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How do Yale and Harvard prepare their undergraduates for global careers？A．They organize a

How do Yale and Harvard prepare their undergraduates for global careers？

A．They organize a series of seminars on world economy.

B．They offer them various courses in international politics.

C．They arrange for them to participate in the Erasmus program.

D．They give them chances for international study or internship.

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更多“How do Yale and Harvard prepar…”相关的问题

第1题

A．Harvard, Princeton and Yale are not ranked as top ones.B．Public schools do better th

A．Harvard, Princeton and Yale are not ranked as top ones.

B．Public schools do better than private ones.

C．A tiny school called Reed College becomes number one.

D．MIT comes before other Ivy League universities.

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第2题

Cambridge University appointed Alison Richard as its vice-chancellor chiefly becauseA．she

Cambridge University appointed Alison Richard as its vice-chancellor chiefly because

A．she was known to be good at raising money

B．she could help strengthen its ties with Yale

C．she knew how to attract students overseas

D．she had boosted Yale's academic status

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第3题

CambridgeUniversityappointed Alison Richard as its vice-chancellor chiefly because ___

__.

A. she was known to be good at raising money

B. she could help strengthen its ties with Yale

C. she knew how to attract students overseas

D. she had boosted Yale’s academic status

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第4题

听力原文：M: Do you think Phil can get a scholarship to Yale？W: He doesn't stand a chance.Q

听力原文：M: Do you think Phil can get a scholarship to Yale？

W: He doesn't stand a chance.

Q: What does the woman mean？

(16)

A．If Phil is lucky, he might get a scholarship.

B．There is no way in which Phil can win a scholarship.

C．Phil is not going to chance his luck and try for a scholarship.

D．Phil is not being given a chance to get a scholarship.

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第5题

When I was studying at Yale, some phenomena puzzled me greatly. I found that Chinese stude

nts or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students. I was impressed by the role of the professor in the seminar(讨论会). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(语言的) feature of his interacting with his students was that he used many modal(情态的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.” In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it. Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking. In the USA, when the students are in class, ____.

A.a Chinese student tends to be very active

B.an American student likes to make trouble

C.a Chinese student likes to puzzle the teacher

D.an American student tends to be vigorous

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第6题

Questions下列各are based on the following passage. Ive twice been to college admissions

wars, and as I survey the battle field, something different is happening. Its one upmanship among parents. We see our kids college 36 as trophies (战利品) attesting to how well weve raised them. But we cant acknowledge that our obsession is more about us than them. So weve contrived various 37 that turn out to be haft truths, prejudices or myths. We have a full blown prestige panic; we worry that there wont be enough trophies to go around. Fearful parents urge their children to apply to more schools than ever. Underlying the hysteria is the belief that scarce 38 degrees must be highly valuable. Their graduates must enjoy more success because they get a better education and develop better contacts. All thats 39 --and mostly wrong. Selective schools dont systematically 40 better instructional approaches than less-selective schools. Some do; some dont. On two measures--professors feedback and the number of essay exams--selective schools do slightly worse. By some studies, selective schools do enhance their graduates lifetime earnings. The gain is reckoned at 2 percent to 4 percent for every 100 point increase in a schools average SAT scores. But even this advantage is probably a 41 fluke (偶然；侥幸). A well kno,vn study by Princeton economist Alan Krueger and Stacy Berg Dale of Mathematica Policy Research examined students who got into highly selective schools and then went elsewhere. They earned just as much as graduates from other schools. Kids count more than their colleges. Getting into Yale may 42 intelligence, talent and ambition.But its not the only indicator and, 43 , its significance is declining. The reason: so many similar people go elsewhere. Getting into college isnt lifes only competition. In the next competition--the job market, graduate school--the results may change. Old boy networks are breaking down. Krueger studied admissions to one top Ph.D. program. High scores on the Graduate Record Exam helped explain who got in; Ivy League degrees didnt. So, parents, lighten up. The stakes have been vastly exaggerated. Up to a point, we can 44 our pushiness(一意孤行). America is a competitive society; our kids need to adjust to that. But too much pushiness can be 45 . The very ambition we impose on our children may get some into Harvard but may also set them up for disappointment. One study of students 20 years out found that, other things being equal, graduates of highly selective-schools experienced more job dissatisfaction. They may have been so conditioned to being on top that anything less disappoints. A)advantageous I) manipulate B)contrarily J)meditate C)destructive K)plausible D)elite L)ranks E)employ M)rationalize F)jlmction N)signify G)justifications O)statistical H)literally 第36题应填_____

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第7题

Do you know how tall___

A.it is

B.they are

C.he is

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第8题

Passage Two Questions 62 to 66 are based on the following passage. When next year’s cro

Passage Two

Questions 62 to 66 are based on the following passage.

When next year’s crop of high-school graduates arrive at Oxford University in the fall of 2009, they’ll be joined by a new face; Andrew Hamilton, the 55-year-old provost (教务长) of Yale, who’ll become Oxford’s vice-chancellor—a position equivalent to university president in America.

Hamilton isn’t the only educator crossing the Atlantic. Schools inFrance,Egypt,Singapore, etc, have also recently made top-level hires from abroad. Higher education has become a big and competitive business nowadays, and like so many businesses, it’s gone global. Yet the talent flow isn’t universal. High-level personnel tend to head in only one direction: outward fromAmerica.

The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board ultimately picked Bruce Benson, a 69-year-old Colorado businessman and political activist (活动家) who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a distinctively American thing, sinceU.S.schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student number. The decline in government support has made funding-raising an increasing necessary ability among administrators and has hiring committees hungry for Americans.

In the past few years, prominent schools around the world have joined the trend. In 2003, whenCambridgeUniversityappointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen “a major strengthening of Yale’s financial position.”

Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind of promote international programs and attract a global student body. Foreigners can offer a fresh perspective on established practices.

62. What is the current trend in higher education discussed in the passage？

A. Institutions worldwide are hiring administrators from theU.S.

B. A lot of political activists are being recruited as administrators.

C. American universities are enrolling more international students.

D. University presidents are paying more attention to funding-raising.

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第9题

—How do you do？—（)

A.Fine，thank you

B.Very well

C.Not too bad

D.How do you do