教师方某常给学生起侮辱性绰号，造成恶劣影响，对于方某的这种行

【名词&注释】

物质生产(material production)、中产阶级(middle class)、情节严重(gravity of the circumstances)、行政处分(administrative sanction)、专业人士(specialty people)、品行不良、恶劣影响(bad influence)、构成犯罪(a crime)、生理需要(physiological need)、《中华人民共和国教师法》

[单选题]教师方某常给学生起侮辱性绰号，造成恶劣影响^{(bad influence)}，对于方某的这种行为，所在学校或教育行政部门应当给予( )。

A. 行政处分或解聘
B. 行政警告或拘留
C. 行政强制或拘留
D. 行政处罚或解聘

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学习资料：

[单选题]目前各国都非常重视教育对经济的作用，因此提出了教育先行"的理念。下列关于"教育先行"说法正确的是( )。

A. 教育是进行物质生产的必要条件
B. 教育投资的比例和数额越多越好
C. 教育一定可以带来经济效益
D. 教育从属于生产力

[多选题]马斯洛认为人有7种基本需要，分别为生理需要^{(physiological need)}、安全需要、归属与爱的需要、尊重的需要、求知的需要、审美的需要和自我实现的需要。( )A.正确B.错误

A. A。美国人本主义心理学家马斯洛提出了一种需要层次理论。马斯洛认为，人的需要有七个层次.即生理需要^{(physiological need)}、安全需要、归属与爱的需要、尊重需要、认知需要、审美的需要、自我实现需要。

[多选题]班主任因担心安全问题而取消应该组织的班级活动是一种不负责任的表现。( )

A. ×

[单选题]教师组织课外活动( )。

A. 比课堂教学要求低
B. 更强调教师的权威
C. 更有明确的目的
D. 没有明确目的

[单选题]教师担当学生的"严格管理者"角色时，主要表现在两个方面，一是学生集体的领导者，二是( )。

A. 纪律的执行者
B. 心理的调节者
C. 集体的管理者
D. 权利的管理者

[单选题] As regards social conventions, we must say a word about the well-known English class system. This is an embarrassing subject for English people, and one they tend to be ashamed of, though during the present century class-consciousness has grown less and less, and the class system less rigid. But it still exists below the surface. Broadly speaking, it means there are two classes, the "middle class" and the "working class".(We shall ignore for a moment the old "upper class", including the hereditary aristocracy, since it is extremely small in numbers; but some of its members have the right to sit in the House of Lords, and some newspapers take surprising interest in their private life.) The middle class consists chiefly of well-to-do businessmen and professional people of all kinds. The working class consists chiefly of manual and unskilled workers. The most obvious difference between them is in their accent. Middle-class people use slightly varying kinds of sireceived pronunciation" which is the kind of English spoken by BBC announcers and taught to overseas pupils. Typical working-class people speak in many different local accents which are generally felt to be rather ugly and uneducated. One of the biggest bamers of social equality in England is the two-class education system. To have been to a so-called "public school" immediately marks you out as one of the middle class. The middle classes tend to live a more formal life than working-class people, and are usually more cultured. Their midday meal is "lunch" and they have a rather formal evening meal called "dinner", whereas the working man's dinner, if his working hours permit, is at midday, and his smaller, late-evening meal is called supper. As we have said, however, the class system is much less rigid than it was, and for a long time it has been government policy to reduce class distinctions. Working-class students very commonly receive a university education and enter the professions, and working-class incomes have grown so much recently that the distinctions between the two classes are becoming less and less clear. However, regardless of one's social status, certain standards of politeness are expected of everybody, and a well-bred person is polite to everyone he meets, and treats a laborer with the same respect he gives an important businessman. Servility inspires both embarrassment and dislike. Even the word "sir", except in school and in certain occupations (e.g. commerce, the army, etc.) sounds too servile to be commonly used.

Which of the following is NOT true about the English class system?

A. It is an embarrassing subject for English people.
B. Working-class students cannot receive a university education.
C. The class system is much less rigid than it was.
D. The class system still exists below the surface.

[单选题]Which of the following is not a design feature ofhuman language?

A. Arbitrariness.
B. Displacement. .
C. Duality.
D. Diachronicity.

[单选题]请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　Everyone knows that English departments are in trouble,but you can't appreciate just how much trouble until you read the new report from the Modern Language Association.The report is about Ph.D.programs,which have been in decline since 2008.These programs have gotten both more difficult and less rewarding: today,it can take almost a decade to get a doctorate,anD.at the end of your program,you're unlikely to find a tenure-track job. 　　The core of the problem is,of course,the job market.The M.L.A.report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation.If anything,that's wildly optimistic: the M.L.A.got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand).But that leaves out the thousands of unemployed graduates from past years who are still job-hunting-not to mention the older professors who didn't receive tenure,and who now find themselves competing with their former students.In all likelihooD.the number of jobs per candidate is much smaller than the report suggests.That's why the mood is so dire—why even professors are starting to ask,in the committee's words,"Why maintain doctoral study in the modern languages and literatures-or the rest ofthe humanities-at all?" 　　Those trends,in turn,are part of an even larger story having to do with the expansion and transformation of American education after the Second World War.Essentially,colleges grew less elite and more vocational.Before the war,relatively few people went to college.Then,in the nineteen-fifties,the G.I.Bill anD.later,the Baby Boom pushed colleges to grow rapidly.When the boom endeD.colleges found themselves overextended and competing for students.By the midseventies,schools were creating new programs designed to attract a broader range of students-for instance,women and minorities. 　　Those reforms worked: as Nate Silver reported in the Times last summer,about twice as many people attend college per capita now as did forty years ago.But all that expansion changed colleges.In the past,they had catered to elite students who were happy to major in the traditional liberal arts.Now,to attract middle-class students,colleges had to offer more career-focused majors,in fields like business,communications,and health care.As a result,humanities departments have found 　　themselves drifting away from the center of the university.Today,they are often regarded as a kind of institutional luxury,paid for by dynamiC.cheap,and growing programs in,say,adult-education.These large demographic facts are contributing to today's job-market crisis: they're why,while education as a whole is growing,the humanities aren't. 　　Given all this,what can an English department do? The M.L.A.report contains a number of suggestions.Pride of place is given to the idea that grad school should be shorter: "Departments should design programs that can be completed in five years." That will probably require changing the dissertation from a draft of an academic book into something shorter and simpler.At the same time,graduate students are encouraged to "broaden" themselves: to "engage more deeply with technology" ; to pursue unusual and imaginative dissertation projects; to work in more than one discipline; to acquire teaching skills aimed at online and community-college students; and to take workshops on subjects,such as project management and grant writing,which might be of value outside of academiA.Graduate programs,the committee suggests,should accept the fact that many of their students will have non-tenureD.or even non-academiC.careers.They should keep track of what happens to their graduates,so that students who decide to leave academia have a non-academic alumni network to draw upon.

What does "that" in the last paragraph refer to?

A. The idea of designing a shorter program.
B. The completion of a degree in five years.
C. The idea of drafting a shorter dissertation.
D. The suggestions given in the M.L.A.report.

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