【题文】Predictions about higher education’s future often result in two very different visions about what is next for colleges and universities. In one camp: those who paint a rosy picture of an economy that will continue to demand higher levels of education for an increasing share of the workforce. In the other: those who believe fewer people will enroll（入学）in college as tuition costs go out of control and alternatives to the traditional degree emerge.“We are living in an age for learning, when there’s so much knowledge available, that one would think that this is good news for higher education,” Bryan Alexander told me recently. Alexander writes often about the future of higher education and is finishing a book on the subject for Johns Hopkins University Press. “Yet we’ve seen enrollment in higher education drop for six years.”Alexander believes that for some colleges and universities to survive, they need to shift from their historical mission of serving one type of student (usually a teenager fresh out of high school) for a specific period of time. “We’re going to see many different ways through higher education in the future,” Alexander said, “from closer ties between secondary and postsecondary（中学后）schools to new options for adults. The question is, which institutions adopt new models and which try desperately to hang on to what they have.”“The fact is that to maintain affordability, accessibility and excellence, something needs to change,” Rafael Bras, Georgia Tech’s provost (院长), told me when he unveiled the report at the Milken Institute Global Conference this past spring.The commission’s report includes many impressive ideas, but three point to the possibility of a very different future for colleges and universities.1) College for life, rather than just four years. The primary recommendation of the Georgia Tech report is that the university turns itself into a place for lifelong learning that allows students to “associate rather than enroll.”“Students who we educate now are expected to have a dozen occupations,” Bras said. “So a system that receives students once in their lives and turns them out with the Good Housekeeping seal(印章) of approval to become alums (校友) and come back on occasion and give money is not the right model for the future.”2) A network of advisers and coaches for a career. If education never ends, Georgia Tech predicts, neither should the critical advising function that colleges provide to students. The commission outlines a plan in which artificial intelligence and virtual tutors help advise students about selecting courses and finding the best career options. But even for a university focused on science and technology, Georgia Tech doesn’t suggest in its report that computers will replace humans for all advising.3) A distributed presence around the world. Colleges and universities operate campuses and require students to come to them. In the past couple of decades, online education has grown greatly, but for the most part, higher education is still about face-to-face interactions.Georgia Tech imagines a future in which the two worlds are blended in what it calls the “atrium” — a place that share space with entrepreneurs and become gathering places for students and alumni.In some ways, as the report noted, the atrium idea is a nod to the past, when universities had agricultural and engineering experiment stations with services closer to where people in the state needed them.Whether Georgia Tech’s ideas will become real is, of course, unclear. But as Alexander told me after reading it, “There is a strong emphasis on flexibility and transformation so they can meet emergent trends.” This is clear: colleges and universities are about to undergo a period of deep change — whether they want to or not — as the needs of students and the economy shift.【小题1】What can we learn from the two camps’ opinions about future colleges?A．Future workforce will have high levels of education.B．The expensive traditional degree is losing its appeal.C．Traditional higher education is not practical.D．Declining enrollment in college results from easy learning.【小题2】What should traditional colleges do according to Alexander?A．They should provide new options for adults to enter colleges.B．The should strengthen the ties between secondary and postsecondary schools.C．They should abandon what they have and change their historical mission.D．They should offer more freedom to students throughout their life.【小题3】What can we infer from the commission’s report?A．Students can return for further study or make donations freely after graduation.B．Artificial intelligence and virtual tutors will perform better in career guidance.C．It focuses on how to make people enjoy good education without stress.D．There is no point in requiring students to be present at school.【小题4】The underlined words “two worlds” refer to _______.A．Basic education and higher educationB．entrepreneurs and studentsC．present education and future educationD．virtual education and real classes【小题5】What does the author think of atrium idea?A．It corresponds to the past idea in some way.B．It is hard to realize despite its flexibility.C．It makes some industries more accessible.D．It is a practical solution to the declining enrollment.【小题6】The passage mainly talks about _________.A．a reflection on the drawbacks of current higher educationB．the key factors which determine higher education’s futureC．two camps’ opposite opinions abouthigher education'sfutureD．a comparison between traditional and future higher education

6. Computer technology will ________ a revolution in business administration.A. bring aroundB. bring aboutC. bring outD. bring up

