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提问人:网友chxz01 发布时间:2022-01-07
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Almost two-thirds of overseas students studying in the UK have few or no British friends,

according to a survey among 5,000 overseas students, Britain's Guardian newspaper reported last week.

The survey was carried out by the British Council, the council for international education, and Universities UK, an organization supporting the work of all the country's universities.

The survey revealed only 7 percent of the students said most of their friends were from the UK; 32 percent said they had a mixture of UK and international student friends; and 59 percent said their only friends were international.

Some student leaders say one reason fox' the trend is that overseas students are dedicate to their courses instead of their social lives.

In addition, many foreign students weren't interested in the pub-centered drinking culture on British campuses, according to Will MacFarlane, student union general secretary of the London School of Economies. This prevented some students who didn't pay regular trips to pubs from making new friends.

Some students think that MacFarlane's explanation is true.

"I have only one year to adapt to the new all-English environment and dealing with a full study workload. The time is so limited that I have little time to make friends with foreign students." Said one Peking University grad student who is at Oxford University.

She also admitted that an important reason for the lack of interaction is that Chinese students are usually shy, and don't take the initiative to make new friends.

MacFarlane also came forward with some suggestions on how to improve the situation. "It may be helpful if we can provide a cultural shift in university activities away from the drinking culture, and provide more activities for more groups," he said.

The survey showed that ______.

A.the number of overseas students is reduced in recent years

B.overseas students are not willing to make friends with British students

C.no overseas students have time to go to pubs in spare time

D.most overseas students have few British friends

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第1题
Mobile payment has made Chinese society gradually _________ and there's no need for people to carry cash in big cities.
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第2题
请阅读Passage l。完成第21—25小题。

Passage 1

Unless you spend much time sitting in a college classroom or browsing through certain areas of the Internet, it"s possible that you had not heard of trigger warnings until a few weeks ago, when they made an appearance in the Times. The newspaper explained that the term refers to preemptive alerts, issued by a professor or an institution at the request of students, indicating that material presented in class might be sufficiently graphic to spark symptoms of post-traumatic-stress disorder.

The term seems to have originated in online feminist forums, where trigger warnings have for some years been used to flag discussions of rape or other sexual violence. The Times piece, which was skeptically titled "Warning: The Literary Canon Could Make Students Squirm," suggested that trigger warnings are moving from the online fringes to the classroom, and might be more broadly applied to highlight in advance the distress or offense that a work of literature might cause.

"Huckleberry Finn" would come with a warning for those who have experienced racism; "The Merchant of Venice" would have an anti-Semitism warning attached. The call from students for trigger warnings was spreading on campuses such as Oberlin, where a proposal was drafted that would advise professors to"be aware of racism, classism, sexism, and other issues of privilege and oppression" in devising their syllabi; and Rutgers, where a student argued in the campus newspaper that trigger warnings would contribute to preserving the classroom as a"safe space" for students.

Online discussion of trigger warnings has sometimes been guardedly sympathetic, sometimes critical. Jessica Valenti has noted on The Nation"s website that potential triggers for trauma are so manifold as to be beyond the possibility of cataloguing : "There is no trigger warning for living your life." Some have suggested that a professor"s ability to teach would be compromised should it become commonplace for"The Great Gatsby" to bear a trigger warning alerting readers to the disgusting characters and incidents within its pages. Others have worried that trigger-warning advocates, in seeking to protect the vulnerable, run the risk of disempowering them instead.

"Bending the world to accommodate our personal frailties does not help us overcome them", Jenny Jarvie wrote on The New Republic"s online site.

Jarvie"s piece, like many others on the subject, cited the University of California, Santa Barbara, as a campus where champions of trigger warnings have made significant progress. Earlier this year, students at U.C.S.B. agreed upon a resolution recommending that such warnings be issued in instances where classroom materials might touch upon "rape, sexual assault, abuse, self-injurious behavior, suicide, and graphic violence". The resolution was brought by a literature student who said that, as a past victim of sexual violence, she had been shocked when a teacher showed a movie in class which depicted rape, without giving advance notice of the content. The student hoped to spare others the possibility of experiencing a post-traumatic-stress reaction.

The trigger-warning debate may, by comparison, seem hard to understand; but express a larger cultural preoccupation with achieving safety, and a fear of living in its absence. The hope that safety might be found, as in a therapist"s office, in a classroom where literature is being taught is in direct contradiction to one purpose of literature, which is to give expression through art to difficultanduncomfortableideas,andtherebytoenlargethereader"sexperienceand comprehension. The classroom can never be an entirely safe space, nor, probably, should it be. But it"s difficult to fault those who hope that it might be, when the outside world constantly proves itself pervasively hostile, as well as, on occasion, horrifically violent.

Which of the following groups of people are most in favor of "trigger warnings"? 查看材料

A.Students.

B.Reporters.

C.Feminists.

D.Professors.

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第3题
With women, I could be open, emotionally honest, and transparent. With male friends, it seemed impossible to express caring feelings no matter how deep the riendship was.
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第4题
What does Maria Droujkova suggest math teachers do in class

A、Make complex concepts easy to understand

B、Start teaching children math at an early age

C、Help children work wonders with calculus

D、Try to arouse students' curiosity in math

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第5题

While human achievements in mathematics continue to reach new levels of complexity, many of us who aren't mathematicians at heart (or engineers by trade) may struggle to remember the last time we used calculus (微积分). It's a fact not lost on American educators, who amid rising math failure rates are debating how math can better meet the real-life needs of students. Should we change the way math is taught in schools, or eliminate some courses entirely? Andrew Hacker, Queens College political science professor, thinks that advanced algebra and other higher-level math should be cut from curricula in favor of courses with more routine usefulness, like statistics. "We hear on all sides that we're not teaching enough mathematics, and the Chinese are running rings around us," Hacker says. "I'm suggesting we're teaching too much mathematics to too many people. . . not everybody has to know calculus. If you're going to become an aeronautical (航空的)engineer, fine. But most of us aren't." Instead, Hacker is pushing for more courses like the one he teaches at Queens College: Numeracy 101. There, his students of "citizen statistics" learn to analyze public information like the federal budget and corporate reports. Such courses, Hacker argues, are a remedy for the numerical illiteracy of adults who have completed high-level math like algebra but are unable to calculate the price of, say, a carpet by area. Hacker's argument has met with opposition from other math educators who say what's needed is to help students develop a better relationship with math earlier, rather than teaching them less math altogether. Maria Droujkova is a founder of Natural Math, and has taught basic calculus concepts to 5-year-olds. For Droujkova, high-level math is important, and what it could use in American classrooms is an injection of childlike wonder. "Make mathematics more available," Droujkova says. "Redesign it so it's more accessible to more kinds of people: young children, adults who worry about it, adults who may have had bad experiences. " Pamela Harris, a lecturer at the University of Texas at Austin, has a similar perspective. Harris says that American education is suffering from an epidemic of "fake math"一an emphasis on rote memorization (死记硬背)of formulas and steps, rather than an understanding of how math can influence the ways we see the world. Andrew Hacker, for the record, remains skeptical. "I'm going to leave it to those who are in mathematics to work out the ways to make their subject interesting and exciting so students want to take it," Hacker says. "All that I ask is that alternatives be offered instead of putting all of us on the road to calculus. " 1.What does the author say about ordinary Americans?

A、They struggle to solve math problems

B、They think math is a complex subject

C、They find high-level math of little use

D、advice

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