Who told the man the news?A.His sister.B.His father.C.His mother.D.His brother.
Who told the man the news?
A.His sister.
B.His father.
C.His mother.
D.His brother.
Who told the man the news?
A.His sister.
B.His father.
C.His mother.
D.His brother.
Research experience is an essential element of hiring and promotion at the research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment on the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.
As modern science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually "made" in the elementary schools, scientists can be "lost" by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators," or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simple do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.
What idea does the author want to convey in the first paragraph?
A.It is wrong to overestimate the importance of teaching.
B.Teaching and research are contradictory to each other.
C.Research can never be emphasized too much.
D.The relationship between teaching and research should not be simplified.
Research experience is an essential element of hearing and promotion at a research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given to achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged but disliked by those whose records are less impressive. The mild professor usually gets high overall ratings, but there is a sense of disappointment on the part of the best students. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.
As modern science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists requires outstanding teaching at the research university as well as the arts college. Although scientists are usually made in the elementary schools, scientists can be lost by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research but to recognize that the combination is difficult but vital. It is time for universities to reserve the title of professor for those willing to profess, willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators." or something else.
The pace of modern science makes it increasingly difficult to be a great researcher and a great teacher. Yet many are described in just those terms. Those who say we can separate teaching and research simply do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.
What point does the author intend to put across in the first paragraph?
A.Teaching and research are two contradictory fields.
B.Research can never be overemphasized.
C.The relationship between research and teaching should not be simplified.
D.It is not right to overestimate the importance of teaching.
Research experience is an essential element of hiring and promotion at the research university because it is the emphasis on research that distinguishes such a university from an arts college. Some professors, however, neglect teaching for research, and that presents a problem.
Most research universities reward outstanding teaching, but the greatest recognition is usually given for achievements in research. Part of the reason is the difficulty of judging teaching. A highly responsible and tough professor is usually appreciated by top students who want to be challenged, but disliked by those whose records are less impressive. The mild professor gets overall ratings that are usually high, but there is a sense of disappointment on the part of the best students, exactly those for whom the system should present the greatest challenges. Thus, a university trying to promote professors primarily on the basis of teaching qualities would have to confront this confusion.
As modem science moves faster, two forces are exerted on professors: one is the time needed to keep up with the profession; the other is the time needed to teach. The training of new scientists re quires outstanding teaching at the research university as well as the arts college. Although scientists are usually "made" in the elementary schools, scientists can be "lost" by poor teaching at the college and graduate school levels. The solution is not to separate teaching and research, but to recognize that the combination is difficult but vital. The title of professor should be given only to those who profess, and it is perhaps time for universities to reserve it for those willing to be an earnest part of the community of scholars. Professors unwilling to teach can be called "distinguished research investigators, "or something else.
The pace of modem science makes it increasingly difficult to be a great researcher and great teacher. Yet many are described in just those terms. Those who say we can separate teaching and re search simply do not understand the system, but those who say the problem will disappear are not fulfilling their responsibilities.
What idea does the author want to convey in the first paragraph?
A.It is wrong to overestimate the importance of teaching.
B.Teaching and research are contradictory to each other.
C.Research can never be emphasized too much.
D.The relationship between teaching and research should not be simplified.
W: Yes, what can I do for you?
M. I'd like to find some general information on computers.
W: Is this for a particular research project or some general information?
M: Well. I just need some general information for now.
W. We have quite a few magazines here dealing with computers.
M. Can I have the titles?
W. Follow me. Let me show you how to find them.
What do you think the woman is? The woman is a ______.
A.librarian
B.shop assistant
C.teacher
M: Cheer up. It's already on the 8th floor.
W: But I am really tired out.
M: Just think it's helpful for our health.
W: Possibly, but if I know it was so far up, I wouldn't have suggested walking.
How does the woman feel about her suggestion?
A.It's helpful.
B.It's interesting.
C.She regretted her suggestion.
M: No, thanks. I' d rather have a cup of tea.
What does the man want?
A.A cup of tea.
B.A cup of coffee.
C.A cup of milk.
听力原文: It's 6 o' clock. Time for the weather report. Good evening. We have some strange weather over Britain today. And some of you are probably having problems with it at the moment. There is snow over north and west Scotland. East Scotland has some rain and southern Scotland is cloudy. The clouds come from Europe and will continue tonight. North and central England have rain with storms and lightning over most parts. South and western England are cloudy. Wales is more lucky however. It is hot and sunny in Wales and this will continue tomorrow. And as for northern Ireland, I' m afraid...
Where is the weather report for?
A.Britain.
B.England.
C.Scotland.
A.Rainy in the east and cloudy in the south.
B.Rain in the south and cloudy in the east.
C.Rainy in the north and cloudy in the west.
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