The four famous ancient academies in Chinese history include （ ）
The four famous ancient academies in Chinese history include （ ）
The Four Great Ancient Academies in Chinese history include
The Four Great Ancient Academies in Chinese history include
Academies of classic learning came into being in the Song Dynasty. （ ）
Academies of classic learning came into being in the Song Dynasty. （ ）
14. Academies are publicly funded by independent schools, free ___ local authority and national government control.
14. Academies are publicly funded by independent schools, free ___ local authority and national government control.
Having existed for more than 1,000 years, the academies greatly helped develop traditional Chinese culture and education, and convey Chinese culture abroad.
Having existed for more than 1,000 years, the academies greatly helped develop traditional Chinese culture and education, and convey Chinese culture abroad.
The statements about the English Renaissance are true except ______. A: The first period of the English Renaissance was one of imitation and assimilation. B: Academies after the Italian type were founded. C: Petrarch was regarded as the fountainhead of literature by the English writers. D: Poetry, in its totality, is the real mainstream of the English Renaissance.
The statements about the English Renaissance are true except ______. A: The first period of the English Renaissance was one of imitation and assimilation. B: Academies after the Italian type were founded. C: Petrarch was regarded as the fountainhead of literature by the English writers. D: Poetry, in its totality, is the real mainstream of the English Renaissance.
Directions: In this section, there is a passage with ten blanks. You are requiredto select one word for each blank from a list of choices given in a word bankfollowing the passage. Read the passage through carefully before making yourchoices. Each choice in the bank is identified by a letter. Fill in each blank with aletter. You may not use any of the words in the bank more than once.Born in Yorkshire, England, Sir Cyril Taylor is the founder and Chairman of AIFS.His long and distinguished career in public 1_____ and education includes many accomplishments. After graduating from Harvard, Sir Cyril accepted a position in brandmanagement with Procter & Gamble at the company's headquarters in Cincinnati, Ohio.During his time with P&G, he developed an idea for a(n) 2_____new business. In 1964,he left the3_____ and security of his corporate job at P&G to 4_____ the AmericanInstitute for Foreign Study. More than 40 years later, AIFS has global offices in fivecountries and annual revenues in 5_____ of $180 million. Today, Sir Cyril continuesto serve as Chairman of AIFS. Since 1987, Sir Cyril has served as Chairman of theSpecialist Schools and Academies Trust (SSAT). He has also acted in a(n) 6_____ andunpaid capacity as Advisor on specialist schools to ten 7_____ Secretaries of State forEducation. Over the years, Sir Cyril has8_____ active in public service and received anumber of9_____ for his work. From 1977 to 1986, he served on the Greater London Council and during this time was elected deputy leader. In 1989, he was awardeda knighthood in10_____ of his service in education and in 2003 he was given theappointment of a Knight Grand Cross of the Order of the British Empire (GBE).请将以下单词所对应的字母填入横线上（注意：只填字母）A) excessB) foundC) scholarshipD) innovativeE) recognitionF) successiveG) voluntaryH) publishI) keptJ) serviceK) honorsL) remainedM) comfortN) securitiesO) continuous
Directions: In this section, there is a passage with ten blanks. You are requiredto select one word for each blank from a list of choices given in a word bankfollowing the passage. Read the passage through carefully before making yourchoices. Each choice in the bank is identified by a letter. Fill in each blank with aletter. You may not use any of the words in the bank more than once.Born in Yorkshire, England, Sir Cyril Taylor is the founder and Chairman of AIFS.His long and distinguished career in public 1_____ and education includes many accomplishments. After graduating from Harvard, Sir Cyril accepted a position in brandmanagement with Procter & Gamble at the company's headquarters in Cincinnati, Ohio.During his time with P&G, he developed an idea for a(n) 2_____new business. In 1964,he left the3_____ and security of his corporate job at P&G to 4_____ the AmericanInstitute for Foreign Study. More than 40 years later, AIFS has global offices in fivecountries and annual revenues in 5_____ of $180 million. Today, Sir Cyril continuesto serve as Chairman of AIFS. Since 1987, Sir Cyril has served as Chairman of theSpecialist Schools and Academies Trust (SSAT). He has also acted in a(n) 6_____ andunpaid capacity as Advisor on specialist schools to ten 7_____ Secretaries of State forEducation. Over the years, Sir Cyril has8_____ active in public service and received anumber of9_____ for his work. From 1977 to 1986, he served on the Greater London Council and during this time was elected deputy leader. In 1989, he was awardeda knighthood in10_____ of his service in education and in 2003 he was given theappointment of a Knight Grand Cross of the Order of the British Empire (GBE).请将以下单词所对应的字母填入横线上（注意：只填字母）A) excessB) foundC) scholarshipD) innovativeE) recognitionF) successiveG) voluntaryH) publishI) keptJ) serviceK) honorsL) remainedM) comfortN) securitiesO) continuous
