2016年湖北自考英語(yǔ)閱讀翻譯資料（4）
湖北自考網(wǎng)
Advantage Unfair
According to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.
And yet ,says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.
But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago - in the 60s and before - entry to Oxford and Cambridge was not entirely on merit. Now, there's absolutely no question in any objective observer's mind that entry to Oxford and Cambridge is fiercely competitive."However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?
On average, about ￡5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?
Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.
However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited.
Walter Ellis accepts that this is true:"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Yale, with Princeton and Stanford and others. But again, those universities together - the elite universities - are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite."
When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do."
However, since academic excellence does appear to be related to the amount of money spent per pupil. This does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.
不公平的優(yōu)勢(shì)
據(jù)《牛津劍橋陰謀幫派》一書作者沃爾特埃利斯所說(shuō)，英國(guó)如今仍然處于老同學(xué)關(guān)系網(wǎng)的控制下：你懂什么并不重要，重要的是認(rèn)識(shí)誰(shuí)。他聲稱在牛津大學(xué)和劍橋大學(xué)求學(xué)的少數(shù)精英一開(kāi)始便平步青云，扶搖直上，幾年之內(nèi)，就登上了特權(quán)和權(quán)力的頂峰。他的調(diào)查結(jié)果顯示，英國(guó)高級(jí)職能部門仍然由牛津和劍橋的畢業(yè)生控制著
According to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.
And yet ,says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.
But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago - in the 60s and before - entry to Oxford and Cambridge was not entirely on merit. Now, there's absolutely no question in any objective observer's mind that entry to Oxford and Cambridge is fiercely competitive."However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?
On average, about ￡5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?
Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.
However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited.
Walter Ellis accepts that this is true:"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Yale, with Princeton and Stanford and others. But again, those universities together - the elite universities - are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite."
When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do."
However, since academic excellence does appear to be related to the amount of money spent per pupil. This does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.
不公平的優(yōu)勢(shì)
據(jù)《牛津劍橋陰謀幫派》一書作者沃爾特埃利斯所說(shuō)，英國(guó)如今仍然處于老同學(xué)關(guān)系網(wǎng)的控制下：你懂什么并不重要，重要的是認(rèn)識(shí)誰(shuí)。他聲稱在牛津大學(xué)和劍橋大學(xué)求學(xué)的少數(shù)精英一開(kāi)始便平步青云，扶搖直上，幾年之內(nèi)，就登上了特權(quán)和權(quán)力的頂峰。他的調(diào)查結(jié)果顯示，英國(guó)高級(jí)職能部門仍然由牛津和劍橋的畢業(yè)生控制著
結(jié)束
本文標(biāo)簽
