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Harvard professors retire at 65.A．YB．NC．NG
Harvard professors retire at 65.
A．Y
B．N
C．NG
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（请给出正确答案）
Harvard professors retire at 65.
A．Y
B．N
C．NG
答案
更多“Harvard professors retire at 65.A．YB．NC．NG”相关的问题
第1题
The percentage of 【C1】______ hired for tenured positions at Harvard University's Faculty of Arts and Sciences has declined 【C2】______ year since 2000, prompting a group of professors to complain that the Ivy League school's leadership isn't doing 【C3】______ .
The proportion of women receiving tenured job 【C4】______ went from a height of 36 percent during the 2000-2001 【C5】______ year to 26 percent in 2001-2002 and then to 19 percent in 2002-2003. Last year, just 4 of 32 tenured 【C6】______ were offered to women.
The numbers all 【C7】______ to the Faculty of Arts and Sciences, the largest 【C8】______ of the university which 【C9】______ both the undergraduate school and the graduate school of arts and sciences.
The 【C10】______ has prompted 26 professors to 【C11】______ a letter to President Lawrence H. Summers, who has 【C12】______ over every year of the decline. Summers has agreed to meet next month with the professors.
"There's no 【C13】______ that hiring as many extraordinary women members of the faculty as we can has to be a crucial priority for the university," Summers, who took over as president in 2001, told The Boston Globe in Wednesday's 【C14】______ .
The letter suggests that Summers may have inadvertently caused the decline by failing to 【C15】______ the issue, by concentrating new hires in disciplines with fewer women, and by seeking out "rising young stars", who are more likely to be at an age when women pause in their careers to have children.
Summers said that some of the responsibility lies with Harvard's academic departments. Departments nominate and review candidates for senior jobs, though all must ultimately be approved by him.
Overall, women currently make up 18 percent of Harvard's senior faculty and 34 percent of the junior faculty, proportions similar to those of peer institutions.
【C1】______
A．men
B．women
C．people
D．employees
第2题
Sending E-mails to Professors
One student skipped class and then sent the professor an e-mail（51）for copies of her teaching notes.
Another（52）that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US, e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,（53）boundaries that traditionally kept students at a healthy distance.
These days, professors say, students seem to view them as available（54）the clock, sending a steady stream of informal e-mails.
“The tone that they take in e-mails is pretty astounding(令人吃惊的),”said Michael Kessler, an assistant dean at Georgetown University.” They'll（55）you to help:' I need to know this.'”
“There's a fine（56）between meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an （57）who is in charge.”
Christopher Dede, a professor at the Harvard Graduate School of Education, said（58）show that students no longer defer to(听从)their professors, perhaps because they realize that professors' （59）could rapidly become outdated.
“The deference was driven by the （60）that professors were all-knowing sources of deep knowledge,” Dede said, and that notion has（61）.
For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to（62）.Their job prospects, they realize, may rest in part on student evaluations of their accessibility.
College students say e-mail makes（63）easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects（64）them, said Alexandra Lahav, and associate professor of Law at the University of Connecticut.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lana did not respond.
“Such e-mails can have consequences,” she said.” Students don't understand that （65）they say in e-mail can make them seem unprofessional, and could result in a bad recommendation.”
A．providing
B．offering
C．supplying
D．asking
第3题
A.its causes
B.its features
C.its impacts
D.its purposes
第4题
下面的短文有15处空白，请根据短文内容为每处空白确定1个最佳选项。
Sending E-mails to Professors
One student skipped class and then sent the professor an e-mail(51)for copies of her teaching notes.
Another(52)that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US,e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,(53)boundaries that traditionally kept students at a healthy distance.
These days,professors say,students seem to view them as available(54)the clock,sending a steady stream of informal e-mails.
“The tone that they take in e-mails is pretty astounding(令人吃惊的),”said Michael Kessler,an assistant dean at Georgetown University.“They’ll(55)you to help:‘I need to know this.’”
“There’s a fine(56)between meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an (57)who is in charge.”
Christopher Dede,a professor at the Harvard Graduate School of Education,said(58)show that students no longer defer to(听从)their professors,perhaps because they realize that professors’ (59)could rapidly become outdated.
