Further education is officially described as the"post-secondary stage of education, comprising all vocational and non-vocational provision made for young people who have left school, or for adults". Further education thus embraces the vast range of university, technical, commercial, and art education and the wide field of adult education. It is this sector of education, which is concerned with education beyond the normal school-leaving ages of 16 or 18, that has experienced the most astonishing growth in the number of students. In the 19th century the dominance of Oxford and Cambridge was challenged by the rise of the civic universities, such as London, Manchester, and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education, Britain's new civic universities quickly acquired recognition--not only in technological fields but also in the fine and liberal arts. Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy a rate (tax) to finance such colleges. The universities, on the other hand, received funds from the central government through the University Grants Committee, established in 1911 and recognized in 1920, after World War I. A new type of technical college was established in the 1960s--the polytechnic, which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated by a Council for National Academic Awards. Thus, the third level in the United Kingdom is made up of colleges of further education, technical colleges, polytechnics, and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University, with its flexible admission policy and study arrangements, opened in... The proper title for this passage should be " _ ". A) British Further Education B) Changes in British Education C) Polytechnics and Universities in Britain D) Less Opportunity for Higher Education
A
(Question)
Long ago, near the village of Hedley, there lived a strange and playful trickster , known as the Hedley Kow. Sometimes it looked like an ordinary object. Sometimes it looked like a donkey or a goat. One evening, as an old woman went along the path, she saw an old iron pot lying in the ditch. "Fancy that," she said. "Nobody seems to want this old pot. I will take it home and plant pretty flowers in it." When she tried to lift it, she saw that it was full of gold pieces. "Well, now, if that doesn't beat all," she said. "I'm rich! I can buy a fine house and fancy clothes." The pot was heavy, so she tied her shawl around it and began to drag it home. After a while, she stopped to rest. When she looked in the pot, she was amazed to see that it was full of silver pieces! "Oh, my God!" she said. "Aren't I the lucky one! If it were gold, thieves would have been after me. My friends might have been jealous. But I can hide these silver pieces, take out a few at a time, and live like a queen." On she went, pulling the pot after her. She was nearing home now. At her gate, she looked into the pot. What a surprise! The silver had changed into a lump of iron. "Iron," she said. "Well, now! No one will be jealous or want to steal this from me. I can use this iron to prop my door open and let in fresh air and sunlight. Lucky me!" As soon as she said that, the pot began to grow and later it became a goat. Then it jumped up and ran off down the road laughing. "Fancy that!" said the old woman. "I believe I have seen the Hedley Kow! Not many folks can say that, and that's a fact. I'll just sit up by my fire tonight thinking about how lucky I was to see it for myself. I truly must be the luckiest person in the world!" From this passage we can know the old woman is _ . A) optimistic B) pessimistic C) strange D) mindless
(Answer)
A
Ques: Once upon a time there were two smart boys. Their talents were obvious from an early age. They knew they were special, and they desired that, in the future, everyone would admit how great they were. They developed in a different way. The first boy had a successful career. He took part in all kinds of competitions, visited the most important people and places. No one doubted that he would be the wisest and most important person in the land. The second boy always felt a heavy responsibility. He would feel _ to help others. This didn't leave him enough time to follow his dreams of greatness. He was busy looking for ways to help others. As a result, he was a much-loved and well-known person in his small circle. A disaster took place, spreading misery there. The first man had never come across anything like this, and he failed to improve the situation. The second man was used to solving all kinds of problems, and had such useful know-how in certain subjects. So the disaster hardly affected the people at all. His methods were adopted there, and the name of this man spread even wider. Indeed, he was elected the governor of the nation. The first man understood the greatest wisdom is from the things we do in life, from the impact we have on others, and from the need to improve ourselves. He never again took part in competitions. Instead, he always took books with him to be ready to help others. What can we learn about the two young men? A) Both of them tried hard to deal with the disaster. B) The second man wanted to have a successful career. C) The second man wanted to take part in competitions. D) The first man was a much-loved and well-known person in the land.
Ans: A
The evidence for harmony may not be obvious in some families. But it seems that four out of five young people now get on well with their parents, which is the opposite of the popularly-held image of unhappy teenagers locked in their room after endless family quarrels. An important new study into teenage attitudes surprisingly shows that their family life is more harmonious than it had ever been in the past. "We were surprised by just how positive today's young people seem to be about their families," said one number of the research team. "They're expected to be rebellious and selfish but actually they have other things on their minds: they want a car and material goods, and they worry about whether school is serving them well. There's more negotiation and discussion between parents and children, and children expect to take part in the family decision-making process. They don't want to rock the boat." So it seems that this generation of parents is much more likely than parents of 30 years ago to treat their children as friends. "My parents are happy to discuss things with me and willing to listen to me," says 17-year-old Daniel Lazall. "I always tell them when I'm going out clubbing. As long as they know what I'm doing, they're fine with me." Susan Crome, who is now 21, agrees. "Looking back on the last 10 years, there was a lot of what you could call negotiation. For example, as long as I'd done all my homework, I could go out on a Saturday night. But I think my grandparents were a lot stricter with my parents than that." Maybe this positive view of family life should not be unexpected. It is possible that the idea of teenage rebellion is not rooted in real facts. A researcher comments, "Our surprise that teenagers say they get along well with their parents comes because of a brief period in our social history when teenagers were regarded as different beings. But that idea of rebelling and breaking away from their parents really happened during that one time in the 1960s when everyone rebelled. The normal... Compared with parents of 30 years ago, today's parents _ . A) go to clubs more often with their children B) are much stricter with their children C) give their children more freedom D) care less about their children's life
C