题目内容
When you are small, all ambitions fall into one grand category: when I'm grown up. When I'm grown up, you say, I'll go up in space. I'm going to be an author. I'll kill them all and then they'll be sorry. I'll be married in a cathedral with sixteen bridesmaids in pink lace. I'll have a puppy of my own and no one will be able to take him away. None of it ever happens, of course—or dam little, but the fantasies give you the idea that there is something to grow up for. Indeed, one of the saddest things about gilded adolescence is the feeling that from eighteen on, it's all downhill; I read with horror of an American hippie wedding where someone said to the groom (aged twenty)" you seem so kinda grown up somehow", and the lad had to go round seeking assurance that he wasn't. No, really he wasn't. A determination to be better adults than the present incumbents are fine, but to refuse to grow up at all is just plain unrealism.
Right, so then you get some of what you want, or something like it, or something that will do all fight; and for years you are too busy to do more than live in the present and put one foot in front of the other, your goals stretching little beyond the day when the boss has a stroke or the moment when the children can bring you tea in bed—and the later moment when they actually bring you hot tea, not mostly slopped in the saucer. However, I have now discovered an even sweeter category of ambition. When my children are grown up, I'll learn to fly an airplane. I will career round the sky, knowing that if I do "go pop", there will be no little ones to suffer shock and maladjustment; that even if the worst does come to the worst, I will at least dodge the geriatric ward and all that look for your glasses in order to see where you've left your teeth. When my children are grown up, I'll have fragile lovely things on low tables; I'll have a white carpet; I'll go to the pictures in the afternoons. When the children are grown up, I'll actually be able to do a day's work in a day, instead of spread over three, and go away for a weekend without planning as if for a trip to the Moon. When I'm grown up— I mean when they're grown up—I'll be free.
Of course, I know it's got to get worse before it gets better. Twelve-year-old, I'm told, don't go to bed at seven, so you don't even get your evenings. Once they're past ten you have to start worrying about their friends instead of simply shooing the intruders off the doorstep, and to settle down to a steady ten years of criticism of everything you' ve ever thought or done or worn. Boys, it seems, may be less of a trial than girls, since they can't get pregnant and they don't borrow your clothes—if they do borrow your clothes, of course, you've got even more to worry about.
The young don't respect their parents any more, that's what. Goodness, how sad. Still, like eating snails, it might be all fight once you've got over the idea; it might let us off having to bother quite so much with them when the time comes. But one is simply not going to be able to drone away one's days, toothless by the fire, brooding on the past.
Young people often feel that the age of eighteen is the _______.
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What is Parker's attitude to university in the future？
Task 1
Directions: After reading the following passage, you will find 5 questions or unfinished statements, numbered 36 through 40. For each question or statement there are 4 choices marked A, B, C, and D. You should make the correct choice.
A number of recent books have reworked subjects, forms and writing techniques.
Today's children read stories about divorce, death, drugs, air pollution and violence. Relying
on the magic of the writer, all kinds of books are being published.
Before they know to read, babies can play with books made of cloth or books made to take in the bath. Later on, they are given picture books that may be cubical (立方形的) or triangular (三角形的), outsized or very small. They also like work-books which come with watercolors and paintbrushes, and comic books (漫画册) filled with details.
And people still value the traditional children's books. There're still storybooks with some new ideas which are very popular among the children.
The public has enthusiastically greeted the wealth of creativity displayed by publishers. "Previously, giving a child a book as often seen as improper," says Canadian author Marie France Hebert. Her books, published by a French-language publisher, sell like hot cakes in hundreds of thousands of copies. "There's a real appetite for reading these days and I try to get across to children the passion for reading which is food for the mind and the heart, like a medicine or a vitamin."
"Reworked" as used in paragraph one means " ______ ".
What is the purpose of Parker's book？
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文：JM: I first encountered Parker Rossman's work in the early 1990s via his groundbreaking book, The Emerging Worldwide Electronic University: Information Age Global Higher Education (Rossman, 1992 ). When I saw that his current project is a freely accessible online book-in-progress on the future of lifelong and higher education, I asked if he would allow Technology Source readers to learn about and participate in the project. He graciously consented to this interview.
Parker, I note on your Web site that you have three book-length volumes concerning the future of higher education Volume I, The Future of Higher (Lifelong) Education and Virtual Space; Volume II, Research On Global Crises, Still Primitive; and Volume III, Future Learning and Teaching.
What struck me in particular was your note asking readers to contact you if they saw errors, or if they could contribute Web site URLs or in terms of information that were pertinent to the material. As these notes indicate, you clearly regard this to be a work in progress. Certainly this is a great way to develop the manuscripts relatively quickly. What do you expect to accomplish via this technique？
PR: My objectives are to examine the ways in which a global virtual education system can come into existence and to raise questions about needed research on learning, teaching, and overcoming the problems (such as hunger, bad health, war, and revolution) that stand in the way of providing education for everyone in the world. I realize that education for all is impossible, but perhaps only in the sense that the United States, out of necessity, accomplished what was "impossible" after the attack on Pearl Harbor. I assume that H. G. Wells was right when he said that civilization is in a race between education and disaster. So I am willing to be audacious--as someone retired and with no axe to grind--and to initiate a project that might at least stimulate thought and discussion.
For 30 years or more I have been studying the university, higher education, and academia in the developing world. In the 1980s I began to see the emergence and potential of a global virtual university; this insight culminated in a book that was widely read and used and that led to my being invited to lecture in various countries. The next year Praeger published it as a paperback in their Contributions to the Study of Education series. Developing world delegates to the 1997 UNESCO conference on higher education in Paris complained that it was too expensive for them. So I said that I would put a sequel online, free to anyone in the world. I asked that, in return, they send me feedback and suggested links. And I have now accomplished this.
JM: Doesn't your online manuscript. deal with far more than higher education？ Your classification is a bit confusing to me, because each volume looks like a book. Why not say that you have three books on the Web？
PR: It must be one book if it is to be holistic. It should introduce all of the needs and problems that must be dealt with at once as we enter a time of lifelong education. "Education for all' must include programs for pre-kindergarten children, for primary and secondary school age learners, and for college students. It also must include continuing educational programs that foster job skills, career planning, and hobbies as well as special interest programs for senior citizens. Instead of talking about a "global university", the time has come to explore possibilities for a global virtual education system.
JM: Then why do you keep speaking of the "future of the university"？
PR: It is also
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