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Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.
The underlined sentence（Para.3）most probably means that
The underlined sentence（Para.3）most probably means that
A.the value of university education is not limited to income increases.
B.university education could barely improve students'general qualities,
C.a college degree is not always a guarantee of professional knowledge.
D.spending on universities does not necessarily boost economic growth.
B.university education could barely improve students'general qualities,
C.a college degree is not always a guarantee of professional knowledge.
D.spending on universities does not necessarily boost economic growth.
参考答案
参考解析
解析：第三段①②句介绍一种观点：投资大学教育能获得毕业生溢价（大学学位可带来更高收入），其合力结果是促进整个社会的经济发展。划线句指出，但毕业生溢价这一计算单位是有缺陷的。下文则指出：学位不一定是衡量工作所需技能和知识的最好方式，而学位普及会使得雇主用其粗暴筛选求职者，非毕业生难以找到体面工作。可见划线句为作者观点的集中体现，批驳前文观点，引领后文论证．D.能实现这一功能，故正确。[解题技巧]A.将第三段①句结合相关认知“大学教育的价值不仅在于获得更高收入”设置干扰，但偏离随后论述。B.将⑤句“雇主观点：学位体现一个人的综合素质”篡改为“作者观点：大学教育不能提高学生的综合素质”。C.为⑦句信息，但该句是在用“学位不一定是专业知识的保证”论证“唯学位论的缺陷”，进而明确作者观点“扩张大学教育并不能促进整个社会的经济发展”（即：⑦句／选项只是用来论证划线句，并非与其同义）。
更多 “Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm. The underlined sentence（Para.3）most probably means thatA.the value of university education is not limited to income increases. B.university education could barely improve students'general qualities, C.a college degree is not always a guarantee of professional knowledge. D.spending on universities does not necessarily boost economic growth.” 相关考题
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共用题干
The FamilyThe structure of a family takes different forms around the world and even in the same society. The family's form changes as it adapts to changing social and economic influences. Until recently,the most common form in North America was the nuclear family,consisting of a married couple with their minor children. The nuclear family is an independent unit. It must be prepared to fend for itself. Individual family members strongly depend on one anoth-er. There is little help from outside the family in emergencies. Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so. In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as North America,and of families in societies such as that of the Inuits,who live in harsh environments. The nuclear family structure is well adapted to a life of mobility. In harsh condi-tions,mobility allows the family to hunt for food. For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard. In a more agrarian time,the small nuclear family was usually part of a larger extended family. This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins. In North America today,there is a dramatic rise in the number of single-parent households. Twice as many households in the United States are headed by divorced,separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.The word“mobility” means______.A: money B: readiness to moveC: organization D: skill
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
Governments are keen on higher eclucation,seeing it as a means to boost social mobility and economic growth.Almost all subsidise tuition-in America,to the tune of$200bn a year.But they tend to overestimate the benefits and ignore the costs of expanding university education.Often,public money just feeds the arms race for qualifications.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.Spending on universities is usually justified by the"graduate premium"-the increase in earnings that graduates enjoy over non-graduates.These individual gains,the thinking goes,add up to an economic boost for society as a whole.But the graduate premium is a flawed unit of reckoning.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities that someone already has in order to get into a university.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands ancl who are most likely LO drop out.They pay fees and sacrifice earnings to study,but see little boost iii thcir future incomes.When dropouts are includecl,the expected financial return to starting a degree for the weakest studcnts dwindles to almost nothing.Governments need to offer the young a wider range of options after school.They should start by rethinking their own hiring practices.Most insist on degrees for public-sector jobs that used to be done by non-graduates.Instead they should seek other ways for non-graduates to prove they have the right skills and to get more on-the-job training.School-Ieavers should be given a wider variety o:[ways to gain vocational skills and to demonstrate their employability in the private sector.lf school qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability.and less insistent on degrees."Micro-credentials"-short,work-focused courses approved by big employers in fast-growing fields,such as IT-show promise.Such measures would be more efficient at developing the skills that boost productivity and should save public money.To promote social mobility,governments should direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the academic arms race,in which each must study longer because that is what all the rest are doing.It is time to disarm.
The author suggests that governments shouldA.encourage youngsters to work in the private sector.
B.make university degrees more rigorous.
C.invest heavily in fast-growing fields.
D.provide schooIPleavers with more ways to learn.
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.
In the author's opinion,expanding higher educationA.is an effective way to drive social mobility.
B.will not achieve the anticipated effects.
C.will not place a burden on governments.
D.is a timely response to changes in the job market.
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.
Which ofthe following is the best title for the text?A.Non-graduates'Dilemma in Job-seeking
B.Measures to Improve Employment Rate
C.Time to End the Academic Arms Race
D.Higher-education Means Decent Work
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 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.Students are studying longer to______A.get master's degree
B.make themselves noticeable
C.find a decent work
D.obtain higher retums
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.
