更多"Passage TwoA. The number of student"的相关试题:
[简答题]Too frequently, students seem to take for granted their right, or even their access, to interviews and to jobs needed to begin their careers. Such optimism can no longer be justified. Ten years ago, graduating students were warned that continued employment in one field for one company for one’s entire working life was increasingly becoming a thing of the past. Students could expect three or four career shifts. Today, many college or university graduates will never have the chance even to begin careers in their chosen fields. Others may find only part-time or contract work. The last decade has produced enormous changes in the way business and industry operate in North America, and in the ways in which people are employed.
[判断题]Overseas students can only take part-time jobs.
[单项选择]
Passage Five
Psychologists take opposing views of
how external rewards, from warm praise to cold cash, affect motivation and
creativity. Behaviorists, who study the relation between actions and their
consequences, argue that rewards can improve performance at work and school.
Cognitive researchers, who study; various aspects of mental life, maintain
that rewards often destroy creativity by encouraging dependence on approval and
gifts from others.
The latter view has gained many supporters,
especially among educators. But the careful use of small monetary rewards sparks
creativity in grade-school children, suggesting that properly presented
inducements indeed aid inventiveness, according to a study in the June Journal
of Personality and Social Psychology.
"If kids know they’re
working for a reward and can focus on a relatively challengin
A. the choice between spiritual encouragement and monetary rewards
B. the amount of monetary rewards for students’ creativity
C. the study of relationship between actions and their consequences
D. the effects of external rewards on students’ performance
[单项选择] Passage Five
Students should be allowed to study
without worrying about grades. Fortunately, most educators are becoming aware of
the fact that students have different interests and abilities. However, the
discipline resulting from grades still exists. Grades often cut down creativity.
Competing for better grades causes many students to turn down opportunities to
pursue music, dramatics and sports. Grades impose a subjective standard of
success on everyone. 1 do not demand as some extremists do, that grades be ended
immediately. However, ! do believe that less emphasis should be placed on
grades. I hope that someday grades will become optional at Village High
School.
Magdalena Smith,
President
Drama Club
Let’s face the facts about
grades. Grades perform three basi
A. wants business to hire more students
B. believes in the benefits of good grades
C. is concerned about students’ creativity
D. supports students’ interests and abilities
[单项选择] Passage Four
Engineering students are supposed to be
examples of practicality and rationality, but when it comes to my college
education I am an idealist and a fool. In high school I wanted to be an
electrical engineer and, of Course, any sensible student with my aims would have
chosen a college with a large engineering department, famous reputation and lots
of good labs and research equipment. But that’s not what I did.
I chose to study engineering at a small liberal-arts university that
doesn’t even offer a major in electrical engineering. Obviously, this was not a
practical choice; I came here for more noble reasons. I wanted a broad
education that would provide me with flexibility and a value system to guide me
in my career. I wanted to open my eyes and expand my vision by interacting with
people who weren’t studying science or engineer
A. to be imaginative with a value system to guide him
B. to be a technical genius with a wide vision
C. to have an excellent academic record
D. to be wise and mature
[单项选择] Passage 4
Engineering students are supposed to be
examples of practicality and rationality, but when it comes to my college
education, I am an idealist and a fool. In high school I wanted to be an
electrical engineer and, of course, any sensible student with my aims would have
chosen a college with a large engineering department, famous reputation and lot
of good labs and research equipment. But that’s not what I did.
I chose to study engineering at a small liberal-arts university that
doesn’t even offer a major in electrical engineering. Obviously, this was not a
practical choice; I came here for more noble reasons. I wanted a broad education
that would provide me with flexibility and a value system to guide me in my
career. I wanted to open my eyes and expand my vision by interacting with people
who weren’t studying science or engineering
A. to be imaginative with a value system to guide him
B. to be a technical genius with a wide vision
C. to have an excellent academic record
D. to be wise and mature
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