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Although "naming rights" have proliferated in American higher education for the past several decades, the phenomenon has recently expanded to extraordinary lengths. Anything to get an extra dollar out of donors is fair game. I know colleges and universities sorely need to raise funds in these times of fiscal constraints, but things have gotten a bit out of hand. Universities and colleges have long been named after donors-think of Harvard, Yale, Brown, and many others. John Harvard would hardly get a bench named after him today, given the modesty of his gift of books for the library back in the seventeenth century. Now it takes much more to get one’s name on a college. One institution, Rowan University of New Jersey, changed its name (from Glassboro State College) not long ago when a large donation was made. Buildings, too, have been affected. Traditionally, they were named after people such as distinguished scholars or visionary academic leaders; now they’re often named after big donors. Why is all of this happening now The main motivation for the naming frenzy is, of course, to raise money. Donors love to see their names, or the names of their parents or other relatives, on buildings, schools, institutions, professorships, and the like. Increasingly, corporations and other businesses also seek to benefit from having their names on educational facilities. Today, no limits seem to exist on what can be named. If something does not have a name, it is up for grabs—a staircase, a pond, or a parking garage. Once all the major facilities have titles, lesser things go on the naming auction block. Colleges and universities, public and private, are all under increased pressure to raise money, and naming brings in cash. It is unproductive. Separate branding weakens the focus and mission of an institution and perhaps even its broader reputation. It confuses the public, including potential students, and feeds the idea that the twenty-first-century university is simply a confederation of independent entrepreneurial domains. The trends we see now in the United States, and perhaps tomorrow in other countries, will inevitably weaken the concept of the university as an institution that is devoted to the search for truth and the transmission of knowledge. All this naming distracts from the mission of an institution that has almost a millennium of history and cheapens its image. It is a sad symbol indeed of the commercialization and entrepreneurialism of the contemporary university. In the 4th paragraph, the word "unproductive" probably means ______.
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In the second half of each year, many powerful storms are born in the tropical Atlantic and Caribbean seas. Of (91) , only about half a dozen (92) the strong, circling winds of 75 miles per hour or more that give them hurricane status, and several usually (93) their way to the coast. There cause millions of dollars of (94) , and bring death to (95) numbers of people. The great storms that hit the coast start (96) innocent circling disturbances hundreds, even thousands of miles out to sea. As they travel aimlessly over water (97) by the summer sun, they are carried westward by the (98) winds. When conditions are just (99) , warm, moist air flows in (100) the bottom of such a disturbance, moves upward through it and comes out at the top. In the (101) , the moisture in this warm air produces rain, and with it the heat is converted to energy in the form of strong winds. As the heat increases, the (102) hurricane begins to swirl in a counter-clockwise motion. The average life of a hurricane is only about nine days, but it contains almost (103) power than we can imagine. The energy in the heat released by a hurricane’s rainfall in a(n) (104) day would (105) the entire electrical needs of the United States for more than six months. Water, not wind, is the main (106) of death and destruction in a hurricane. A(n) (107) hurricane brings 6-to 12-inch downpours (108) in sudden floods. (109) is the powerful movement of the sea-the mountains of water moving toward the low-pressure hurricane center. The water level (110) as much as 15 feet above normal as it moves toward shore.
In the second half of each year, many powerful storms are born in the tropical Atlantic and Caribbean seas. Of (91) , only about half a dozen (92) the strong, circling winds of 75 miles per hour or more that give them hurricane status, and several usually (93) their way to the coast. There cause millions of dollars of (94) , and bring death to (95) numbers of people. The great storms that hit the coast start (96) innocent circling disturbances hundreds, even thousands of miles out to sea. As they travel aimlessly over water (97) by the summer sun, they are carried westward by the (98) winds. When conditions are just (99) , warm, moist air flows in (100) the bottom of such a disturbance, moves upward through it and comes out at the top. In the (101) , the moisture in this warm air produces rain, and with it the heat is converted to energy in the form of strong winds. As the heat increases, the (102) hurricane begins to swirl in a counter-clockwise motion. The average life of a hurricane is only about nine days, but it contains almost (103) power than we can imagine. The energy in the heat released by a hurricane’s rainfall in a(n) (104) day would (105) the entire electrical needs of the United States for more than six months. Water, not wind, is the main (106) of death and destruction in a hurricane. A(n) (107) hurricane brings 6-to 12-inch downpours (108) in sudden floods. (109) is the powerful movement of the sea-the mountains of water moving toward the low-pressure hurricane center. The water level (110) as much as 15 feet above normal as it moves toward shore.