“The deference was driven by the (60)that professors were all-knowing sources of deep knowledge,”Dede said,and that notion has(61).
For junior faculty members,e-mails bring new tension into their work,some say,as they struggle with how to(62).Their job prospects,they realize,may rest in part on student evaluations of their accessibility.
College students say e-mail makes(63)easier to ask questions and helps them learn.
But they seem unaware that what they write in e-mails could have negative effects(64)them,said Alexandra Lahav,and associate professor of Law at the University of Connecticut.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son.Professor Lahav did not respond.
“Such e-mails can have consequences,”she said.“Students don’t understand that (65)they say in e-mail can make them seem unprofessional,and could result in a bad recommendation.”
51.A.providing B.offering C.supplying D.asking
第5题
【C1】
A．compete
B．run
C．combat
D．turn
第6题
根据以下内容，回答下列各题。 What You Really Need to Know A． A paradox (悖论．of American higher education is this: The expectations of leading universities do much to define what secondary schools teach, and much to establish a sample for what it means to be an educated man or woman. College campuses are seen as the source for the newest thinking and for the generation of new ideas, as societys cutting edge. B． And the world is changing very rapidly. Think social networking or stem cells. Most companies look nothing like they did 50 years ago. Think General Motors, AT&T or Goldman Sachs. C． Yet undergraduate education changes remarkably little over time. My predecessor as Harvard President, Derek Bok, famously compared the difficulty of reforming a curriculum with the difficulty of moving a cemetery (公墓). With few exceptions, just as in the middle of the 20th century, students take four courses a term, each meeting for about three hours a week, usually with a teacher standing in front of the room. Students are evaluated on the basis of examination essays handwritten in blue books and relatively short research papers. Instructors are organized into departments, most of whichbear the same names they did when the grandparents of todays students were undergraduates. A vastmajority of students still major in one or two disciplines centered on a particular department. D． It may be that inertia (惯性．is appropriate. Part of universities function is to keep alive mansgreatest creations, passing them from generation to generation. Certainly anyone urging reform. doeswell to remember that in higher education the United States remains an example to the world, and thatAmerican universities compete for foreign students more successfully than almost any other Americanindustry competes for foreign customers. E．Nonetheless, it is interesting to speculate: Suppose the educational system is drastically altered torefleot the structure of society and what we now understand about how people learn. How will whatuniversities teach be different？ Here are some guesses and hopes. F．1. Education will be more about how to process and use information and less about instructing it. Thisis a consequence of both the explosion of knowledge--and how much of it any student can truly absorb--and changes in technology. Before the printing press, scholars might have had to memorize The Canterbury Tales to have continuing access to them. This seems a bit ridiculous to us today. Bu tin a world where the entire Library of Congress will soon be accessible on a mobile device with search procedures that are vastly better than any card catalog, factual mastery will become less and less important. G．2. An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration. As just one example, the fraction of economics papers that are co-authored has more than doubled in the 30 years that I have been an economist. More significant, collaboration is a much greater par,. of what workers do, what businesses do and what governments do. Yet the great superiority of work a student does is done alone at every level in the educational system. Indeed, excessive collaboration with others goes by the name of cheating. H．For most people, school is the last time they will be evaluated on indivividual effort. One leading investment bank has a hiring process in which a candidate must interview with upward of 60 senior members of the firm before receiving an offer. What is the most important specialty theyre looking for？ Not GMAT scores or college transcripts (成绩单), but the ability to work with others. As greater value is placed on collaboration, surely it should be practiced more in our nations classrooms. I．3. New technologies will profoundly alter the way knowledge is conveyed. Electronic readers allow textbooks to be constantly revised, and to mix audio and visual effects. Think of a music text in which you can hear pieces of music as you read, or a history text in which you can see film clips about what you are reading. But there are more profound changes set in train. There was a time when professors had to prepare materials for their students. Then it became clear that it would be a better system if textbooks were written by just a few of the most able: faculty members would be freed up and materials would be improved, as competition drove up textbook quality. J．