句子翻译背诵假如时间允许，我们就去购物。(permit)你对待他人要有耐心。(be patient with)迟到并不是我们的错。(It is not ... fault)老实说，正是因为我太累了所以才没有给你回信。(to be honest，强调句型, 强调原因状语从句, it is/was because….that…..)我偶然间在现场发现了大量的钱.(a large amount of = a large sum of money, on the scene, by chance)6. 马克吐温以幽默的小说而闻名，这导致他在读者中很受欢迎.(accountfor, 非限制性定语从句)因为Tom由姐姐拉扯大, 他目前一直期盼找到一份满意的工作来谋生以及回报姐姐的恩情。(bring up, seek，earn one’s living, reward sb. for sth. )事实上，公共场合喧哗是不礼貌的. 但相反的是，许多人忽视了这一点。(As a matter of fact/ In Fact, it's impolite to do sth.…, on the contrary, neglect)9. 夜晚来临的时候，我发现自己被一阵强风刮进了海里。(find + 宾语+宾补的句子结构)10. 正是那艘船把你带到了英国。(强调句型,it is/was….that…..)11. 第二天早上，我正感到绝望的时候，一艘船发现了我。(…had done sth….when….刚做完某事这时…)12.大家都知道美国人喜欢吃很多。(It is well known that….句型)13. 众所周知，吃太多脂肪和含糖食品容易使人变胖。(It is well-known that….句型)14. 尚不清楚会议是否会按计划举行.(go ahead, 表语从句,是否用whether引导从句)15.无论何时我要进行演讲，在开始前我都会极其紧张。(whenever= at any time引导让步状语从句)16.教授认为那位年轻的工程师提出的想法值得考虑。(bringup, be worth doing)16.确实地，为了还清债务，这些年他们日夜不停地工作，这就是他们为什么看起来很苍老的原因了。(indeed,in the hope of = inorder to , pay offone’s debts, account fo)17.在陌生的城市里漫游时，他偶然遇到了一位老同学。(wander,by accident = by chance)18.至于水污染，当地政府已经采取了行动来处理，不久后你将会发现河水又干净了。(asfor, take action. deal with, before long)19.一个衣衫褴褛、冻得发抖的可怜女人在一条孤独的路上挣扎，无情的雨不停地打着她。(bedressed in, in rags,struggle, merciless rain, beating, without pause )20.“你喜欢吃甜食。”这是过去妈妈经常对我说的话。(Youhave a sweet tooth , That’s what引导的表语从句。从句缺少tell的一个宾语，因此用what引导。)21.我发现简坐在桌旁认真地做作业.22.没有什么能比躺在草地中央凝视着夜空让人感到更高兴的事儿了.(there is no pleasure than doing sth.,. lie on, stare at)23.李医生建议我多吃膳食纤维，避免无限制地吃含糖小食品。(It is …who…强调句型,advise sb. to do sth...fiber, avoid doing sth, without limits)24.每当我出错时，老师总是耐心地给我指出.(whenever 引导的时间状语从句,point sth. out, with patience)25.生在一个有三个兄弟的家庭里，戴维被教育要珍惜分享意识.(Born into, was brought up)26.与许多人想像的正想反，这位毕业生来这儿不是为了追求名誉与金钱，而是为了追求生命的真正价值。(Contraryto, seek fame, graduate)27.事故发生时,他正在现场.(on the scene)28.别冒险把车看得那么快.(take a chance) 29.我是作为一个不拿工资的帮手赚来我的船费，这就是我为什么会衣冠不整的原因了。(earnedmy passage, work as , an unpaid hand, accountfor, “, which 引导非限制性定语从句)30.雨停之后，我们继续工作。(goahead with sth.)31.请允许我说几句话。(Permit)32.你曾和你的朋友们打过赌吗？(makea bet with sb/ make a bet on sth.)33.雨停之后，我们继续工作。(go ahead)

