(英译汉)The weekends are a time for families in Britain. Often the parents are not at work. Having worked a five-day week from Monday to Friday, Saturdays are a busy time for shops with many families going shopping. Sundays used to be a very special day of t
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(英译汉)The weekends are a time for families in Britain. Often the parents are not at work. Having worked a five-day week from Monday to Friday, Saturdays are a busy time for shops with many families going shopping. Sundays used to be a very special day of the week in Britain. It was the one day of the week for "worship and rest". The shops were closed and most people were at home or at church. Popular leisure activities on Sunday used to be going to church and doing odd jobs around the home such as gardening and DIY.
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第1题：
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
The author suggests that the effect of free-market philosophy on education is——A.harmful
B.desirable
C.profound
D.questionable答案：A解析：【信息锁定】第四段①句首先指出当前推行两年制学位这一做法存在哲学缺陷；④⑤⑥句进而指出其哲学缺陷：英国政治机构（代指教育部门）看待教育的方法完全契合简化的自由市场哲学．政府只看见了教育的价格而并未看见教育的价值。flaw、troubling表明作者认为这种哲学对教育领域有害，故A.正确。【解题技巧）B.、C.均源自⑤句fits well into．误将这一积极正面表达词视为作者对“自由市场哲学对教育的作用”的看法，而完全忽视①句nlaw、④句troubling所传递出的作者情感色彩；D.源自troubling“令人担忧的”，却未能体现flaw“错误，缺陷”这一表达完全否定的意味。 -
第2题：
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
We can infer from Paragraph l that the two-year degree_____A.will hopefully increase flexibility in higher education
B.indicates that market-centric thinking is all the rage
C.may help ease the debt burden of college students
D.is a result of the collapse of higher education答案：B解析：【信息锁定】文首句首先引题“两年制学位卷土重来”，②③句继而做出点评：推行两年制学位意在提高高等教育灵活性，主观意愿虽好，却反映出我们（代指教育部门）十分痴迷“以市场为中心”，以至于认为“‘将相同课程压缩在更短时间范围内’就是一种‘灵活性”’。即，两年制学位出发点虽好，但却反映出“以市场为中心”在教育部门的风行、以至于对教育的灵活性做出了狭隘的理解。故B.正确。【解题技巧】A.、C.均错将政策制定者的主观意愿“提高高等教育灵活性（①句）、最大化日后经济回报（③句）”偷换为作者对该政策的点评，而由⑧句But所示语义转折可知作者对这一政策实持否定态度；[D]由④句扭曲而来，但错把“非全日制教育面临的问题”严重化为“高等教育崩塌”。 -
第3题：
能获取系统当前时间分钟数的方法是以下哪个？
A．time.strftime(“% m”, time.localtime())
B．time.strftime(“%M”, time.localtime())
C．time.strftime(“%t”, time.localtime())
D．time.strftime(“%T”, time.localtime())
A -
第4题：
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
The beneficiaries of the two-year degree would most probably be____A.single parents
B.working-class people
C.those with disabilities
D.financially wealthy people答案：D解析：【信息锁定】笫二、三段谈及两年制学位的受益对象。第二段①句概述“对大多数接受高等教育机会受限的群体而言，两年制学位并未解决其受限问题”，②句例证“对于那些既要工作、又要育儿、还要接受全日制教育的人而言，他们的日程安排已经满得无法再添加任何安排（意即，其学位课程不能再压缩）”；③④句欲抑先扬“高校看似在结合非全日制学生实际情况对课程设置做出精细调整，但实际上没有一项调整关乎残疾人群体，这些人面临的问题要更多”；第三段①句转而指出两年制学位对独立富裕群体有益．但这有悖常理。由此不难得知，作者并不认同这一学位制对工薪阶层、单身父母、残疾人群有何裨益，相反却对经济富裕人士有利，即D.为正确答案，同时排除A.、B.、C.。【解题技巧】A.、B.分别代指第二段②句employment、childcare所指代对象、C.复现末句those with disabilities，这三个群体实际意在说明该段主旨doesn't address the barriers ihey're facing，故都排除。 -
第5题：
Text 4 The two-year degree is back.The idea of increased flexibility in higher education is,in the broadest sense,a good one.But it is a sign of how captured we have been by market-centric thinking that"flexibility",to this government,is manifested as"squeeze the same amount into a shorter period of time to maximise your financial returns later".The sector has undergone a"catastrophe"as part-time student numbers have collapsed;that the government's response is a degree format-the polar opposite of part-time-is indicative of its approach to governance in generaL For most demographics whose access to higher education is restricted,condensing the course doesn't address the barriers they're facing.If you're balancing employment and childcare with a full-time education,especially if you're relying on sketchy public transport infrastructure,it's unrealistic to squeeze any more into your schedule.Many universities currently structure their courses around the reality that many students work,at least part-time,while studying.None of this is to mention those with disabilities who may face additional barriers to access.There are no doubt some-the independently wealthy,for example-who may benefit,but it seems perverse that these people should be the focus of a major policy change.Troublingly,we seem to have fully accepted the shift from education as a social good to a product sold to students on grounds of higher earnings in the job market.Often,the grand promises of access to employment don't hold up.The labour market has been increasingly casualised and"hollowed out",with a gap emerging between the skilled and"unskilled".Progression through the ranks is vanishing,with a degree becoming a requirement for all sorts of jobs beyond simply those with high wages.Even beyond the gap between the promise and reality,though,lies a philosophical flaw with the current approach.The two-year degree,in and of itself,is neither a good nor a bad thing.For some people it will be a positive,for the majority of others an irrelevance.What is troubling is what it represents about how Britain's political establishment sees education.It fits well into the reductive free-market philosophy,where every aspect of life can be sold as a commodity.A government that sees the price of everything and the value of nothing will inevitably be drawn to the idea of squeezing maximum output into minimum time.A government that really wanted to make higher education more flexible,open and accessible would be exploring options that made sense for those with restricted access.There is no evidence,though,that this government thinks the choice between being stuck in a low-wage hellscape or taking on thousands of pounds in debt to play a roulette wheel with better odds is a bad thing.The days of education policies that address none of the problems with education are far from over
Which of the following is true of education?A.The idea of education as a social good is fading.
B.It brings higher earnings in the job market than ever before.
C.It widens the gap between the skilled and the unskilled.
D.It increasingly consolidates the social hierarchical system.答案：A解析：【信息锁定】第三段②句指出：教育已经从“社会福利”转变为”向学生出售的商品”，由此可见，教育曾经被视为一项社会福利，现如今，这种观念在逐渐消失，故A.正确。【解题技巧】B.将第三段②句所述当前教育理念转变的理由“能在就业市场上找到更高收入的工作”视为事实，而⑧句“美好承诺不等于现实”实则对此予以了反驳；C.、D.均强拽因果关联，第三段末两句“熟练工与非熟练工之间出现差距”、“阶层之间的晋升正在消逝”均是用以说明当前劳动力市场实际发生的变化，从而说明教育并非真正能够带来更高的收入（而非说明教育导致了这两种后果）。 -
第6题：
l__________ families 低收入家庭
Patriarchal