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Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my alms would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that"s not what I did.I chose to study engineering at a smallliberal-arts(文科) university that doesn"t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren"t studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them.I headed off to college sure I was going to have an advantage over those students who went to big engineering "factories" where they didn"t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitivehumanist(人文学者) all in one.Now I"m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try toreconcile(协调) engineering with liberal-arts courses in college.The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don"t mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult. The author chose to study engineering at a small liberal-arts university because he ______.
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Engineering students are supposed to be examples of practicality and rationality, but when it comes to my college education I am an idealist and a fool. In high school I wanted to be an electrical engineer and, of course, any sensible student with my alms would have chosen a college with a large engineering department, famous reputation and lots of good labs and research equipment. But that"s not what I did.I chose to study engineering at a smallliberal-arts(文科) university that doesn"t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren"t studying science or engineering. My parents, teachers and other adults praised me for such a sensible choice. They told me I was wise and mature beyond my 18 years, and I believed them.I headed off to college sure I was going to have an advantage over those students who went to big engineering "factories" where they didn"t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitivehumanist(人文学者) all in one.Now I"m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try toreconcile(协调) engineering with liberal-arts courses in college.The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don"t mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult. According to the author, by interacting with people who study liberal arts, engineering students can ______.
The number of speakers of English in Shakespeare"s time is estimated to have been about five million. Today it is estimated that some 260 million people speak it as a native language, mainly in the United States, Canada, Great Britain, Ireland, South Africa, Australia and New Zealand. In addition to the standard varieties of English found in these areas, there are a great many regional and social varieties of the language, as well as various levels of usage that are employed both in its spoken and written forms.It is virtually impossible to estimate the number of people in the world who have acquired an adequate working knowledge of English in addition to their own language. The purposes for which English is learned and the situations in which such learning takes place are so varied that it is difficult to define and still more difficult to assess what constitutes an adequate working knowledge for each situation.The main reason for the widespread demand for English is its present-day importance as a world language. Besides serving the infinite needs of its native speakers, English is a language in which some of the most important works in science, technology, and other fields are being produced, and not always by native speakers. It is widely used for such purposes as meteorological and airport communications, international conferences, and thedissemination(传播) of information over the radio and television networks of many nations. It is a language of wider communication for a number of developing countries, especially former British colonies. Many of these countries have multilingual populations and need a language for internal communication in such matters as government, commerce industry, law and education as well as for international communication and for access to the scientific and technological development in the West. According to this passage, the English language might be used ______.
A detailed and thorough research project undertaken by the Open University recently reported that their evidence appears to show that competition between nearby schools does not significantly improve academic standards. Indeed, their report inclines to the opposite outcome: the exam results may actually decline where competition is fiercest.When the further education sector was "privatized" a few years ago, competition between colleges became truly fierce, at least in urban areas where potential students could choose between several of them. Colleges appointed highly paid marketing directors and gave them large budgets; some even "bribed" interested students with promises of hundreds of pounds if they completed certain courses satisfactorily.Fully competitive markets being a philosophical foundation of Britain"s recent governments, it was no surprise to hear claims that many educational developments of the 1990s would move us towards a free market in secondary education--giving youngsters and their parents a free choice of where to study. However, the secondary sector did not become particularly competitive while, admittedly, the consumers have been given more information, which is one aspect of a truly free market. It is very rare that two nearby schools with at least some empty places are similar enough to be comparable yet different enough to be rankable; only where that occurs can there be true competition.The Open University research was probably not flawed--but its conclusions are. This is because the team did not really compare areas having true competition (as just defined) with areas that do not.But, let us all breathe a sigh of relief. Secondary schools had started of late to move in the marketing direction—considering allocating scarce resources of staff and money to persuading the pupils that their schools are the best in the area. No schools could afford to do that properly, so it is a relief to realize this research tells us we don"t have to.Competition We haven"t got time for it! Let"s spend our small budget in teaching and learning, not in competing and marketing. What might be the author"s attitude towards competitions between nearby schools
The National Trust in Britain plays an increasingly important part in the preservation for public enjoyment of the best that is left unspoiled of the British countryside. Although the Trust has received practical and moral support from the Government, it is not a rich Government department. It is a charity which depends for its existence on voluntary support from members of the public.The attention of the public was first drawn to the dangers threatening the great old houses and castles of Britain by the death of Lord Lothian, who left his great seventeenth-century house to the Trust together with the 4,500-acre park and estate surrounding it. This gift attracted wide publicity and started the Trust"s "Country House Scheme". Under this scheme, with the help of the Government and the general public, the Trust has been able to save and open to the public about one hundred and fifty of these old houses. Last year about one and three quarters of a million people paid to visit these historic houses, usually at a very small charge.In addition to country houses and open spaces the Trust now owns some examples of ancient wind and water mills, nature reserves, five hundred and forty farms and nearly two thousand five hundred cottages or small village houses, as well as some complete villages. In these villages no one is allowed to build, develop or disturb the old village environment in any way and all the houses are maintained in their original sixteenth-century style. Over four hundred thousand acres of coastline, woodland, and hill country are protected by the Trust and no development or disturbances of any kind are permitted. The public has free access to these areas and is only asked to respect the peace, beauty and wildlife.So it is that over the past eighty years the Trust has become a big and important organization and an essential and respected part of national life, preserving all that is of great natural beauty and of historical significance not only for future generations of Britons but also for the millions of tourists who each year invade Britain in search of a great historic and cultural heritage. The National Trust is ______.
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