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提问人：网友liyanfeiyl 发布时间：2022-01-07
[主观题]

Names have gained increasing importance in the competitive world of higher education. As c

olleges strive for market share, they are looking for names that project the image they want or reflect the changes they hope to make. Trenton State College, for example, became the College of New Jersey nine years ago when it began raising admissions standards and appealing to students from throughout the state.

"All I hear in higher education is, 'Brand, brand, brand,'" said Tim Westerbeck, who specializes in branding and is managing director of Lippmann Hearne, a marketing firm based in Chicago that works with universities and other nonprofit organizations. "There has been a sea change over the last 10 years. Marketing used to be almost a dirty word in higher education. "

Not all efforts at name changes are successful, of course. In 1997, the New School for Social Research became New School University to reflect its growth into a collection of eight colleges, offering a list of majors that includes psychology, music, urban studies and management. But New Yorkers continued to call it the New School.

Now, after spending an undisclosed sum on an online survey and a marketing consultant's creation of "naming structures" , "brand architecture" and "identity systems", the university has come up with a new name., the New School. Beginning Monday, it will adopt new logos (标识), banners, business cards and even new names for the individual colleges, all to include the words "the New School" .

Changes in names generally reveal significant shifts in how a college wants to be perceived. In altering its name from Cal State, Hayward, to Cal State, East Bay, the university hoped to project its expanding role in two mostly suburban counties east of San Francisco.

The University of Southern Colorado, a state institution, became Colorado State University at Pueblo two years ago, hoping to highlight many internal changes, including offering more graduate programs and setting higher admissions standards.

Beaver College turned itself into Arcadia University in 2001 for several reasons, to break the connection with its past as a women's college, to promote its growth into a full-fledged university and, officials acknowledged, to eliminate some jokes about the college's old name on late-night television and "morning zoo" radio shows.

Many college officials said changing a name and image could produce substantial results. At Arcadia, in addition to the rise in applications, the average student's test score has increased by 60 points, Juli Roebeck, an Arcadia spokeswoman, said.

Which of the following is NOT the reason for colleges to change their names？

A．They prefer higher education competition.

B．They try to gain advantage in market share.

C．They want to project their image.

D．They hope to make some changes.

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更多“Names have gained increasing importance in the competitive world of higher education. As c”相关的问题
第1题
Many objects in daily use have clearly been influenced by science, but their forms and functions, their dimensions and appearances, were determined by technologists, artisans, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.

The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where the valves should be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.

Design courses, then should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking", non- verbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.

If courses in design, which in a strongly analytical engineering curriculum provide the back- ground required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

The author write this passage mainly to______.

A．introduce a new idea.

B．stress the importance of nonverbal thinking.

C．criticize the education for omitting an important part of knowledge.

D．propose a suggestion.

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第2题
Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.

"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance. "Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second rate country. We will have a less civil society."

"Intellect is resented as a form. of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulizer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing. "Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized - going to school and learning to read - so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."

What do American parents expect their children to acquire in school?

A．The habit of thinking independently.

B．Profound knowledge of the world.

C．Practical abilities for future career.

D．The confidence in intellectual pursuits.

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第3题
According to the passage, many career women find themselves in difficult situation because ______.

A．the variety of professional clothing is too wide for them to choose

B．women are generally thought to be only good at being fashion models

C．men are more favorably judged for managerial position

D．they are not sure to what extent they should display their feminine qualities through clothing

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第4题
During recent years we have heard much about "race": how this race does certain things and that race believes certain things and so on. Yet, the 【21】______ phenomenon of race consists of a few surface indications.

We judge race usually 【22】______ the coloring of the skin: a white race, a brown race, a yellow race and a black race. But 【23】______ you were to remove the skin you could not 【24】______ anything about the race to which the individual belonged. There is 【25】______ in physical structure, the brain or the internal organs to 【26】______ a difference.

There are four types of blood. 【27】______ types are found in every race, and no type is distinct to any race. Human brains are the 【28】______ . No scientists could examine a brain and tell you the race to which the individual belonged. Brains will 【29】______ in size, but this occurs within every race. 【30】______ does size have anything to do with intelligence. The largest brain 【31】______ examined belonged to a person of weak 【32】______ .On the other hand, some of our most distinguished people have had 【33】______ brains.

