects, candidates who score less than 50% get Cs, those who don't reach this threshold have picked up pretty little at school.
Mr. Phillips's suggestion that black boys should be taught separately implies that ethnicity and gender explain their underachievement. Certainly, maleness seems to be a disadvantage at school. That's true for all ethnic groups: 57% of girls as a whole get five A-Cs, compared with 47% of boys. But it's not so clear that blackness is at the root of the problem.
Among children as a whole, Afro-Caribbeans do indeed perform. badly. But Afro Caribbeans tend to be poor. So to get a better idea of whether race, rather than poverty, is the problem, one must control for economic status. The only way to do that, given the limits of British educational statistics, is to separate out the exam results of children who get free school meals: only the poor get free grub.
Poor children's results tell a rather different story. Afro-Caribbeans still do remark ably badly, but whites are at the bottom of the pile. All ethnic minority groups do better than them. Even Bangladeshis, a pretty deprived lot, do twice as well as the natives in their exams; Indians do better still. And absolute numbers of underperforming whites dwarf those of underperforming Afro-Caribbeans: last year, 131,393 of white boys failed to hit the government's benchmark, compared with 3,151 Afro-Caribbean boys.
These figures suggest that, at school at least, black people's problem is not so much race as poverty. And they undermine the idea of teaching black boys separately, for if poor whites are doing worse than poor blacks, there's not much argument for singling out blacks for special measures: whites need help just as badly.
According to the text, the public response to Mr. Philips' claim is
A．a nervous impression.
B．a mixed reception.
C．a particular performance.
D．a critical comment.
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who suggests that the idea of survival can be seen as the central symbol of canadia literature？
A. Michael Ondaatje.
B. Margaret Atwood.
C. Margaret Laurence.
D. Ted Allan.
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Almost daily, the gulf between education and employment widens. Careers officers complain about a system that presents them with school-leavers without ideas for employment. Employers deplore the fact that teenagers are unable to spell and write and calculate. Graduates discover that a knowledge of Ancient History or Zoology counts for nothing when they are looking for a job.
With all our magnificent new colleges of further education, the super-polytechnical schools springing up like mushrooms, and our much-praised increase of students in full-time education, one vital point is being left out of educational thinking. What will it earn？ Because--sad as it may seem to those who believe in its mind-broadening, horizon-widening and strength-testing qualities--you cannot eat education. There are thirty-nine universities and colleges offering degree courses in Geography, but I have never seen any good jobs for Geography graduates advertised. Or am I alone in suspecting that they will return to teach Geography to another set of students, who in turn will teach more Geography undergraduates？ On the other hand, hospital casualty departments throughout the country are having to close down because of the lack of doctors. The reason？ University medical schools can find places for only half of those who apply.
It seems to me that the time is ripe for the Department of Education and Productivity and the Department of Education and Science to get together with the universities and produce a revised educational system which will make a more economic use of the wealth of talent, application and industry currently being wasted on certificates, diplomas and, degrees that no one wants to know about. They might make a start by reintroducing a genuine "General" Certificate of Education. In the days when it meant something, this was called the School Certificate. Employers liked it, because it indicated proficiency in English, Arithmetic, Science and Humanities--in other words, that you had an all-round education. You could use it as a springboard to higher education, but it actually meant something in itself, in every industry from chemicals to clothing.
From there on they might take a giant step forward by offering the alternative of sandwich courses or full-time training for every career. I can think of a good few medical students who would willingly "work their way through college" by filling in as nursing auxiliaries at our understaffed hospitals. And it would be interesting to see just how many would-be Geography graduates pressed on with their courses when they discovered at an early stage the scarcity of jobs available in their specialty.
Given the option, I think the majority of those now taking full-time college courses would leap at the chance of combining theory and practice while earning their living. This would leave the full-time courses for the minority of our student population, who can afford to love learning for its own sake, and not as a meal ticket.
Which of the following is NOT taken good care of by colleges？
A．Widening the students' horizon.
B．Broadening the students' mind.
C．Providing the students with practical skills for employment.
D．Providing the students with moral strength.
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Is it possible that the ideas we have today about ownership and property rights have been so universal in the human mind that it is truly as if they had sprung from the mind of God？ By no means. The idea of owning and property emerged in the mists of unrecorded history. The ancient Jews, for one, had a very different outlook on property and ownership, viewing it as something much more temporary and' tentative than we do.
