Text1:From Competence to Commitment

Text1:From Competence to Commitment Ernest Boyer 1.Today's students have ambiguous feelings about their role in the world. They are devoting their energies to what seems most real to them: the pursuit of security, the accumulation of material goods. They are struggling to establish themselves, but the young people also admitted to confusion: Where should they put their faith in this uncertain age? Undergraduates are searching for identity and meaning and, like the rest of us, they are torn by idealism of service on the one hand, and on the hand, the temptation to retreat into a world that never rises above self-interests. (Main Idea of PP1) 2.In the end, the quality of the undergraduate experience (= education) is to be measured by the willingness of graduates to be socially and civically engaged. Reinhold Niebuhr once wrote, "Man cannot behold except he be committed ". He cannot find himself without finding a center beyond himself." The idealism of the undergraduate experience must reflect itself in loyalties that transcend self. Is it too much to expect that, even in this hard-edged, competitive age, a college graduate with live with integrity, civility - even compassion? Is it appropriate to hope that the lessons learned in a liberal education will reveal themselves in the humaneness of the graduate's relationship with others? 3.Clearly, the college graduate has civic obligations to fulfill. There is urgent need in American teaching to help close the dangerous and growing gap between public policy and public understanding. The information required to think constructively about the agendas of government seems increasingly beyond our grasp. It is no longer possible, many argue, to resolve complex public issues through citizen participation. How, they ask, can non-specialists debate policy choices of consequence when they do not even know the language? 4.Should the use of nuclear energy be expanded or cut back? Can an adequate supply of water be assured? How can the arms race be brought under control? What is a safe level of atmospheric pollution? Even the semi-metaphysical questions of when a human life begins and ends have items on the political agenda. 5.Citizens have tried with similar bafflement to follow the debate over Star Wars with its highly technical jargon of deterrence and counter-deterrence. Even what once seemed to be reasonably local matters --- zoning regulations, school desegregation, drainage problems public transportation issues, licensing requests from competing cable television companies-call for specialists who debate technicalities and frequently confuse rather than clarify the issues. And yet the very complexity of public requires more not less information more not less participation. 6.For those who care about government by the people，the decline in public understanding cannot go unchallenged. In a world where human survival is at stake , ignorance is not an acceptable alternative. The full control of policy by specialists with limited perspective is not tolerable. Unless we find better ways to educate ourselves as citizens, unless hard questions are asked and satisfactory answers are offered, we run risk of making critical decisions, not on the basis of what we know, but on the basis of blind faith in one or another set of professed experts. 7.What we need today are groups of well-informed, caring individuals who band together in the spirit of community to lean from one another, to participate, as citizens, in the democratic process. 8.We need concerned people who are participants in inquiry, who know how to ask the right questions, who understand the process by which public policy is shaped, and are prepared to make informed discriminating judgments on questions that effect the future. Obviously, no one institution in society can single-handedly provides the leadership we require. But we are convinced that the undergraduate college, perhaps more than any other institutions, is obliged to provide the enlightened leadership our nation urgently requires if government by the people is to endure. 9.To fulfill this urgent obligation, the perspective needed is not only national, but also global. Today's students must be informed about people and cultures other than their own. Since man has orbited into space, it has become dramatically apparent that we are all custodians of a single planet. In the past half century, our planet has become vastly more crowded, more interdependent, and more unstable. If students do not see beyond themselves and better understand their place in our complex world, their capacity to love responsibly will be dangerously diminished. 