Exercise does more than build muscles and help prevent heart disease. New science shows that it also boosts brainpower--and may offer hope in the battle against Alzheimer(痴呆症). The stereotype of the "dumb jock" has never sounded right to Charles Hillman. A jock himself, he plays hockey four times a week, but when he isn’t body-checking his opponents on the ice, he’s giving his mind a comparable workout in his neuroscience and kinesiology lab at the University of Illinois. Recently he started wondering if there was a vital and overlooked link between brawn and brains--if long hours at the gym could somehow build up not just muscles, but minds. With colleagues, he started an experiment. He rounded up 259 Illinois third and fifth graders, measured their body-mass index and put them through classic PE routines: the "sit-and-reach", a brisk run and timed push-ups and sit-ups. Then he checked their physical abilities against their math and reading scores on a statewide standardized test. Sure enough, on the whole, the kids with the fittest bodies were the ones with the fittest brains, even when factors such as socioeconomic status were taken into account. Sports, Hillman concluded, might indeed be boosting the students’ intellect. Hillman’s study, which will be published later this year, isn’t definitive enough to stand alone. But it doesn’t have to: it is part of a recent and rapidly growing movement in science showing that exercise can make people smarter. Other scientists have found that vigorous exercise can cause nerve cells to form dense, interconnected webs that make the brain run faster and more efficiently. And there are clues that physical activity can stay away from the beginnings of Alzheimer’s disease, ADHD and other cognitive disorders. No matter your age, it seems, a strong, active body is crucial for building a strong, active mind. Some scientists have always suspected as much, although they have not been able to prove it. Now, however, armed with brain-scanning tools and a sophisticated understanding of biochemistry, researchers are realizing that the mental effects of exercise are far more profound and complex processes than they once thought. The processes start in the muscles. When the exercise is available, the muscle sends out chemicals, including a protein called IGF-1 that travels through the bloodstream, across the blood-brain barrier and into the brain itself. And then the brain issues orders fuels almost all the activities that lead to higher thought. With regular exercise, the body builds up its levels of BDNF, and the brain’s nerve cells start to branch out, join together and communicate with each other in new ways. This is the process that underlies learning: every change in the junctions between brain cells signifies a new fact or skill that’s been picked up for future use. BDNF makes that process possible. Brains with more of it have a greater capacity for knowledge. On the other hand, says UCLA neuroscientist Fernando G6mez-Pinilla, a brain that’s low on BDNF shuts itself off to new information. Most people maintain fairly constant levels of BDNF in adulthood. But as they age, their individual neurons (神经)slowly start to die off. Until the mid-90s, scientists thought the loss was permanent-that the brain couldn’t make new nerve cells to replace the dead ones. But animal studies over the last decade have overturned that assumption, showing that "neurogenesis" (神经发生)in some parts of the brain can be induced easily with exercise. Last week’s study, published in the Proceedings of the National Academy of Sciences, extended that principle to humans for the first time. After working out for three months, all the subjects appeared to regain new neurons. This, too, might be BDNF at work, transforming stem cells into full-grown, functional neurons. "It was extremely exciting to see this exercise effect in humans for the first time," says Scott Small, a Columbia University Medical Center neurologist who coauthored the study with Salk Institute neurobiologist Fred Gage. "In terms of trying to understand what it means, the field is just exploding." As far as scientists know, the new neurons created by exercise are produced in only one place: the dentate gyrus, an area that controls learning and memory. This region helps the brain match names to faces--one of the first skills to erode as we age. New neurons can’t grow throughout the rest of the brain. But other regions benefit from exercise in many secondary ways. Blood volume, like brain volume, increases with exercise. Active adults have less inflammation in the brain. They also have fewer "little possibility of strokes that can impair cognition without the person even knowing," says Kristine Yaffe, a neuroscientist from University of California. Still other researchers have found that athletes have more cells that support neurons and increase neurotransmitters after they’re used to send messages from cell to cell. And even the levels of those neurotransmitters are higher in people who exercise frequently. Unlike neurogenesis, which can take weeks to occur, most of these additional effects appear almost immediately. Get off the treadmill (踩单车) after a half-hour workout, says Hillman, and "within 48 minutes" your brain will be in better shape. But alas, these benefits are somewhat transient(短暂的). Like weight, mental fitness has to be maintained. New neurons, and the connections between them, will stick around for years, but within a month of inactivity, "it will shrink down, and then the neurons don’t function as well anymore," says William Greenough, a psychologist at the University of Illinois. Let your body go, then, and your brain will follow. To keep the effects, you’ve got to keep working out. "If you’re thinking that by exercising at age 20 you’re going to have some effect on what you’re like at age 70," Greenough adds, you’d better be willing to commit to 50 years of hitting the gym. Unless, that is, you’re a kid. Most studies of exercise and cognition have focused on older people--the folks who are just starting to worry that their minds aren’t what they used to be--but the effects of physical exertion on the brain aren’t limited to that group at all. In fact, in young children, they’re even more potent. Exercise probably has "a more long-lasting effect on brains that are still developing," says Phil Tomporowski, a professor of exercise science at the University of Georgia. In kids, as in adults, the brain reaps many benefits from exercise. This won’t surprise parents of kids with ADHD, many of whom already use physical activity as a substitute or supplement for drugs.Those animals studies have shown that the "neurogenesis" in some parts of the brain can be regained by ______. A．doing exerciseB．taking medical treatmentC．having a good restD．learning more knowledge