The ideas we have in America about the private ownership of productive property as a natural and universal right of mankind, perhaps of divine origin, are by no means universal and must be viewed as an invention of man rather than an order of God. Of course, we are completely trained to accept the idea of ownership of the earth and its products, raw and transformed. It seems not at all strange; in fact, it is quite difficult to imagine a society without such arrangements. If someone, some individuals, didn't own that plot of land, that house, that factory, that machine, that tower of wheat, how would we function？ What would the rules be？ Whom would we buy from and how would we sell？
It is important to acknowledge a significant difference between achieving ownership simply by taking or claiming property and owning what we tend to call the "fruit of labor." If I, alone or together with my family, work on the land and raise crops, or if I make something useful out of natural material, it seems reasonable and fair to claim that the crops or the objects belong to me or my family, are my property, at least in the sense that I have first claim on them. Hardly anyone would dispute that. In fact, some of the early radical workingmen's movements made (an ownership) claim on those very grounds. As industrial organization became more complex, however, such issues became vastly more intricate. It must be clear that in modem society the social heritage of knowledge and technology and the social organization of manufacture and exchange account for far more of the productivity of industry and the value of what is produced than can be accounted for by the labor of any number of individuals. Hardly any person can now point and say, "That--that right there--is the fruit of my labor." We can say, as a society, as a nation--as a world, really--that what is produced is the fruit of our labor, the product of the whole society as a collectivity.
We have to recognize that the right of private individual ownership of property is man-made and constantly dependent on the extent to which those without property believe that the owner can make his claim, dependent on the extent to which those without stick.
According to the passage, the concept of ownership probably ______.
A．resulted from the concept of property right
B．stemmed from the uncovered prehistoric ages
C．arose from the generous blessing of the Creator
D．originated from the undetected Middle Ages
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Last year, America's Defence Advanced Research Projects Agency, DARPA, thought it would be a good idea to organize a robot race across the Nevada desert. The idea of the Grand Challenge, as DARPA dubbed it, was for autonomous robot vehicles to steer a 227 km(142 mile) course and claim a $1 m jackpot. This would be a first step towards DARPA's ultimate goal of being able to build unmanned self-driving military vehicles and thus keep American troops out of harm's way on the battlefield.
This year's crop of 23 entrants were offered an even greater incentive—a $2m prize for the winner. That, plus the intervening 18 months, seems to have done the trick. This time, five vehicles finished the 211 km course. The winner, a modified Volkswagen Touareg dubbed Stanley by its makers, a team from Stanford University, did it in a mere six hours and 54 minutes.
Stanley was, of course, specially hardened by its designers for the rough terrain of the Nevada desert. The clever bit, however, was the vehicle's brain. This was designed and built by the Stanford Artificial Intelligence Laboratory (SAIL).
Stanley's brain consists of six top-of-the-range Pentium chips wired collaboratively together. It is programmed with special software that is able to learn from its mistakes. This software mastered the tricks of collision-avoidance in a series of desert test runs conducted before the race started.
Like all brains, Stanley's has a range of sensory inputs to process. A global positioning system (GPS) receiver tells it where on the Earth's surface it is. Television cameras, radar and four laser based distance monitors tell it what its surroundings are like. By comparing its GPS location with its pre-programmed destination (announced only a few hours before the race began), it knew which way it wanted to go. And, by studying its surroundings, it could work out what looked like the safest route that was also in approximately the right direction.
Although Stanley carried off the laurels, the other four finishers did respectably. Sandstorm managed a time just ten minutes behind the winner while her sister vehicle Highlander came in ten minutes after that. GrayBot and TerraMax, the other two course-completers, came in at seven hours 30 minutes and 12 hours 51 minutes, respectively.
So smart, autonomous vehicles can, indeed, find their way across several hundred kilometres of desert. The question is, what next？ DARPA's answer, of course, will be to go down the military route. But this sort of technology has obvious civilian applications as well, as Sebastian Thrun, the head of both SAIL and the Stanford racing team, is keen to emphasize.
Dr. Thrun thinks that it could lead to self-driving road vehicles within 30 years and—more immediately—to greatly improved collision-avoidance systems. Whether the freeways of California will prove as easy to navigate as the gulches of Nevada, though, remains to be seen.
The purpose of holding a robot race is to
A．adventure through the Nevada desert.
B．delevop unpiloted vehicles for military use.
C．win a $lm jackpot.
D．keep American troops unharmed.
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But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed i
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It is explicit in its signposting of the organization of the ideas in the text. As a writer of academic English, it is your responsibility to make it clear to your reader how various parts of the text
是
否