10.The world may not yet be a village, but surely our sense of neighborhood must expand. When drought ravages the Sahara, when war in Indo-China creates refugees, neither our compassion nor our analytic intelligence can be bounded by a dotted line on a political map. We are beginning to understand that hunger and human rights affect alliances as decisively as weapons and treaties. Dwarfing all other concerns, the mushroom cloud hangs ominously over our world consciousness. These realities and the obligations they impose must be understood by every student. 11.But during our study we found on campus a disturbing lack of knowledge and even at times a climate of indifference about our world. Refugees flow from one country to another, but too few students can point to these great migrations on a map or talk about the famines, wars, or poverty that caused them. Philosophers, statesmen, inventors and artists from around the world enrich our lives, but such individuals and their contributions are largely unknown or unremembered. 12.While some students have a global perspective, the vast majority, although vaguely concerned, are inadequately informed about the interdependent world in which they live. 13.University of Notre Dame campus minister William Toohey wrote recently, "The trouble with many colleagues is that they indulge the nesting instinct by building protected little communities inside their great walls." 14.One point emerges with stark clarity from all we have said: Our world has undergone immense transformations. It has become a more crowded, more interconnected, more unstable place. A new generation of Americans must be educated for life in this increasingly complex world. If the undergraduate college cannot help students see beyond themselves and better understand the interdependent nature of our world, each new generation will remain ignorant, and its capacity to live confidently and responsibly will be dangerously diminished. （世界在不断地变化） 15.Throughout our study we were impressed that what today's college is teaching most successfully is competence --- competence in meeting schedules, in gathering information, in responding well on tests, in mastering the details of a special field. Today the capacity to deal successfully with discrete problems is highly prized. And when we asked students about their education, they, almost without exception, spoke about the credits they had earned or the courses they still needed to complete. 16.But technical skill, of whatever kind, leaves open essential questions: Education for what purpose? Competence to what end? At a time in life when values should be shaped and personal priorities sharply probed, what a tragedy it would be if the most deeply felt issues, the most haunting questions the most creative moments were pushed to the fringes of our institutional life. What a monumental mistake it would be if students, during the undergraduate years, remained trapped within the organizational grooves and narrow routines to which the academic world sometimes seems excessively devoted. 17.Students come to campus at a time of high expectancy. And yet, all too often they become enmeshed in routines that are deadening and distracting. As we talked with teachers and students, we often had the uncomfortable feeling that the most vital issues of life --- the nature of society, the roots of social injustice indeed the very prospects for human survival --- are the ones with which the undergraduate college is least equipped to deal (with the most vital issues of life, undergraduate education is least prepared to address). 18.The outcomes of collegiate education should be measured by the student's performance in the classroom as he or she becomes proficient in the use of knowledge, acquires a solid basic education, and becomes competent in a specific filed. Further, the impact of the undergraduate experience is to be assessed by the performance of the graduate in the workplace and further education. 19.But in the end, students must be inspired by a larger vision, using the knowledge they have acquired to discover patterns, form values, and advance the common good. The undergraduate experience at its best (= at one's highest level of skill) will move the student from competence to commitment. 20.A recent college graduate wrote about the commitments of young people and their future, She asks: "What kind of nation will we be if we cannot even commit ourselves to other people, much less (= certainly not) to a set of abstract values? What kinds of politicians will we elect if self-interest is our highest value, humanity an inoperative commodity?" 