一、按要求写出下列词的词形变化。-|||-A.写出下列词的形容词形式。-|||-1.cloud __-|||-2. friend __-|||-3.danger __-|||-4. China-|||-5.fun __-|||-6.health __-|||-7.pride __-|||-8.luck __-|||-9.sleep __

【单选题】Einste.n said his scientific discoveries grew from his imagination rather than from _____ , reason and language.A. analysisB. analyseC. analyticalD. analyze

May is _______ fifth month of the year. It's _______ very pleasant month.A. the; theB. the; aC. a; aD. the; /

The findings of the national survey of college freshmen about the impact of single-sex schooling fail to take into account student and school attributes.Should Single-Sex Education Be Eliminated?The Research on Academic OutcomesF. When it comes to boys in particular, the data show that single-sex education is distinctly unhelpful for them. Among the minority of studies that have reported advantages of single-sex schooling, virtually all of them were studies of girls. There're no rigorous studies in the United States that find single-sex schooling is better for boys, and in fact, a separate line of research by economists has shown that both boys and girls exhibit greater cognitive growth over the school year based on the "dose" of girls in a classroom. In fact, boys benefit even more than girls from having larger numbers of female classmates. So single-sex schooling is really not the answer to the current "boy crisis" in education. Brain and Cognitive DevelopmentG. The second line of research often used to justify single-sex education falls squarely within my area of expertise: brain and cognitive development. It's been more than a decade now since the "brain sex movement" began infiltrating(渗入) our schools, and there are literally hundreds of schools caught up in the fad(新潮). Public schools in Wisconsin, Indiana, Florida and many other states now proudly declare on their websites that they separate boys and girls because "research solidly indicates that boys and girls learn differently," due to "hard-wired" differences in their brains, eyes, ears, autonomic nervous systems, and more.H. All of these statements can be traced to just a few would-be neuroscientists, especially physician Leonard Sax and therapist Michael Gurian. Each gives lectures, runs conferences, and does a lot of professional development on so-called "gender-specific learning." I analyzed their various claims about sex differences in hearing, vision, language, math, stress responses, and "learning styles" in my book and a long peer-reviewed paper. Other neuroscientists and psychologists have similarly exposed their work. In short, the mechanisms by which our brains learn language, math, physics, and every other subject don't differ between boys and girls. Of course, learning does vary a lot between individual students, but research reliably shows that this variance is far greater within populations of boys or girls than between the two sexes.I. The equal protection clause of the U.S. Constitution prohibits separation of students by sex in public education that's based on precisely this kind of "overbroad generalizations about the different talents, capacities, or preferences of males and females." And the reason it is prohibited is because it leads far too easily to stereotyping and sex discrimination.Social Developmental PsychologyJ. Which brings me to the third area of research that fails to support single-sex schooling and indeed suggests the practice is actually harmful: social-developmental psychology.K. It is a well-proven finding in social psychology that segregation promotes stereotyping and prejudice, whereas intergroup contact reduces them — and the results are the same whether you divide groups by race, age, gender, body mass index, sexual orientation, or any other category. What's more, children are especially vulnerable to this kind of bias, because they are dependent on adults for learning which social categories are important and why we divide people into different groups.L. You don't have to look far to find evidence of stereotyping and sex discrimination in single-sex schools. There was the failed single-sex experiment in California, where six school districts used generous state grants to set up separate boys' and girls' academies in the late 1990s. Once boys and girls were segregated, teachers resorted to traditional gender stereotypes to run their classes, and within just three years, five of the six districts had gone back to coeducation.M. At the same time, researchers are increasingly discovering benefits of gender interaction in youth. A large British study found that children with other-sex older siblings(兄弟姐妹) exhibit less stereotypical play than children with same-sex older siblings, such as girls who like sports and building toys and boys who like art and dramatic