Mental tests which are reasonably 【34】______ show no differences in intelligence between races. High and low test results both can be recorded by different members of any race. 【35】______ equal educational advantages, there will be no difference in average standings, either on account of race or geographical location. Individuals of every race 【36】______ civilization to go backward or forward. Training and education can change the response of a group of people, 【37】______ enable them to behave in a 【38】______ way.

The behavior. and ideals of people change according to circumstances, but they can always go back or go on to something new 【39】______ is better and higher than anything 【40】______ the past.

【21】

A．complete

B．full

C．total

D．whole

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第5题
Some call it the Smart Shooter, a new rifle for American infantry troops that is two weapons in one, is accurate up to 1,000 yards and in 【21】______ fires 【22】______ corners. Its message to enemies is that they can run but they can't hide.

Still in the development phase, the rifle for 2006 has just been 【23】______ off with great 【24】______ by the Pentagon to members of Congress who will be asked to 【25】______ the money. The makers, Alliant Techsystems, say that the weapon will revolutionize 【26】______ combat much as the machine gun.

Pentagon jargon has given the new gun a(an) 【27】______ title: the Objective Individual Combat Weapon. 【28】______ one trigger, the rifle can fire a standard 5.56mm Nato bullet and a 20mm high explosive shell that will burst in the air. It can 【29】______ shrapnel behind, 【30】______ or even from the side of enemy troops who have taken 【31】______ behind a building. The shell can be 【32】______ to explode after a short delay. The weapon's 1,000 yard accuracy is twice 【33】______ of other rifles, made possible by a laser system built into the sight. This rangefinder fixes the target, measures the distance and passes it along to a computer chip in the shell.

The gunsight has an infrared lens for night 【34】______ . It can also have video camera with a zoom lens that is linked to a video display attached to the soldier's helmet, allowing him to aim 【35】______ without exposing himself to enemy return fire. But there are snags still be 【36】______ out. Two men were 【37】______ when a shell burst in a barrel during firing tests. The rifle weighs more than 18lb. There are questions whether its electronic innards will be rugged enough for rain, snow and difficult 【38】______ .

Michael Klare, a professor of peace and world security issues and a board member of the Arms Control Association, says that the Pentagon is seeking this combination of firepower and automation to compensate for the uncertain aim of GIs. He said: "Soldiers won't have to worry about careful steady aim. They'll just look 【39】______ the viewfinder and 【40】______ the trigger."

【21】

A．reality

B．affect

C．effect

D．operation

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第6题
When the world was a simpler place, the rich were fat, the poor were thin, and right-thinking people worried about how to feed the hungry. Now, in much of the world, the rich are thin, the poor are fat, and right-thinking people are worrying about obesity.

Evolution is mostly to blame. It has designed mankind to cope with deprivation, not plenty. People are perfectly tuned to store energy in good years to see them through lean ones. But when bad times never come, they are stuck with that energy, stored around their expanding bellies.

Thanks to rising agricultural productivity, lean years are rarer all over the globe. Modernday Malthusians, who used to draw graphs proving that the world was shortly going to run out of food, have gone rather quiet lately. According to the UN, the number of people short of food fell from 920m in 1980 to 799m 20 years later, even though the world's population increased by 1.6 billion over the period. This is mostly a cause for celebration. Mankind has won what was, for most of his time on this planet, his biggest battle: to ensure that he and his offspring had enough to eat. But every silver lining has a cloud, and the consequence of prosperity is a new plague that brings with it a

host of interesting policy dilemmas.

As a scourge of the modern world, obesity has an image problem. It is easier to associate with Father Christmas than with the four horses of the apocalypse. But it has a good claim to lumber along beside them, for it is the world's biggest public-health issue today—the main cause of heart disease, which kills more people these days than AIDS, malaria, war; the principal risk factor in diabetes; heavily implicated in cancer and other diseases. Since the World Health Organisation labelled obesity an "epidemic" in 2000, reports on its fearful consequences have come thick and fast.

Will public-health warnings, combined with media pressure, persuade people to get thinner, just as they finally put them off tobacco? Possibly. In the rich world, sales of healthier foods are booming (see survey) and new figures suggest that over the past year Americans got very slightly thinner for the first time in recorded history. But even if Americans are losing a few ounces, it will be many years before the country solves the health problems caused by half a century's dining to excess. And, everywhere else in the world, people are still piling on the pounds. That's why there is now a consensus among doctors that governments should do something to stop them.