21.When all is said and done, the college should encourage each student to develop the capacity to judge wisely in matters of life and conduct. Time must be taken for exploring ambiguities and reflecting on the imponderables of life - in classrooms, in the rathskellers (=bar), and in bull sessions late at night. The goal is not to indoctrinate students, but to set them free in the world of ideas and provide a climate in which ethical and moral choices can be thoughtfully examined, and convictions formed. 22.This imperative does not replace the need for rigorous study in the disciplines, but neither must specialization become an excuse to suspend judgment or diminish the search for purposeful life objectives. 23.We are keenly aware of the limited impact (that) people and their institutions seem to make these days on the events of our time. But our abiding hope is that, with determination and effort, the undergraduate college can make a difference in the intellectual and personal lives of its graduates, in the social and civic responsibilities they are willing to assume, and ultimately in their world perspective. These intangibles, which reveal themselves in ways that are very real, are the characteristics by which, ultimate, the quality of the undergraduate experience much be measured. Part 1: PP 1 to PP2: Its main idea is... Part 2: PP3 to PP14 Its main idea is... Part 3: PP15 to PP18 Its main idea is... Part 4: PP19 to PP23 Its main idea is... What is the main idea of this essay? Translate the following paragraphs into Chinese 1.Arnold Toynbee has said that all progress, all development come from a challenge and a consequent response. || Without challenge there is no response, no development, no freedom. || So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. The second opportunity we can give our boys and girls is the right to failure. || "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it what kind of freedom where no one can fail? || The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. || We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard, which either must be met, or result in failure. || These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Translate the following Chinese into English: 1. 当今的大学生，尽管他们努力希望使自己成才，但对末来还是很模糊的。 (establish oneself) 2.如果一个人不能找到自我以外的中心，就不能实现他的自我价值。所以，理想 的本科教育必须使用使学生超越自我。（transcend） 3. 我们强烈希望在大学所学到的知识在今后的工作中能起到重要的作用。（reveal oneself） 4. 四年的本科学习班是走向成功生活的唯一道路，这种说法是无法接受的。(go unchallenged) 5.对一个关键问题作结论时，如果只是相信所谓专家的意见而不相信自己，不根 据调查的结果、不根据数据、那是冒险。（run the risk of; blind faith in） 6.我们的事业需要一批受过良好教育又能关心他人的年轻人，他们能团结一致相 互学习，积极参加四化建设。（band together; participate in） 7.如果这所新学校要有生命力，它培养出平的学生不仅要有扎实的基础和熟练的 专业技能，还要有奉献精神。（be to endure; commit oneself） 8. 如果大学生对考试过于投入就可能把能力与奉献放到次要的地位，这样说一 点也不过分。(push to the fringes) 9. 我甚至没有跟他说话，当然更不用说与他讨论有关你们学校的改建的问题。 (much less) 10. 有人认为考试是很重要的，但也有人认为考试有不少弊端。所以考试留下了 一个未能解决的问题---考试对教育有什么影响？ （open question) 1. competence n. = being able to do sth well, ability 能力 / have competence for /as /in sth || have competence in doing sth || competence to do sth e.g.: The committee has no actual competence in criminal matters. / No one doubts her competence as a teacher. / No one doubts her competence in solving the problem. // competent adj. competent as /at / in sth || competent to do sth e.g. She is not competent to look after young children / He is a highly competent driver. 2. commitment (to sth or to do sth ) n. [C] the hard work and loyalty that sb. gives to an organization activity 承担的义务, 承诺：commitment to sth || commitment to do sth e.g.: We must honour our commitments to small nations. / He has taken on too many commitments. / We made a commitment to pay our bills on time. 3. Ernest Boyer: a former Commissioner of Education in USA. In the article, Ernest Boyer discusses a lot of problems about higher education in the US and he also tells us how to solve these problems Ernest Boyer is sure that undergraduate education can make a difference in the intellectual and personal lives of its students. 4.ambiguous adj. = 意义含糊的, 有歧义的， e.g.: He kept making ambiguous remarks instead of straightforward yes-or-no replies. || ambiguousness n. / ambiguity n. 5. devote oneself/ sth to:= 为某人、某事（付出时间、精力等）e.g.: devote ourselves to our study. Here "to" is a preposition. Pay attention to the following prepositional "to": acceptable to / according to / accustomed to / adequate to / adjust to / admit to / approach to / attach to / pay attention to / attribute to / belong to / close to / contrary to contribute to / devote to / due to / equal to / exception to / inferior to / look forward to / married to / native to / necessary to / next to / opposed to / preferable to / prior to / refer to / related to / relevant to / solution to / stick to / subject to / take to / thanks to || Pay attention to the phrase "be devoted to sth/ sb", in which "devoted" is an adjective meaning loving or loyal. 