For the weakest students,the value of university is——.A.deceptive
B.overvalued
C.expanded
D.overlooked
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Text 3 There are plenty of good reasons for a young person to choose to go to university:intellectual growth,career opportunities,having fun.Governments are keen on higher education,seeing it as a means to boost social mobility and economic growth.But they tend to overestimate the benefits and ignore the costs of expanding university education.As more young people seek degrees,the returns both to them and to governments are lower.Employers demand degrees for jobs that never required them in the past and have not become more demanding since.In a desperate attempt to stand out,students are studying even longer,and delaying work,to obtain master's degrees.Part of the usefulness of a degree is that it gives a graduate jobseeker an advantage at the expense of non-graduates.It is also a signal to employers of general qualities,such as intelligence and diligence,which someone already has in order to get into a universiry.Some professions require qualifications.But a degree is not always the best measure of the skills and knowledge needed for a job.With degrees so common,recruiters are using them as a crude way to screen applicants.Non-graduates are thus increasingly locked out of decent work.In any case,the premium counts only the winners and not the losers.Across the rich world,a third of university entrants never graduate.It is the weakest students who are drawn in as higher education expands and who are most likely to drop out.They pay fees and sacrifice earnings to study,but see little boost in their future incomes.Many school-leavers are being misled about the probable value of universitty.Governments need to offer the young a wider range of options afier school.They should start by rethinking their own hiring practices.School-leavers should be given a wider variety of ways to gain vocational skills and to demonstrate their employability in the private sector.Ifschool qualifications were made more rigorous,recruiters would be more likely to trust them as signals of ability,and less insistent on degrees.Such measures would be more efficient at developing the skills that boost productvity and should save public money.To promote social mobility,govemments would do better to direct funds to early-school education and to helping students who would benefit from university but cannot afford it.Young people,both rich and poor,are ill-served by the arms race in academic qualifications,in which each must study longer because that is what all the rest are doing.It is time to disarm.
Non-graduates have little access to decent works because_____A.a degree is the best measure of employability
B.applicants with degrees are common
C.a degree is necessary for recruiters generally
D.applicants without degrees are locked out of works
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The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently,the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit,It must be prepared to fend for itself.Individual family members strongly depend on one another.There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family；they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such asNorth America,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility.In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced,separated,or nevermarried individuals as are comprised of nuclear families.The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.The word“mobility” meansA:moneyB:readiness to moveC:organizationD:skill
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The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. Another good title for this passage would be______.A: What Makes a Family?B: The Life of the Inuits.C: Living With Hardship.D: The Failure of the Nuclear Family.
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The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. The word “mobility”means______.A: moneyB: readiness to moveC: organizationD: skill
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The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions.According to the passage,which is the definition of a nuclear family?A:.A nuclear family is a married couple with their minor children.B: A nuclear family is a single father with minor children.C: A nuclear family concludes parents,grandparents,and children.D: A nuclear family concludes parents,children,and aunts and uncles.
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The FamilyThe structure of a family takes different forms around the world and even in the same society.The family's form changes as it adapts to changing social and economic influences.Until recently, the most common form in North America was the nuclear family,consisting of a married couple with their minor children.The nuclear family is an independent unit.It must be prepared to fend for itself. Individual family members strongly depend on one another. There is little help from outside the family in emergencies.Elderly relatives of a nuclear family are cared for only if it is possible for the family to do so.In North America,the elderly often do not live with the family;they live in retirement communities and nursing homes.There are many parallels between the nuclear family in industrial societies,such as NorthAmerica,and of families in societies such as that of the Inuits,who live in harsh environments.The nuclear family structure is well adapted to a life of mobility. In harsh conditions,mobility allows the family to hunt for food.For North Americans,the hunt for jobs and improved social status also requires mobility.The nuclear family was not always the North American standard.In a more agrarian time,the small nuclear family was usually part of a larger extended family.This might have included grandparents,mother and father,brothers and sisters,uncles,aunts,and cousins.In North America today,there is a dramatic rise in the number of single-parent households.Twice as many households in the United States are headed by divorced, separated,or never-married individuals as are comprised of nuclear families. The structure of the family,not just in North America,but throughout the world,continues to change as it adapts to changing conditions. The information in this passage would most likely be found in______textbook.A: an anthropologyB: a biologyC:.a mathematicsD:.a geography
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单选题（） means the level for which minimum appropriate protective security measures shall be maintained at all times, threats and exchanging such information with appropriate Contracting Governments.A
Security level 1B
Security level 2C
Security level 3D
Lowest safety level
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单选题According to the passage, the combined efforts by governments, layout unions and big corporations to guarantee economic comfort have led to a significant change in _____.A
people’s outlook on lifeB
people’s life stylesC
people’s living standardD
people’s social values
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单选题The older experienced workers in America tend to retire early because their prolonged service may ______.A
do harm to younger generationsB
end up with few or no benefitsC
give play to their potentialD
shed light on social trends
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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.
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单选题The concept of upward social mobility has been an abiding feature of American life.A
enduring B
unaffected C
intriguing D
observing
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问答题Practice 2 The news couldn’t be worse. Three years of recession or anemic economic growth, Argentina’s debt default and collapse and—more recently—Bolivia’s president run out of office by indigenous people fed up with his pro-business, pro-Washington agenda. Taken together, these trials have seemingly erased the promise of prosperity that wafted across the region a decade ago. Now there’s the specter of a return to the dark days of the 1970s and 80s when economic and political chaos were the norm. Social eruptions have prompted a wide-ranging and contentious reappraisal of the economic orthodoxy—the neoliberal model that has shaped policy in Latin America for the past 15 years. Market-oriented structural reforms have succeeded in a few crucial ways: they ended the ruinous era of hyperinflation, and inculcated a sense of fiscal responsibility among profligate governments. But belt-tightening has not led to the robust economic performance promised when reforms began. After enjoying encouraging GDP expansion in the early and mid-1990s, Latin America has stumbled through about five years of economic stagnation that have left the region’s have-nots in a surly mood. Latin America desperately wants increased access to markets in the United States and Europe, but the region doesn’t want to pursue trade deals on what it perceives to be unfair terms. (Newsweek)
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单选题According to the passage, literature, music and the arts _____.A
do not contribute to economic growth at allB
are less useful to the society because they do not make direct contribution to economyC
are similar to medical and social services in their way of promoting economic growthD
should develop only when they are good for economic growth
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单选题Today, owing to changing economic and social conditions, people tend to ______A
become more interested in advertising.B
ignore advertisements.C
share the same view toward advertising.D
develop different opinions toward advertising.
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