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The funding model may not look like what is outlined in Gonski report because______.
A．it needs to make an agreement with all key stakeholders
B．disadvantaged schools can"t get enough investment
C．the model in Gonski report is not very insightful
D．most of the suggestions can"t be included in a model
答案
更多“The funding model may not look like what is outlined in Gonski report because______.A．it n”相关的问题
第1题
The funding model got financed through all of the following channels EXCEPT______.
A．the Department of Education
B．the Gillard Government
C．the non-Government school sector
D．the Treasurer and the Cabinet
第2题
The interviewee praises the new model announced by Barry OFarrell for______.
A．discouraging indigenous education
B．putting it into effect quickly
C．offering more support to aboriginal kids
D．adding funding for more schools
第3题
A．Right
B．Wrong
C．Not mentioned
第4题
What is the government doing to push forward the reforms？
A．Increasing funding.
B．Making the funding model practical.
C．Balancing the benefit among stakeholders.
D．Bringing legislation into the House.
第5题
A、$0; $0.
B、-$200,000; +$2,000.
C、-$200,000; -$2,000.
D、+$50,000; -$500.
E、-$200,000; -$1,000.
第6题
What is the report about？
A．A Highway opening
B．The start of construction
C．Company budget
D．A new car model
第7题
How Europe fails its young
Those Europeans who are tempted, in the light of the dismal scenes in New Orleans this fortnight, to downgrade the American challenge should meditate on one word: universities. Five years ago in Lisbon European officials proclaimed their intention to become the world's premier "knowledge economy" by 2010. The thinking behind this grand declaration made sense of a sort: Europe's only chance of preserving its living standards lies in working smarter than its competitors rather than harder or cheaper. But Europe's failing higher-education system poses a lethal threat to this ambition.
Europe created the modem university. Scholars were gathering in Paris and Bologna before America was on the map. Oxford and Cambridge invented the residential university: the idea of a community of scholars, living together to pursue higher learning. Germany created the research university. A century ago European universities were a magnet for scholars and a model for academic administrators the world over.
But, as our survey of higher education explains, since the second world war Europe has progressively surrendered its lead in higher education to the United States. America boasts 17 of the world's top 20 universities, according to a widely used global ranking by the Shanghai Jiao Tong University. American universities currently employ 70% of the world's Nobel prize-winners, 30% of the world's output of articles on science and engineering, and 44% of the most frequently cited articles. No wonder developing countries now look to America rather than Europe for a model for higher education.
Why have European universities declined so precipitously in recent decades？ And what can be done to restore them to their former glory？ The answer to the first question lies in the role of the state. American universities get their funding from a variety of different sources, not just government but also philanthropists, businesses and, of course, the students themselves. European ones are largely state-funded. The constraints on state funding mean that European governments force universities to "process" more and more students without giving the TM the necessary cash—and respond to the universities' complaints by trying to micromanage them. Inevitably, quality has eroded. Yet, as the American model shows, people are prepared to pay for good higher education, because they know they will benefit from it: that's why America spends twice as much of its GDP on higher education as Europe does.
The answer to the second question is to set universities free from the state. Free universities to run their internal affairs: how can French universities, for example, compete for talent with their American rivals when professors are civil servants？ And free them to charge fees for their services—including, most importantly, student fees.
Asia's learning
The standard European retort is that if people have to pay for higher education, it will become the monopoly of the rich. But spending on higher education in Europe is highly regressive (more middle-class students go to university than working-class ones). And higher education is hardly a monopoly of the rich in America: a third of undergraduates come from racial minorities, and about a quarter come from families with incomes below the poverty line. The government certainly has a responsibility to help students to borrow against their future incomes. But student fees offer the best chance of pumping more resources into higher education. They also offer the best chance of combining equity with excellence.
Europe still boasts some of the world's best universities, and there are some signs that policy makers have realised that their system is failing. Britain, the pacemaker in university reform. in Europe, is raising fees. The Germans are trying to create a Teutonic Ivy League. European universities
A．Y
B．N
C．NG
第8题
Initial calculations suggest that the proposed investment in Naswa would have a negative net present value of $1·01 million. However, Furlion Co’s chief executive believes that there may be opportunities for greater cash flows in future if the Naswan government expands its land reclamation programme. The government at present is struggling to fund expansion of the programme out of its own resources and is looking for other funding. If the Naswan government obtains this funding, the chief executive has forecast that the increased demand for Furlion Co’s products would justify $15 million additional expenditure at the site of the factory in three years’ time. The expected net present value for this expansion is currently estimated to be $0.
It can be assumed that all costs and revenues include inflation. The relevant cost of capital is 12% and the risk free rate is 4%. The chief executive has estimated the likely volatility of cash flows at a standard deviation of 30%.
One of Furlion Co’s non-executive directors has read about possible changes in interest rates and wonders how these might affect the investment appraisal.
Required:
(a) Assess, showing all relevant calculations, whether Furlion Co should proceed with the significant opportunity. Discuss the assumptions made and other factors which will affect the decision of whether to establish a plant in Naswa. The Black Scholes pricing model may be used, where appropriate. (16 marks)
(b) Explain what is meant by an option’s rho and discuss the impact of changes in interest rates on the appraisal of the investment. (5 marks)
(c) Discuss the possibility of the Naswan government obtaining funding for further land reclamation from the World Bank, referring specifically to the International Development Association. (4 marks)
第9题
第10题
Universities Branch Out
A．As never before in their long history, universities have become instruments of national
competition as well as instruments of peace. They are the place of the scientific
discoveries that move economies forward, and the primary means of educating the talent
required to obtain and maintain competitive advantage. But at the same time, the opening of
national borders to the flow of goods, services, information and especially people has
made universities a powerful force for global integration, mutual understanding and
geopolitical stability.