6. establish themselves (in sth /as sth)= place sb/oneself in a position, office, etc, usu. on a permanent basis. 使某人任职，使某人成为，安顿 E.g.: He has established himself as the leading candidate in the election. / He has now comfortably established in his new house. / The manager established (安排) his relatives in the best jobs. 7. admitted to ("to" is a preposition): confess; recognize or acknowledge sth as true, often reluctantly: 承认、坦白 e.g.: He admitted to the murder. / He admitted to having taken the money. / The Vice President admitted to taking bribes. / A quarter of workers admitted to taking time off when they were not ill. // C.f. admit of: make it possible for sth., to happen or to be true 留有...的余地 e.g.: The price quoted will not admit of any allowance. / His conduct admits of no complain. / The word admits of no other meaning in this case. 8.They are torn by idealism of service on the one hand, and on the other, the temptation of retreat into a world that never rises above self-interest = Ideally, they would like jobs which serve other people, but on the other hand they are also attracted by careers which will serve their own interest. // be torn by： be tortured and puzzle by sth.折磨 e.g.: There are still quite a few nations torn by civil war or riots. / The party was torn by two factions. // It may also means: feel very worried, guilty, anxious, etc. because one is affected by a strong emotion or feeling.（感情上）感到担心、内疚、焦虑 e.g.: I was torn by conflicting impulses. / Her heart was torn by anxiety. || rise above 超出...之上，克服（缺点、困难)：succeed in what you are doing without being affected by it e.g.: Mate raised above all the trouble at home and did well in her classes. / Mike had risen above his limiting social position and made it as a successful businessman. / A woman who can rise above such disadvantages is clearly exceptional 9.undergraduate experience = undergraduate education 10. Reinhold Niebuhr: An American theologian （神学家）(1892-1971) 11. Man cannot behold except he be committed. = People cannot realize their own potential unless they devote themselves to society. // behold (old use)= see, realize // except = unless e.g.: Except a man be born again, he cannot see the Kingdom of God. 12. the idealism of the undergraduate experience = the perfect or ideal collegiate education (As undergraduates, students often have views which are idealistic and perhaps not very practical.) 13. hard-edged adj. = tough 14.integrity n. = uprightness, honesty, being unprejudiced 诚实、正直 15. civility n. [C], [U] = politeness 礼貌 // c.f.: civil adj. 公民的、文职的 e.g.: civil law, civil right / the Civil Service 行政机关、公务员e.g.: She works in the Civil Service. / civic adj. 市镇的、公民身份的 e.g.: civic responsibility / civilian n. [C] 老百姓 e.g.: Two civilians were killed in the explosion. / civilize vt. 使（某人、某物文明、开化 / civilization n. [C]、[U]：civilizations of ancient Egypt and Babylon 16. compassion n. [U]: = pity 同情心 / compassion (for sb.) e.g.: Their sufferings arose our compression. // compassionate adj. 有同情心的，怜悯的 e.g.: He is compassionate to the helpless. 17. humaneness (old use) n. = humanity 人，人道 // c.f.: humane adj. 富于同情心的 / humanitarian adj. 人道主认的， 博爱的 / humanism n. 人道主义， 人本主义 / humanities 人文学科，文、历、哲学科 / humanize vt. 人格化/ humanization n. 人格化 18. atmospheric adj. atmospheric pressure 气压 / atmosphere n. 19. semi-metaphysical adj. partially based on abstract reasoning 20.bafflement n. [U] = puzzlement || baffle vt. E.g.: One of the exam questions baffled me. 21.deterrence n. [U] = threat e.g.: nuclear deterrence 核威慑 / deterrent adj. deterrent weapons 威慑性武器 / vt. deter sb. from doing sth. E.g.: Failure did not deter him (from making another attempt.) 22. desegregation n. [U] = abolition of racial separation / c.f.: segregation 23. drainage n. [U] / drain vt. 排（水） 24. licensing requests 许可的要求// license v. / licence n. 25. technicalities = technical terms 26. unchallenged adj. be accepted and believed by everyone; not doubted 27.at stake = in a situation where sth valuable might be lost. E.g.: They played much better in the next game because they felt that the honor of the school was at stake. / We cannot simply give in to their demands; matters of principle are at stake. 28. tolerable adj. 可以忍受的 c.f.: tolerant (of sth/sb)|| tolerance 宽容的 || tolerate v. 29. Pay attention to parallelism in this sentence, which is to enforce emphasis." unless... unless" 30 band together (a phrase) v. = unite e.g.: band together to protest. / band together against our common enemy 31. Pay attention to parallelism in this sentence, which is to enforce emphasis." who... who" 32. enlightened adj. free from ignorance or prejudice 文明的 enlightenment n. [U] 33. endure vi. = continue 持续 e.g.: These traditions have endured throughout the ages. 