单选题What is the root cause of the report?A Global financial crisis impactB Worry of down-graded education levelC Pay dispute in 2006D Government investigation

“The Heart of the Matter,”the just-released report by the American Academy of Arts and Sciences（AAAS）,deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America.Regrettably,however,the report’s failure to address the true nature of the crisis facing liberal education may cause more harm than good.In 2010,leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by“federal,state and local governments,universities,foundations,educators,individual benefactors and others”to“maintain national excellence in humanities and social scientific scholarship and education.”In response,the American Academy formed the Commission on the Humanities and Social Sciences.Among the commission’s 51 members are top-tier-university presidents,scholars,lawyers,judges,and business executives,as well as prominent figures from diplomacy,filmmaking,music and journalism.The goals identified in the report are generally admirable.Because representative government presupposes an informed citizenry,the report supports full literacy;stresses the study of history and government,particularly American history and American government;and encourages the use of new digital technologies.To encourage innovation and competition,the report calls for increased investment in research,the crafting of coherent curricula that improve students’ability to solve problems and communicate effectively in the 21st century,increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day.The report also advocates greater study of foreign languages,international affairs and the expansion of study abroad programs.Unfortunately,despite 2?years in the making,"The Heart of the Matter"never gets to the heart of the matter:the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don’t know the content and character of liberal education and are thus deprived of its benefits.Sadly,the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing“progressive,”or left-liberal propaganda.Today,professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets and self-reliance—as falling outside the boundaries of routine,and sometimes legitimate,intellectual investigation.The AAAS displays great enthusiasm for liberal education.Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.
Which of the following would be the best title for the text?

A.Ways to Grasp“The Heart of the Matter”
B.Illiberal Education and“The Heart of the Matter”
C.The AAAS’s Contribution to Liberal Education
D.Progressive Policy vs.Liberal Education

The Open University,one of the great successes of modern Britain,is facing a crisis.On the surface,this centres on the embattled vice-chancellor.Peter Horrocks,whom the staff want to resign.The UCU（University and College Union）branch at the university has passed a motion of no confidence in him.and says he no longer commands the respect of staff.The immediate cause was a remark for which he has been forced to apologise,to the effect that some academics had been allowed"to get away with not teaching for decades",but this came in a context of brutal budget cuts he has proposed.More profoundly.the crisis exposes a huge disagreement about what actually constitutes teaching,and why it is a worthwhile activity.Is it a way to produce exam resulis and certificates of employability,or is the purpose to share whaiever makes a subject worth studying for itself,and to inculcate the skills that will enable students to glimpse and pursue that vision?But the deeper crisis reaches far beyond the vice-chancellor's inadequacies.Some of the challenges facing the university are simply a result of the huge changes in society and technology since it was founded in 1969.In the early days,staff agonised over whether to include colour in their television programmes,since many viewers might still own black and white sets.In those days,too.there was a very large pool of middle-aged people who had been denied tertiary education,and for whom this really was the university of the seconcl chance.But the pool of second chancers has now largely gone the way of black and white televisions.Those are difficulties that would face the university under any administration.So would the widespread competition in the field of distance learning.But with all that said,it is central government that is largely responsible for the difficulties of the OU.The government's conception of higher education as a marketplace where students can shop for qualifications is profoundly destructive to all universities,and the OU is only the most exposed and vulnerable.The introduction,and then the tripling,of tuition fees has wrecked its financial model,so that student numbers have dropped by a third since 2010.The only thing to fall as fast has been the university's rating for student satisfaction,from lst t0 47th.So much for the conception of universities as selling to"customers",rather than teaching students.The university is an institution that enriches the lives of those who attend it.It is on that basis that the government should still recognise,and support,the ideal that everyone deserves access to the benefits of a real university,whatever their past,and whenever they decide they need it.
The most profound threat to the OU is

A.its poor administration.
B.its vulnerable financial model.
C.extensive competition in distance learning,
D.marketization of higher education.