Similarly, it makes sense for students to watch video of the clearest math teacher or the most distinct analyst of the Revolutionary War rather than having thousands of separate efforts. Professors will have more time for direct discussion with students--not to mention the cost savings--and material will be better presented. In a 2008 survey of first-and second-year medical students at Harvard, those who used accelerated video lectures reported being more focused and learning more material faster than when they attended lectures in person. K．4. As articulated ted (明确有力地表达．by the Nobel Prize-winner Daniel Kahneman in "Thinking, Fast and Slow," we understand the processes of humaa thought much better than we once did. We are not rational calculating machines but collections of modules, each programmed to be skillful at a particular set of tasks. Not everyone learns most effectively in the same way. And yet in the face of all evidence, we rely almost entirely on passive learning. Students listen to lectures or they read and then are evaluated on the basis of their ability to demonstrate content mastery. They arent asked to actively use the knowledge they are acquiring. L．"Active learning classrooms"—which gather students at tables, with furniture that can be rearranged and integrated technology—help professors interact with their students through the use of media and collaborative experiences. Still, with the capacity of modern information technology, there is much more that can be done to promote dynamic learning. M．5. The world is much more open, and events abroad affect the lives of Americans more than ever before. This makes it essential that the educational experience breed cosmopolitanism (国际化)—that students have international experiences, and classes in the social sciences draw on examples from around the world. It seems logical, too, that more in the way of language study be expected of students. I am not so sure. There is no fixed way of effective learning because, people are collections of modules rather than rational calculating machines.
第7题
Like millions of others, economists from circles of academia and public policy spend hours each day writing for nothing. The concept seems at odds with the notion of economists as intellectual instruments trained in the maximisation of utility or profit. Yet the demand is there: some of their blogs get thousands of visitors daily, often from people at influential institutions like the IMF and the Federal Reserve. One of the most active "econobloggers" is Brad DeLong, of the University of California, Berkeley, whose site, delong, typepad, com,, features a morning-coffee videocast and an afiernoon-tea audiocast in which he holds forth on a spread of topics from the Treasury to Trotsky.
So why do it？ "It's a place in the intellectual influence game," Mr. DeLong replies (by e-mail, naturally). For prominent economists, that place can come with a price. Time spent on the Internet could otherwise be spent on traditional publishing or collecting consulting fees. Mr. DeLong caps his blogging at 90 minutes a day. His only blog revenue comes from selling advertising links to help cover the cost of his servers, which handle more than 20,000 visitors daily.
Gary Becket, a Nobel-prize winning economist, and Richard Posner, a federal circuit judge and law professor, began a joint blog in 2004. The pair, colleagues at the University of Chicago, believed that their site, becker-posner-blog, com, would permit "instantaneous pooling (and hence correction, refinement, and amplification) of the ideas and opinions, facts and images, reportage and scholarship, generated by bloggers." The practice began as an educational tool for Greg Mankiw, a professor of economics at Harvard and a former chairman of George Bush's Council of Economic Advisers. His site, gregmankiw, blogspot, com, started as a group e-mail sent to students, with commentary on articles and new ideas. But the market for his musings grew beyond the classroom, and a blog was the solution. "It's a natural extension of my day job—to engage in intellectual discourse about economics," Mr. Mankiw says.
With professors spending so much time blogging for no payment, universities might wonder whether this detracts from their value. Although there is no evidence of a direct link between blogging and publishing productivity, a new study by E. Hah Kim and Adair Morse, of the University of Michigan, and Luigi Zingales, of the University of Chicago, shows that the Internet's ability to spread knowledge beyond university classrooms has diminished the competitive edge that elite schools once held.
Top universities once benefited from having clusters of star professors. The study showed that during the 1970s, an economics professor from a random university, outside the top 25 programmes, would double his research productivity by moving to Harvard. The strong relationship between individual output and that of one's colleagues weakened in the 1980s, and vanished by the end of the 1990s.
The faster flow of information and the waning importance of location—which blogs exemplify—have made it easier for economists from any university to have access to the best brains in their field. That anyone with an internet connection can sit in on a virtual lecture from Mr. DeLong means that his ideas move freely beyond the boundaries of Berkeley, creating a welfare gain for professors and the public.
Universities can also benefit in this part of the equation.
第9题
Boulder College is actively recruiting professors who are well-known in______fields.
A．his
B．its
C．those
D．their
第10题
A．Y
B．N
C．NG