这些传统世代相传 // enduring adj. 持久的 e.g.: enduring memories, an enduring peace // c.f.: endure = suffer patiently 忍耐 / endurable adj. 可忍受的 / endurance n. [U] 忍受力 34. perspective = (看待事物的）角度、观点 35. other than = different from e.g.: We cannot pretend to be other than who we are. // c.f. other than = except e.g.: We missed the last bus, so there was no choice other than to walk home. 36. custodian n. [C] a person who has duty of guarding 监护人 / custody n. [U] be in custody 37. Pay attention to the parallelism "more..., more..., more...", which is to enforce an emphasis. 38.ravage = damage badly, destroy badly 39.dwarfing = minimizing, making less important 40. ominously = threateningly, unluckily // [ant.] auspicious adj. = lucky, fortune 41. disturbing lack of knowledge and even at times a climate of indifference about our world = a lack of knowledge which is worrying, and sometimes an apathetic (uncaring) attitude about our world, which sometimes worries us even more 42 inadequately = improperly 43. interdependent = mutual dependent 相互依存 44. minister n. （基督教的）牧师 45. indulge the nesting instinct by building protected little communities inside their great walls = The colleges allow students to form communities inside the school which do not deal with the realities of life.// indulge =gratify e.g.: The soccer fans indulged their patriotism, waving flags and singing songs. / His mother indulged him with material possessions. 46.stark = completely 47.discrete adj. = discontinuous 48. haunting questions 经常萦绕心头的问题= the issues which are most difficult to resolve and therefore never die 49. The most creative moments were pushed to the fringes of our institutional life = the most creative moments were pushed to the fringes of our institutional life. // fringe n. = edge / (fig) a less important thing 50 monumental adj. = huge, very great (作定语): a monumental achievement /success, blunder, failure, etc.// monumental adj. 有纪念意义的：a monumental sculpture / figure, etc. 51. groove n. (fig.) 老一套 / get into a groove / be stuck in a groove = become set in a particular way of life? 52. expectancy n. [U] = the state of expecting （心情上）期待、盼望 e.g.: I saw the look of expectancy in the children's eyes. // c.f.: expectation n. [U，C] = firm belief that sth will happen,; hope of gaining sth / that sth will happen （行为上） 预 料、 期待e.g.: He has great expectation of winning a prize. / The restaurant he recommended fell far short of our expectations. 53. enmesh vt. = involve sb/ sth in a situation from which they are unable to escape = trap || "en" is a prefix which is often placed before or after a noun or an adjective to change it into a verb. E.g.: "enmesh" is composed of "en" and "mesh" (= net) Other examples are: enforce, enlighten, deepen, strengthen etc. 54. collegiate adj. (只作定语) 学院的：a collegiate contest 55. at its best = at one's highest level of skill; in as good a state as possible 处于最佳 状态 / e.g.: at his best, Baker is one of the most exciting tennis players in the world to watch. / The cherry blossoms are now at their best. // c.f.: at best = taking the most hopeful view 充其量：We can't arrive before Friday at best. 我们无论如何也无法在 星期五前到达。|| （反义词是）at its worst 56. much less = certainly not, still less 更何况 e.g.: They did not intend to even tell the authorities about the experiments, much less seek their approval. 57.inoperative = invalid adj. This word is composed of the prefix "in" and adjective "operative". The prefix "in" or "im" often means "not" when it is placed before an adjective, such as incorrect, improper, etc. 58. rathskeller (a German word) = bar 59. bull sessions (slang) = chat meeting 侃大山的聚会 60. indoctrinate vt. (贬义) 灌输 indoctrinate sb with sth / indoctrinate sb against sb/sth || c.f.: imbue （褒义）e.g.: imbue sb/sth with sth. e.g.: imbue students with patriotism, ambition, love etc. 61. conviction n. firm and assured belief 可信性：She had made such promises before, and they lacked conviction. // c.f.: conviction for sth. 定罪, 判刑This was his third conviction for theft. 62. imperative n. sth that is extremely important and needs to be dealt with before anything else 63. rigorous adj. = stern, strict, severe // rigor n. 64. diminish vt. = cause sth to become smaller or less, decrease. E.g.: Nothing could diminish her enthusiasm for the project. 65. impact n. = hitting, impact (on) / upon sb/sth e.g.: His speech make a tremendous impact on everyone. // impact v. = hit impact (on) sth. E.g.: How will this program impact on the local community? 