“The Heart of the Matter,”the just-released report by the American Academy of Arts and Sciences（AAAS）,deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America.Regrettably,however,the report’s failure to address the true nature of the crisis facing liberal education may cause more harm than good.
In 2010,leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by“federal,state and local governments,universities,foundations,educators,individual benefactors and others”to“maintain national excellence in humanities and social scientific scholarship and education.”In response,the American Academy formed the Commission on the Humanities and Social Sciences.Among the commission’s 51 members are top-tier-university presidents,scholars,lawyers,judges,and business executives,as well as prominent figures from diplomacy,filmmaking,music and journalism.
The goals identified in the report are generally admirable.Because representative government presupposes an informed citizenry,the report supports full literacy;stresses the study of history and government,particularly American history and American government;and encourages the use of new digital technologies.To encourage innovation and competition,the report calls for increased investment in research,the crafting of coherent curricula that improve students’ability to solve problems and communicate effectively in the 21st century,increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day.The report also advocates greater study of foreign languages,international affairs and the expansion of study abroad programs.
Unfortunately,despite 2?years in the making,"The Heart of the Matter"never gets to the heart of the matter:the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don’t know the content and character of liberal education and are thus deprived of its benefits.Sadly,the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing“progressive,”or left-liberal propaganda.
Today,professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets and self-reliance—as falling outside the boundaries of routine,and sometimes legitimate,intellectual investigation.
The AAAS displays great enthusiasm for liberal education.Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.
The author implies in Paragraph 5 that professors are

A.supportive of free markets
B.cautious about intellectual investigation
C.conservative about public policy
D.biased against classical liberal ideas

What is the root cause of desertification?

A.poor farming
B.overpopulation
C.radical climate change
D.disappearance of rare plant species

资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.

What is the passage mainly about?（ ）

A.Approach to financial education
B.Americans' financial skills
C.Reform on financial education
D.Lessons of financial crisis

()seeks to perform root cause investigation as to what is leading identified trends

A.Problem management
B.Incident management
C.Change management
D.Knowledge management

“The Heart of the Matter,”the just-released report by the American Academy of Arts and Sciences（AAAS）,deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America.Regrettably,however,the report’s failure to address the true nature of the crisis facing liberal education may cause more harm than good.
In 2010,leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by“federal,state and local governments,universities,foundations,educators,individual benefactors and others”to“maintain national excellence in humanities and social scientific scholarship and education.”In response,the American Academy formed the Commission on the Humanities and Social Sciences.Among the commission’s 51 members are top-tier-university presidents,scholars,lawyers,judges,and business executives,as well as prominent figures from diplomacy,filmmaking,music and journalism.
The goals identified in the report are generally admirable.Because representative government presupposes an informed citizenry,the report supports full literacy;stresses the study of history and government,particularly American history and American government;and encourages the use of new digital technologies.To encourage innovation and competition,the report calls for increased investment in research,the crafting of coherent curricula that improve students’ability to solve problems and communicate effectively in the 21st century,increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day.The report also advocates greater study of foreign languages,international affairs and the expansion of study abroad programs.
Unfortunately,despite 2?years in the making,"The Heart of the Matter"never gets to the heart of the matter:the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don’t know the content and character of liberal education and are thus deprived of its benefits.Sadly,the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing“progressive,”or left-liberal propaganda.
Today,professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets and self-reliance—as falling outside the boundaries of routine,and sometimes legitimate,intellectual investigation.
The AAAS displays great enthusiasm for liberal education.Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.
According to Paragraph 3,the report suggests

A.an exclusive study of American history
B.a greater emphasis on theoretical subjects
C.the application of emerging technologies
D.funding for the study of foreign languages

“The Heart of the Matter,”the just-released report by the American Academy of Arts and Sciences（AAAS）,deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America.Regrettably,however,the report’s failure to address the true nature of the crisis facing liberal education may cause more harm than good.
In 2010,leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by“federal,state and local governments,universities,foundations,educators,individual benefactors and others”to“maintain national excellence in humanities and social scientific scholarship and education.”In response,the American Academy formed the Commission on the Humanities and Social Sciences.Among the commission’s 51 members are top-tier-university presidents,scholars,lawyers,judges,and business executives,as well as prominent figures from diplomacy,filmmaking,music and journalism.
The goals identified in the report are generally admirable.Because representative government presupposes an informed citizenry,the report supports full literacy;stresses the study of history and government,particularly American history and American government;and encourages the use of new digital technologies.To encourage innovation and competition,the report calls for increased investment in research,the crafting of coherent curricula that improve students’ability to solve problems and communicate effectively in the 21st century,increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day.The report also advocates greater study of foreign languages,international affairs and the expansion of study abroad programs.
Unfortunately,despite 2?years in the making,"The Heart of the Matter"never gets to the heart of the matter:the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don’t know the content and character of liberal education and are thus deprived of its benefits.Sadly,the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing“progressive,”or left-liberal propaganda.
Today,professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets and self-reliance—as falling outside the boundaries of routine,and sometimes legitimate,intellectual investigation.
The AAAS displays great enthusiasm for liberal education.Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.
According to Paragraph 1,what is the author’s attitude toward the AAAS’s report?

