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设函数u（x，y），v（x，y）在点（x，y）的某邻域可微分，则在点（x，y）处有grad（uv）＝（ ）。
A.gradu·gradv B.ugradv＋vgradu C.ugradv D.vgradu
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函数型计算器有3种角度单位制，其中GRAD是400进制，即一个圆周角等于400g，lg=100c，lc=100c。
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函数型计算器有3种角度单位制，其中GRAD是400进制，即一个圆周角等于400g，lg=100c，lc=100c（）
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About 35%of all high school graduates in America continue their education in an institution of higher learning.The word college is used to refer to either a college or a university.These institutions offer four-year programs that lead to a Bachelor of Arts(BA)or Bachelor Science(BS)degree.Some students attend a junior college(providing only a two-year program)for one to two years before entering a four-year college as a sophomore(二年级生)or junior(三年级生).It is generally easier to be accepted at a state university than at a private one.Most private schools require strict entrance examinations and a high grade point average(GPA),as well as specific college prep classes in high school.Private schools cost considerably more than state colleges and famous private schools are very expensive.Poorer students can sometimes attend,however,by earning scholarships.Some college graduates go on to earn advanced masters or doctoral degrees in grad(graduate)school.Occupations in certain fields such as law or medicine require such advanced studies.Since college costs are very high,most students work at part-time jobs.Some have full-time jobs and go to school part-time.Often some will take five or more years to complete a four-year program because of money/job demands on their time.While the college and work demands take up the great part of a student’s time,most still enjoy social activities.Sports,dances,clubs,movies,and plays are all very popular.However,gathering together for long,philosophical talks at a favorite meeting place on or near the university is probably the most popular activity.College education is_______in America
A.quite common B.very rare C.something difficult D.almost impossible
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Everyone knows that English departments are in trouble, but you can"t appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you"re unlikely to find a tenure-track job.The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that"s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn"t receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That"s why the mood is so dire--why even professors are starting to ask, in the committee"s words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid- seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today"s job-market crisis: they"re why, while education as a whole is growing, the humanities aren"t.Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.What can be inferred from the last paragraph?
A.PhD students" imagination tends to be subverted by their dissertation writing B.More time should be saved for PhD students to cultivate their professional skills C.With the dissertation shortened and simplified, PhD students can afford more time to hunt for job D.By adopting MLA"s suggestion, graduate programs should guarantee academic jobs for all graduates
答案
Everyone knows that English departments are in trouble, but you can"t appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you"re unlikely to find a tenure-track job.The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that"s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn"t receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That"s why the mood is so dire--why even professors are starting to ask, in the committee"s words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid- seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today"s job-market crisis: they"re why, while education as a whole is growing, the humanities aren"t.Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.What does "that" in the last paragraph refer to?
A.The idea of designing a shorter program B.The completion of a degree in five years C.The idea of drafting a shorter dissertation D.The suggestions given in the M.L.A. report
答案
Everyone knows that English departments are in trouble, but you can"t appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you"re unlikely to find a tenure-track job.The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that"s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn"t receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That"s why the mood is so dire--why even professors are starting to ask, in the committee"s words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid- seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today"s job-market crisis: they"re why, while education as a whole is growing, the humanities aren"t.Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.According to the author, which of the following is the key reason that leads to today"s job-market crisis for Ph.D. students?
A.The expansion in college enrollments after the Second World War B.The shift of popularity from humanities majors to career-focused ones C.The rise in the number of women and minorities in graduate programs D.The lack of career-related guidance for college graduated in job-hunting
答案
Everyone knows that English departments are in trouble, but you can"t appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you"re unlikely to find a tenure-track job.The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that"s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn"t receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That"s why the mood is so dire--why even professors are starting to ask, in the committee"s words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid- seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today"s job-market crisis: they"re why, while education as a whole is growing, the humanities aren"t.Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.Which of the following is closest in meaning to the underlined word "dire" in Paragraph 2?
A.Cheerful B.Gloomy C.Complicate D.Queer
答案
Everyone knows that English departments are in trouble, but you can"t appreciate just howmuch trouble until you read the new report from the Modern Language Association. The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you"re unlikely to find a tenure-track job.The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything,that"s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting--not to mention the older professors who didn"t receive tenure, and who now find themselves competing with their former students. In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That"s why the mood is so dire--why even professors are starting to ask, in the committee"s words, "Why maintain doctoral study in the modern languages and literatures--or the rest of the humanities--at all?"Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War. Essentially, colleges grew less e1ite and more vocational. Before the war, relatively few people went to college. Then, in the nineteen-fifties, the G.I. Bill and, later, the Baby Boom pushed colleges to grow rapidly. When the boom ended, colleges found themselves overextended and competing for students. By the mid- seventies, schools were creating new programs designed to attract a broader range of students--for instance, women and minorities.Those reforms worked: as Nate Silver reported in the Times last summer, about twice as many people attend college per capita now as did forty years ago. But all that expansion changed colleges.In the past, they had catered to elite students who were happy to major in the traditional liberal arts.Now, to attract middle-class students, colleges had to offer more career-focused majors, in fields like business, communications, and health care. As a result, humanities departments have found themselves drifting away from the center of the university. Today, they are often regarded as a kind of institutional luxury, paid for by dynamic, cheap, and growing programs in, say, adult-education. These large demographic facts are contributing to today"s job-market crisis: they"re why, while education as a whole is growing, the humanities aren"t.Given all this, what can an English department do? The M.L.A. report contains a number of suggestions. Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler. At the same time, graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online writing, which might be of value outside of academia. Graduate programs, the committee suggests, should accept the fact that many of their students will have non-tenured, or even non-academic, careers. They should keep track of what happens to their graduates, so that students who decide to leave academia have a non-academic alumni network to draw upon.What does the author mean by saying "that"s wildly optimistic" in Paragraph 2?
A.The job openings for newly-graduated Ph.D.s are incredibly promising B.It seems impossible for newly-graduated Ph.D.s to find a tenure-track joB C.The M.L.A. report has overestimated the number of tenure-track jobs on the job list D.s
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