66. abiding adj. never-ending, lasting 67. intangible n. [U, C] sth that cannot be touched or grasped // intangible c.f.: invisible adj. intangible assets 无形资产 [Ant.] tangible 68 The main idea of Part 1 (PP1-2): Where should today's university students put their faith in this uncertain age? 69. The main idea of Part 2 (PP3 to PP14): The collage graduate has civic obligations to fulfill and to fulfill this urgent obligation, the perspective needed is not only national, but also global. 70. The main idea of Part 3 (PP15 to PP18): What is the purpose of education? To what end is competence? 71. The main idea of Part 1(PP19 to PP23): The undergraduate experience at its best will move the student from competence to commitment. But our abiding (=eternal) hope is with determination and effort that the college can make a difference in intellectual and personal life of its graduates, in the social and civic responsibilities they are will to assume, and ultimately in their world perspective. This essay mainly discusses the purpose of education. The college education at its best should move the student from competence to commitment. Key to Vocabulary and Structure A. 1.asses 2. alliance 3. outcome 4. ethical 5. identity 6. ambiguous 7. tolerable 8. participates 9. pursuit 10. constructive B. 1. at stake 2. were oblighed 3. the climate of 4. feel well 5. beond my grasp 6. cut back 7. other than 8. rise above 9.care about 10. is bounded C. 1. incompetent 2. indulgence 3. migrants 4. probes 5. complex 6. suspense; engaged 7. compassionate; committed 8. tolerant 9. tempted 10. interconnected D. 1. A. Judging from 2. B. in which 3. C. and 4. D. believe 5. A is one of/ is that of 6. B. must get 7. C. likely 8. D. unemployed 9. C. as well as/ and 10. B. simpler E. 1. what 2. graduation 3. intend 4. getting 5. enenturally 6. survey 7. although 8. graduates 9. transfer 10. rise 11. attending 12. instead 13. cause 14. because 15. realistic 16. below 17. failure 18. expectations 19. confidence 20. education Translate the following paragraphs into Chinese Arnold Toynbee has said that all progress, all development come from a challenge and a consequent response. || Without challenge there is no response, no development, no freedom. || So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. The second opportunity we can give our boys and girls is the right to failure. || "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it what kind of freedom where no one can fail? || The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. || We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard, which either must be met, or result in failure. || These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Key to the translation from English to Chinese: 1.德.汤说过，一切进步，一切发展均来自挑战及由此引起的反应。|| 没有挑战就 没有反应，没有发展，没有自由。|| 所以，我们首先应该在我们孩子的能力允许的范围内为他们开设最严格最富有挑战性的课程。 2.们可以向我们的孩子提供第二个机会是允许他们有失败的权力。||德.纽伊写道： “不仅是一种特权，也是一种考验。”如果没有人可以失败，那它算什么考验，算什么自由呢？ ||美国可以向所有在高中读者完四年课程而不管其是否取得任何 明显收获的学生发放毕业文凭的日子已经一去不复返了。|| 我们现在生活在一个 外变得很狭隘的世界里，们必须同对现实保持警觉，有所认识；而现实主义要求 树立一个要么成功要么失败的 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 。||这些话听起来很刺耳，但都是残酷的事实。如果我们剥夺了孩子的失败权力，实际上我们就剥夺了他们如实地认识世界的机 会。 Key to the translation from Chinese to English: 1.Today's university students are struggling to establish themselves, but they still have ambiguous feelings about their future. 2.A man cannot find himself without finding a center beyond hi. So the idealism of the undergraduate experience must help the student transcend himself. 3.We eagerly hope that the lessons leaned in the university will reveal themselves in our performance in the workplace and further education. 4.It cannot go unchallenged to say that the 4-year undergraduate experience is the only path to success in life. 5.We run the risk of making critical decisions, not on the basis of what we know, the findings of investigations, and the data of experiments, but on the basis of blind faith in professed experts. 6.Our task needs a large group of well-informed, caring young people who can band together, learn from each other, and actively participate in the four modernizations. 7.If it is to endure, the new school should help the students not only acquire a sold basic education and become competent in a specific field, but also be ready to commit themselves to others. 8.It is not too much to say that if undergraduates excessively devote themselves to examinations, the will push competence and commitment to the fringes. 9.I didn't even speak to him; much less discuss the reconstruction of your school with him. 10.Some people think examinations are second to none, but some think examinations have a lot of disadvantages. Examinations leave us an open essential question --- what influence do examinations exert on education? Reading Practice: 1.C 2.A 3.A 4.D. 5.B