It’s been 30 years since Congress revised US patent laws to encourage universities to embrace the world of commerce. Critics predicted that the integrity of academic research would be compromised by patent-grubbing and attempts to build companies around the latest laboratory findings. But such fears did not come true, says a new report from the National Academics released Monday. The panel—chaired by Mark Wrighton. Chancellor of Washington University in St. Louis—examined a vast file of scholarly work on how universities have managed intellectual property in the wake of the 1980 Bayh-Dole Act and concluded that things are pretty much hunky-dory (极好的) right now. Or, as the report says: The Bayh-Dole legal framework and the practices of universities have not seriously undermined academic norms of uninhibited inquiry, open communication, or faculty advancement based on scholarly merit. There is little evidence that intellectual property considerations interfere with other important avenues of transferring research results to development and commercial use. At the same time, however, the Academies’ panel warns universities not to go overboard hunting for patents. While some universities have made millions of dollars by licensing discoveries from their labs, raising money should not be the main goal. Instead, the report says, universities should aim to disseminate (传播) technology as widely as possible for the public good. This may mean passing up the best-paying licensing deal and taking one that allows for broader use of the technology. For most schools, it adds, the likelihood of “raising significant revenue, from patents is small, the probability of disappointment is high, and the risk of “distorting and narrowing” the use of new knowledge is great It’s important not to get carried away with racking up patents at the expense of the university’s primary obligation to disseminate new knowledge and technologies, says panel member David Korn assistant provost (教务长) for research at Harvard University. A former dean of the Stanford University Medical School, Korn was involved in reviewing a set of high-minded guidelines for universities that were largely adopted by the panel. These “Nine Points to Consider in Licensing” were previously endorsed by the Association of University Technology Managers. The phrase “racking up” (Line 1, Para. 4) means.
It’s been 30 years since Congress revised US patent laws to encourage universities to embrace the world of commerce. Critics predicted that the integrity of academic research would be compromised by patent-grubbing and attempts to build companies around the latest laboratory findings. But such fears did not come true, says a new report from the National Academics released Monday. The panel—chaired by Mark Wrighton. Chancellor of Washington University in St. Louis—examined a vast file of scholarly work on how universities have managed intellectual property in the wake of the 1980 Bayh-Dole Act and concluded that things are pretty much hunky-dory (极好的) right now. Or, as the report says: The Bayh-Dole legal framework and the practices of universities have not seriously undermined academic norms of uninhibited inquiry, open communication, or faculty advancement based on scholarly merit. There is little evidence that intellectual property considerations interfere with other important avenues of transferring research results to development and commercial use. At the same time, however, the Academies’ panel warns universities not to go overboard hunting for patents. While some universities have made millions of dollars by licensing discoveries from their labs, raising money should not be the main goal. Instead, the report says, universities should aim to disseminate (传播) technology as widely as possible for the public good. This may mean passing up the best-paying licensing deal and taking one that allows for broader use of the technology. For most schools, it adds, the likelihood of “raising significant revenue, from patents is small, the probability of disappointment is high, and the risk of “distorting and narrowing” the use of new knowledge is great It’s important not to get carried away with racking up patents at the expense of the university’s primary obligation to disseminate new knowledge and technologies, says panel member David Korn assistant provost (教务长) for research at Harvard University. A former dean of the Stanford University Medical School, Korn was involved in reviewing a set of high-minded guidelines for universities that were largely adopted by the panel. These “Nine Points to Consider in Licensing” were previously endorsed by the Association of University Technology Managers. The phrase “racking up” (Line 1, Para. 4) means.