The author write this passage mainly to ______.

A．bring up some warnings.

B．tell the reader some new facts.

C．discuss a solution to a problem.

D．persuade the reader to keep fit.

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第7题
Rewards and punishments are used in different ways by different communities to maintain social order and to preserve cultural values. In all cultures, parents must teach their children to avoid danger and to observe the community's moral precepts. Adults also condition each other's oberservance of social norms, using methods ranging from mild forms of censure, such as looking away when someone makes an inappropriate remark, to imprisoning or executing individuals for behavior. considered deviant or dangerous. The caning of American teenager Michael Fay in Singapore for vandalism in 1994 brought wide media attention to cultural differences in the application of punishment. Faced with increasing violence at home, many Americans endorsed Singapore's use of corporal punishment to maintain social order. Was Fay's punishment effective? Whether be subsequently avoids vandalism is unknown, but the punishment did apparently lead to his avoidance of Singapore which he left promptly.

The operant techniques societies use to maintain social control vary in part with the dangers and threats that confront them. The Gusii of Kenya, with a history of tribal warfare, lace threats not only from outsiders but also from natural forces, including wild animals. Gusii parents tend to rely more on punishment and fear than on rewards in conditioning appropriate social behavior. in their children.Caning, food deprivation, and withdrawing shelter and protection are common forms of punishment.

In contrast, the Mixtecans of Juxtiahuaca, Mexico, arc a highly cohesive community, with little internal conflict, and social norms that encourage cooperation. Their social patterns appear adaptive, for the Mixtecans are dominated by the nearby Spanish Mexicans, who control the official government arid many economic resources in their region. The Mixtecans do not generally impose fines or jail sentences or use physical punishment to deter aggression in either adults or children. Rather, they tend to rely on soothing persuasion. Social ostracism is the most feared punishment, and social ties within the community are very strong, so responses that reinforce these ties are effective in maintaining social order.

In the United States, fear of social ostracism or stigma was a more powerful force in maintaining control over anti-social behavior, especially in small communities. Today, even imprisonment does not appear to be an adequate deterrent to many forms of crime, especially violent crime. Although one reason is the inconsistent application of punishment, another may be the fact that imprisonment no longer carries the intense stigma it once had, so that prison is not longer as an effective punishment.

The best title of this passage would be______.

A．Crime and Punishment.

B．Reward and Punishment.

C．Social Order.

D．Two Case Studies: Gusii of Kenys and Mixtecan of Juxitiahuaca.

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第8题
Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal (名人轶事) reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated. Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach." As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats's level of arrogance and self-absorption) are likely to lead to Conflicts with teachers.

When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy (神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.

The main point the author is making about schools is that______.

A．they should satisfy the needs of students from different family backgrounds.

B．they are often incapable of catering to the needs of talented students.

C．they should organize their classes according to the students' ability.

D．they should enroll as many gifted students as possible.

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第9题
Many teachers believe that the responsibilities for learning lie with the student. 【21】______ a long reading assignment is given, instructors expect students to be familiar with the 【22】______ in the reading even if they do not discuss it in class or take an examination. The 【23】______ student is considered to be 【24】______ who is motivated to learn for the sake of 【25】______ , not the one interested only in getting high grades. Sometimes homework is returned 【26】______ brief written comments but without a grade. Even if a grade is not given, the student is 【27】______ for learning the material assigned. When research is 【28】______ , the professor expects the student to take it actively and to complete it with 【29】______ guidance. It is the 【30】______ responsibility to find books, magazines, and articles in the library. Professors do not have the time to explain 【31】______ a university library works; they expect students, 【32】______ graduate students, to be able to exhaust the reference 【33】______ in the library. Professors will help students who need it, but 【34】______ that their students not be 【35】______ dependent on them. In the Unit ed States, professors have many other duties 【36】______ teaching, such as administrative or research work. 【37】______ the time that a professor can spend with a student outside class is 【38】______ . If a student has problems with classroom work, the student should either 【39】______ a professor during office hours 【40】______ make an appointment.

【21】

A．If

B．Although

C．Because

D．As

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