特別聲明：1.凡本網(wǎng)注明稿件來(lái)源為“湖北自考網(wǎng)”的，轉(zhuǎn)載必須注明“稿件來(lái)源：湖北自考網(wǎng)（heywebguys.com）”,違者將依法追究責(zé)任；
2.部分稿件來(lái)源于網(wǎng)絡(luò)，如有不實(shí)或侵權(quán)，請(qǐng)聯(lián)系我們溝通解決。最新官方信息請(qǐng)以湖北省教育考試院及各教育官網(wǎng)為準(zhǔn)！
2.部分稿件來(lái)源于網(wǎng)絡(luò)，如有不實(shí)或侵權(quán)，請(qǐng)聯(lián)系我們溝通解決。最新官方信息請(qǐng)以湖北省教育考試院及各教育官網(wǎng)為準(zhǔn)！
"2016年湖北自考英語(yǔ)閱讀翻譯資料（4）" 相關(guān)文章推薦
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱匯總湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱匯總
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第十章湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第十章
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第九章湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第九章
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第八章湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第八章
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第七章湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第七章
-
252023-03湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第六章湖北自學(xué)考試中學(xué)語(yǔ)文教學(xué)法課程考試大綱：第六章
限時(shí)，免費(fèi)獲取學(xué)歷提升方案
已幫助10w萬(wàn)+意向?qū)W歷提升用戶成功上岸
武漢自考工具箱
推薦信息
毛澤東思想概論
培訓(xùn)優(yōu)勢(shì)：課時(shí)考點(diǎn)精講+刷題+沖刺，熟練應(yīng)對(duì)考試題型。全程督促學(xué)習(xí)，安排好學(xué)習(xí)計(jì)劃。 毛澤東思想概論...自考培訓(xùn)
英語(yǔ)二
本課程既是一門語(yǔ)言實(shí)踐課程,也是拓寬知識(shí)、了解世界文化的重要素質(zhì)課程,它以培養(yǎng)學(xué)習(xí)者的綜合語(yǔ)言應(yīng)用能力為目標(biāo)，使他們?cè)趯W(xué)習(xí)、工作和社會(huì)交往中能夠使用英語(yǔ)進(jìn)行有效的交流。 英語(yǔ)二...自考培訓(xùn)
馬克思主義基本原理概論
本書包括兩個(gè)部分：自學(xué)考試大綱和基本原理。主要內(nèi)容有，馬克思主義是關(guān)于工人階級(jí)和人類解放的科學(xué)，物質(zhì)世界及其發(fā)展規(guī)律，認(rèn)識(shí)的本質(zhì)及其規(guī)律，人類社會(huì)及其發(fā)展規(guī)律，資本主義的形成及其發(fā)展，資本主義發(fā)展的歷史進(jìn)程，社會(huì)主義社會(huì)及其進(jìn)程，共產(chǎn)主義社會(huì)及其進(jìn)程等。 馬克思主義基本原理概論...自考培訓(xùn)
思想道德修養(yǎng)與法律基礎(chǔ)
《思想道德修養(yǎng)與法律基礎(chǔ)》課具有鮮明的政治性、思想性、理論性、針對(duì)性、科學(xué)性、知識(shí)性以及實(shí)踐性和修養(yǎng)性。它包羅政治、思想、道德、心理本質(zhì)、學(xué)習(xí)成才和法律本質(zhì)等內(nèi)容，指導(dǎo)和回答大學(xué)生在人生、抱負(fù)、信念等方面遍及關(guān)心和迫切需要解決的問(wèn)題。 思想道德修養(yǎng)與法律基礎(chǔ)...自考培訓(xùn)
中國(guó)近代史綱要
“中國(guó)近現(xiàn)代史綱要”全國(guó)高等教育自學(xué)考試指定教材，依據(jù)中央審定的普通高等學(xué)?！爸袊?guó)近現(xiàn)代史綱要”編寫大綱以及馬克思主義理論研究和建設(shè)工程重點(diǎn)教材《中國(guó)近現(xiàn)代史綱要》，結(jié)合自學(xué)考試的特點(diǎn)設(shè)計(jì)了十章，集中講述1840年鴉片戰(zhàn)爭(zhēng)爆發(fā)一直到2007年中國(guó)共產(chǎn)黨第十七次全國(guó)代表大會(huì)召開(kāi)的160多年的中國(guó)近現(xiàn)代歷史。 中國(guó)近代史綱要...自考培訓(xùn)
湖北自考動(dòng)態(tài)
自考熱門標(biāo)簽
- 2024年10月武漢紡織大學(xué)自考考點(diǎn)赴考須知
- 2024年10月中國(guó)地質(zhì)大學(xué)（武漢）自考考點(diǎn)手機(jī)管理須知
- 2024年10月中國(guó)地質(zhì)大學(xué)（武漢）自考考點(diǎn)赴考須知
- 2024年10月武昌理工學(xué)院自考考點(diǎn)赴考須知
- 2024年下半年中南財(cái)經(jīng)政法大學(xué)自考本科生畢業(yè)論文審核結(jié)果及處理辦法公布通知
- 2024年10月武漢工程科技學(xué)院自考考點(diǎn)赴考須知
- 2024年10月湖北民族大學(xué)自考考點(diǎn)赴考通知
- 2024年10月湖北經(jīng)濟(jì)學(xué)院自考考點(diǎn)赴考須知
- 2024年10月華中農(nóng)業(yè)大學(xué)自考考點(diǎn)赴考須知
- 2024年10月武漢商學(xué)院自考考點(diǎn)赴考須知 查看更多
微信公眾號(hào)
考試交流群
掃一掃關(guān)注微信公眾號(hào)
隨時(shí)獲取湖北省自考政策、通知、公告以及各類學(xué)習(xí)資料、學(xué)習(xí)方法、課程。
鄂公網(wǎng)安備 42011102000050號(hào)