Many new ____ will be opened up at sea in the future for those with a university education.A.opportunitiesB.realitiesC.necessitiesD.Probabilities

Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
What can be inferred from Paragraph 3

A.The university system of the United States will completely collapse．

B.The university system of the United States will be totally restructured．

C.The new teacher education programs may not grant students academic degrees in the future．

D.The new teacher education programs will follow the usual practice of other professionalpreparation．

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

When the book reviewer discusses the Internet University?

A.he is in favour of it.
B.his view is balanced.
C.he is slightly critical of it.
D.he is strongly critical of it.

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

Which category of writing does the review belong to?

A.Narration.
B.Description.
C.Persuasion.
D.Exposition.

Recently,Xiangning started to communicate with Mike,the contact person of Monsell.
One day.Mike received an e-mail from Sophia Jones.She wrote an e-mail to Mike who is the contact person of Monsell.Sophia Jones asked some information about Registered Education Savings Plan of Monsell.
Read the e-mails.A word or phrase is missing in some of the sentences.Four answer choices are given below each of the sentences.Select the best answer to complete the text.Then select the right answer.

Dear Mike,
I am one of those concerned mothers who believe that education is the key[1]our children’s future.
But as far as I know,it’s costly-currently as much as$60,000 for a four year degree at a Canadian university.My daughter Alisa has just got[2]to the University of Toronto.
On one hand,I am thrilled at this great news,while on the other hand,I am a little bit worried[3]our moderate financial status.
As a result,I write this to ask for suggestions on ways to maximize our education savings.How many options do I have and how do they work I really appreciate and look forward to your early reply.
Yours sincerely,
Sophia Jones

Recently,Xiangning started to communicate with Mike,the contact person of Monsell.
One day.Mike received an e-mail from Sophia Jones.She wrote an e-mail to Mike who is the contact person of Monsell.Sophia Jones asked some information about Registered Education Savings Plan of Monsell.
Read the e-mails.A word or phrase is missing in some of the sentences.Four answer choices are given below each of the sentences.Select the best answer to complete the text.Then select the right answer.

Dear Mike,
I am one of those concerned mothers who believe that education is the key[1]our children’s future.
But as far as I know,it’s costly-currently as much as$60,000 for a four year degree at a Canadian university.My daughter Alisa has just got[2]to the University of Toronto.
On one hand,I am thrilled at this great news,while on the other hand,I am a little bit worried[3]our moderate financial status.
As a result,I write this to ask for suggestions on ways to maximize our education savings.How many options do I have and how do they work I really appreciate and look forward to your early reply.
Yours sincerely,
Sophia Jones

Mrs.Jones,
Firstly,please send my sincere congratulations to Alisa for getting into the University of Toronto.As far as I can see,our Registered Education Savings Plan(RESP)is the[4]way to help you maximize your education savings.Tax-sheltered investment growth and eligibility for government grants can make a big contribution to your child’s future.This plan consists of the[5]plan and the family plan.The former is to open an RESP for an individual child,while with a family plan you can name one or more children as beneficiaries.
Attached is a brochure on RESP.Please feel free to write to me if any further information is needed.
[4]

A.perfect
B.more perfect
C.most perfect
D.perfectest

共用题干
A New Educational Feature

1.There is a distinctive and comparatively new feature of the Taiwanese Education. In recent years,more students from Taiwan are seeking education in the mainland.
2.The number of Taiwanese students admitted into college and postgraduate programs in the mainland,according to official Chinese figures,totaled 1,264 in 2000,2,470 in 2002 and approximately 3,700 in 2004.The latest official numbers indicated that by 2013,7,349 Taiwanese received high education on the mainland.Chinaedu.com said this number had risen between 40 to 50 percent annually in the last decade with well over 1,500 entering mainland campuses last year.
3.Based in the Chinese city of Guangzhou,the Internet site provides education service and information on Chinese mainland colleges and universities."Many Taiwanese believe a Chinese mainland education helping them to learn more about the people and culture in the mainland,and it will increase their chances in Chinese job market,"Chinaedu.com president Mark Ling said."I believe it will give me hands-on experience in the media of the Chinese mainland and a better understanding of the Chinese mainland people,"said Maria Wang,an 18-year-old student majoring in communications at Nanjing University. Wang has a plan to continue her education and get a master's degree in mass media in Beijing,where she believes provides the best environment for such studies and opportunities for future development.
4.Li,a postgraduate student at Taiwan Furen University said he was inclined to study business administration in the Chinese mainland,because there will be better prospects for careers now that more Taiwanese companies are going there.
5.A large number of business executives would like to send their children to study in the Chinese mainland too."They hope the children could build up connections which could later become useful in their business operations."said Yuqin Ma,professor of the Chinese mainland studies.

Receiving an education in the mainland could help Taiwanese students in the business field because they can get_______.
A:practical experience
B:business operations
C:good quality education
D:culture and people there
E:a good chance
F: the favorable circumstance

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

According to the review, what is the fundamental mission of traditional university education?

A.Knowledge learning and career building.
B.Learning how to solve existing social problems.
C.Researching into solutions to current world problems.
D.Combining research efforts of teachers and students in learning.

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

Judging from the three new roles envisioned for tomorrow’s university faculty, university teachers

A.are required to conduct more independent research.
B.are required to offer more courses to their students.
C.are supposed to assume more demanding duties.
D.are supposed to supervise more students in their specialty.

The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their
essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today.
The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to
scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized
university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries.
Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar
teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate
the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note
Australian communications professors David Rooney and Greg Hearn.
On the other hand,while global connectivity seems highly likely to play some significant role in future higher education,
that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are
also at work.
Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university
education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?”
Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent
research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for
individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students
outside their own academic specialty.This would require them to constantly be learning from their students as well as
instructing them.
A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers:
charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as
rational and technological solutions to specific real-world problems.
Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution.
As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and
thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant
technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into
practical,sustainable realities.

Which of the following is NOT seen as a potential danger of the Internet University?

A.Internet based courses may be less costly than traditional ones.
B.Teachers in traditional institutions may lose their jobs.
C.Internet based courseware may lack variety in course content.
D.The Internet University may produce teachers with a lot of publicity.

This model embodies many new features.

A:consists of
B:includes
C:makes up
D:marks

Directions: Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. What′s your view about what subject university students should study? You are required to write a composition within 180 words, but no less than 150 words.