B．In response to the same forces that have driven the world economy, universities have
become more self-consciously global: seeking students from around the world who represent
the entire range of cultures and values, sending their own students abroad to prepare them
for global careers, offering courses of study that address the challenges of an
interconnected world and collaborative (合作的)research programs to advance science for
the benefit of all humanity.
C．Of the forces shaping higher education none is more sweeping than the movement across
borders. Over the past three decades the number of students leaving home each year to study
abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in
2004. Most travel from one developed nation to another, but the flow from developing to
developed countries is growing rapidly. The reverse flow, from developed to developing
countries, is on the rise, too.
Today foreign students earn 30 percent of the doctoral degrees awarded in the United States
and 38 percent of those in the United Kingdom. And the number crossing borders for
undergraduate study is growing as well, to 8 percent of the undergraduates at America’s
best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20
percent of the newly hired professors in science and engineering are foreign-born, and in
China many newly hired faculty members at the top research universities received their
graduate education abroad.
D．Universities are also encouraging students to spend some of their undergraduate years in
another country. In Europe, more than 140,000 students participate in the Erasmus program
each year, taking courses for credit in one of 2,200 participating institutions across the
continent. And in the United States, institutions are helping place students in summer
internships (实习) abroad to prepare them for global careers. Yale and Harvard have led the
way, offering every undergraduate at least one international study or internship
opportunity—and providing the financial resources to make it possible.
E．Globalization is also reshaping the way research is done. One new trend involves
sourcing portions of a research program to another country. Yale professor and Howard
Hughes Medical Institute investigator Tian Xu directs a research center focused on the
genetics of human disease at Shanghai’s Fudan University, in collaboration with faculty
colleagues from both schools. The Shanghai center has 95 employees and graduate students
working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate
students visit regularly and attend videoconference seminars with scientists from both
campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive,
thanks to the lower costs of conducting research in China, and Chinese graduate students,
postdoctors and faculty get on-the-job training from a world-class scientist and his U.S.
team.
F．As a result of its strength in science, the United States has consistently led the world
in the commercialization of major new technologies, from the mainframe. computer and the
integrated circuit of the 1960s to the Internet infrastructure (基础设施) and applications
software of the 1990s. The link between university-based science and industrial application
is often indirect but sometimes highly visible: Silicon Valley was intentionally created by
Stanford University, and Route 128 outside Boston has long housed companies spun off from
MIT and Harvard. Around the world, governments have encouraged copying of this model,
perhaps most successfully in Cambridge, England, where Microsoft and scores of other
leading software and biotechnology companies have set up shop around the university.
G． For all its success, the United States remains deeply hesitant about sustaining the
research-university model. Most politicians recognize the link between investment in
science and national economic strength, but support for research funding has been unsteady.
The budget of the National Institutes of Health doubled between 1998 and 2003, but has
risen more slowly than inflation since then. Support for the physical sciences and
engineering barely kept pace with inflation during that same period. The attempt to make up
lost ground is welcome, but the nation would be better served by steady, predictable
increases in science funding at the rate of long-term GDP growth, which is on the order of
inflation plus 3 percent per year.
H．American politicians have great difficulty recognizing that admitting more foreign
students can greatly promote the national interest by increasing international
understanding. Adjusted for inflation, public funding for international exchanges and
foreign-language study is well below the levels of 40 years ago. In the wake of September
11, changes in the visa process caused a dramatic decline in the number of foreign students
seeking admission to U.S. universities, and a corresponding surge in enrollments in
Australia, Singapore and the U.K. Objections from American university and business leaders
led to improvements in the process and a reversal of the decline, but the United States is
still seen by many as unwelcoming to international students.
I． Most Americans recognize that universities contribute to the nation’s well-being
through their scientific research, but many fear that foreign students threaten American
competitiveness by taking their knowledge and skills back home. They fail to grasp that
welcoming foreign students to the United States has two important positive effects: first,
the very best of them stay in the States and—like immigrants throughout history—
strengthen the nation; and second, foreign students who study in the United States become
ambassadors for many of its most cherished (珍视) values when they return home. Or at least
they understand them better. In America as elsewhere, few instruments of foreign policy are
as effective in promoting peace and stability as welcoming international university
students.
注意：此部分试题请在答题卡 2上作答。
46.American universities prepare their undergraduates for global careers by giving them
chances for international study or internship.
47.Since the mid-1970s, the enrollment of overseas students has increased at an annual
rate of 3.9 percent.
48.The enrollment of international students will have a positive impact on America rather
than threaten its competitiveness.
49.The way research is carried out in universities has changed as a result of
globalization.
50.Of the newly hired professors in science and engineering in the United States, twenty
percent come from foreign countries.
51.The number of foreign students applying to U.S. universities decreased sharply after
September 11 due to changes in the visa process.
52.The U.S. federal funding for research has been unsteady for years.
53.Around the world, governments encourage the model of linking university-based science
and industrial application.
54.Present-day universities have become a powerful force for global integration.
55.When foreign students leave America, they will bring American values back to their home
countries.