A.Critical
B.Appreciative
C.Contemptuous
D.Tolerant

“The Heart of the Matter,”the just-released report by the American Academy of Arts and Sciences（AAAS）,deserves praise for affirming the importance of the humanities and social sciences to the prosperity and security of liberal democracy in America.Regrettably,however,the report’s failure to address the true nature of the crisis facing liberal education may cause more harm than good.In 2010,leading congressional Democrats and Republicans sent letters to the AAAS asking that it identify actions that could be taken by“federal,state and local governments,universities,foundations,educators,individual benefactors and others”to“maintain national excellence in humanities and social scientific scholarship and education.”In response,the American Academy formed the Commission on the Humanities and Social Sciences.Among the commission’s 51 members are top-tier-university presidents,scholars,lawyers,judges,and business executives,as well as prominent figures from diplomacy,filmmaking,music and journalism.The goals identified in the report are generally admirable.Because representative government presupposes an informed citizenry,the report supports full literacy;stresses the study of history and government,particularly American history and American government;and encourages the use of new digital technologies.To encourage innovation and competition,the report calls for increased investment in research,the crafting of coherent curricula that improve students’ability to solve problems and communicate effectively in the 21st century,increased funding for teachers and the encouragement of scholars to bring their learning to bear on the great challenges of the day.The report also advocates greater study of foreign languages,international affairs and the expansion of study abroad programs.Unfortunately,despite 2?years in the making,"The Heart of the Matter"never gets to the heart of the matter:the illiberal nature of liberal education at our leading colleges and universities.The commission ignores that for several decades America's colleges and universities have produced graduates who don’t know the content and character of liberal education and are thus deprived of its benefits.Sadly,the spirit of inquiry once at home on campus has been replaced by the use of the humanities and social sciences as vehicles for publicizing“progressive,”or left-liberal propaganda.Today,professors routinely treat the progressive interpretation of history and progressive public policy as the proper subject of study while portraying conservative or classical liberal ideas—such as free markets and self-reliance—as falling outside the boundaries of routine,and sometimes legitimate,intellectual investigation.The AAAS displays great enthusiasm for liberal education.Yet its report may well set back reform by obscuring the depth and breadth of the challenge that Congress asked it to illuminate.
Influential figures in the Congress required that the AAAS report on how to

A.retain people’s interest in liberal education
B.define the government’s role in education
C.keep a leading position in liberal education
D.safeguard individuals’rights to education

资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.

What does Mike Sheden think of the financial education of Ariel and Alex?（ ）

A.It is fruitful without any doubt.
B.It is better than their peers.
C.It turns out to be a failure.
D.It needs experimental evidence to prove its success.

资料：（四）
Of all the lessons taught by the financial crisis, the most personal has been that we Americans should not be proud of our financial skills. We take out home loans we can't afford. We run up sky-high credit-card debts. We don't save nearly enough for retirement.
In response, supporters of financial-literacy education are raising their voices. School districts in many states are adding money-management courses to their curriculum. The government is encouraging students to compete in the National Financial Capability Challenge. However, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students perform in marking financial decisions.
Given the situation, a growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids′ hands, and encouraging students to talk openly about the emotions and social influences about spending.
Yet even the skeptics are slow to write off financial education completely. "We need to rigorously study the financial decisions of alumni like Ariel and Alex and compare with those too speculative to recommend one education approach over another." says Mike Sheden, a professor at Washington University in St. Louis who is conducting a seven-year study on Whether giving children real bank accounts would result in long-term smart financial decisions. Yes, good, solid research like this takes a lot of time and resources, but it is in our own best interest to pursue it.

What's the author's attitude towards financial education?（ ）

A.Suspicious
B.Objective
C.Optimistic
D.Critical