Although "naming rights" have proliferated in American higher education for the past several decades, the phenomenon has recently expanded to extraordinary lengths. Anything to get an extra dollar out of donors is fair game. I know colleges and universities sorely need to raise funds in these times of fiscal constraints, but things have gotten a bit out of hand. Universities and colleges have long been named after donors-think of Harvard, Yale, Brown, and many others. John Harvard would hardly get a bench named after him today, given the modesty of his gift of books for the library back in the seventeenth century. Now it takes much more to get one’s name on a college. One institution, Rowan University of New Jersey, changed its name (from Glassboro State College) not long ago when a large donation was made. Buildings, too, have been affected. Traditionally, they were named after people such as distinguished scholars or visionary academic leaders; now they’re often named after big donors. Why is all of this happening now The main motivation for the naming frenzy is, of course, to raise money. Donors love to see their names, or the names of their parents or other relatives, on buildings, schools, institutions, professorships, and the like. Increasingly, corporations and other businesses also seek to benefit from having their names on educational facilities. Today, no limits seem to exist on what can be named. If something does not have a name, it is up for grabs—a staircase, a pond, or a parking garage. Once all the major facilities have titles, lesser things go on the naming auction block. Colleges and universities, public and private, are all under increased pressure to raise money, and naming brings in cash. It is unproductive. Separate branding weakens the focus and mission of an institution and perhaps even its broader reputation. It confuses the public, including potential students, and feeds the idea that the twenty-first-century university is simply a confederation of independent entrepreneurial domains. The trends we see now in the United States, and perhaps tomorrow in other countries, will inevitably weaken the concept of the university as an institution that is devoted to the search for truth and the transmission of knowledge. All this naming distracts from the mission of an institution that has almost a millennium of history and cheapens its image. It is a sad symbol indeed of the commercialization and entrepreneurialism of the contemporary university. The word "frenzy" underlined in Paragraph 3 is closest in meaning to ______.
Walking through my train yesterday, staggering from my seat to the buffet and back, I counted five people reading Harry Potter novels. Not children-these were real grown-ups reading children’s books, Maybe that would have been understandable. If these people had jumped whole-heartedly into a second childhood it would have made more sense. But they were card-carrying grown-ups with laptops and spreadsheets returning from sales meetings and seminars. Yet they chose to read a children’s book. I don’t imagine you’ll find this headcount exceptional. You can no longer get on the London Tube and not see a Harry Potter book. Nor is it just the film; these throwback readers were out there in droves long before the movie campaign opened. So who are these adult readers who have made JK Rowling the second-biggest female earner in Britain (after Madonna) As I have tramped along streets knee-deep in Harry Potter paperbacks, I’ve mentally slotted them into three groups. First come the Never-Readers, whom Harry has enticed into opening a book. Is this a bad thing Probably not. Writing has many advantages over film, but it can never compete with its magnetic punch. If these books can re-establish the novel as a thrilling experience for some people, then this can only be for the better. If it takes obsession-level hype to lure them into a bookshop. that’s fine by me. But will they go on to read anything else Again, we can only hope. The second group are the Occasional Readers. These people claim that tiredness, work and children allow them to read only a few books a year. Yet now—to be part of the crowd, to say they’ve read it—they put Harry Potter on their oh-so-select reading list. It’s infuriating, and maddening. Yes, I’m a writer myself, currently writing difficult, unreadable, hopefully unsettling novels, but there are so many other good books out there, so much rewarding, enlightening, enlarging works of fiction for adults; and yet these sad cases are swept along by the hype, the faddism, into reading a children’s book. The third group are the Regular Readers, for whom Harry is sandwiched between McEwan (英国当代作家) and Balzac, Roth (德国现代诗人) and Dickens. This is the real baffler—what on earth do they get out of reading it Why bother But if they call rattle through it in a week just to say they ve been there—like going to Longleat (朗利特山庄英国名胜) or the Eiffel Tower—the worst they’re doing is encouraging others. The main culprit for this madness about Harry Potter is most probably ______.
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