play. Another study of high school social networks found less bullying and aggression the higher the density of mixed-sex friendships within a given adolescent network. Then there is the finding we cited in our Science paper of higher divorce and depression rates among a large group of British men who attended single-sex schools as teenagers, which might be explained by the lack of opportunity to learn about relationships during their formative years.N. Whether in nursery school, high school, or the business world, gender segregation narrows our perceptions of each other, facilitating stereotyping and sexist attitudes. It's very simple: the more we structure children and adolescents' environment around gender distinctions and separation, the more they will use these categories as the primary basis for understanding themselves and others.O. Gender is an important issue in education. There are gaps in reading, writing, and science achievement that should be narrower. There are gaps in career choice that should be narrower — if we really want to maximize human potential and American economic growth. But stereotyping boys and girls and separating them in the name of fictitious(虚构的) brain differences is never going to close these gaps.A、A. Why is a neuroscientist here debating single-sex schooling? Honestly, I had no fixed ideas on the topic when I started researching it for my book, Pink Brain, Blue Brain. But any discussion of gender differences in children inevitably leads to this debate, so I felt compelled to dive into the research data on single-sex schooling. I read every study I could, weighed the existing evidence, and ultimately concluded that single-sex education is not the answer to gender gaps in achievement — or the best way forward for today's young people. After my book was published, I met several developmental and cognitive psychologists whose work was addressing gender and education from different angles, and we published a peer-reviewed Education Forum piece in Science magazine with the provocative title, "The Pseudoscience of Single-Sex Education."B、B. We showed that three lines of research used to justify single-sex schooling — educational, neuroscience, and social psychology — all fail to support its alleged benefits, and so the widely-held view that gender separation is somehow better for boys, girls, or both is nothing more than a myth.C、C. First, we reviewed the extensive educational research that has compared academic outcomes in students attending single-sex versus coeducational schools. The overwhelming conclusion when you put this enormous literature together is that there is no clear academic advantage of sitting in all-female or all-male classes, in spite of much popular belief to the contrary. I base this conclusion not on any individual study, but on large-scale and systematic reviews of thousands of studies conducted in every major English-speaking country.D、D. Of course, there are many excellent single-sex schools out there, but as these careful research reviews have demonstrated, it is not their single-sex composition that makes them excellent. It is all the other advantages that are typically packed into such schools, such as financial resources, quality of the faculty, and pro-academic culture, along with the family background and pre-selected ability of the students themselves that determine their outcomes.E、E. A case in point is the study by Linda Sax at UCLA, who used data from a large national survey of college freshmen to evaluate the effect of single-sex versus coeducational high schools. Commissioned by the National Coalition of Girls' Schools, the raw findings look pretty good for the flinders — higher SAT scores and a stronger academic orientation among women who had attended all girls' high schools (men weren't studied). However, once the researchers controlled for both student and school attributes — measures such as family income, parents' education, and school resources — most of these effects were erased or diminished.

1.[判断题] Scanning involves the techniques of skimming in most cases.A. 对B. 错

A few years ago, if a student got their phone out in a lecture, this was quite a clear sign that they were no longer paying attention. But today, using a phone or tablet in the lecture hall is actually encouraged by universities, many of which are asking students to use their own technology to access learning resources.What is the main idea of the article?A Many students have begun to use their phones during lectures since years ago.B Using a phone in a lecture has always been a sign of distraction.C Students are discouraged to use phones to show their attention in classes nowadays.D Many universities encourage students to use technology to learn these days.