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Scores of university halls of residences and lecture theatres in the UK were judged "at se

rious risk of major failure or breakdown" and "unfit for purpose", a secret database obtained after a legal battle by the Guardian reveals.

Some of the most popular, high-ranking institutions, such as the London School of Economics, had 41% of their lecture theatres and classrooms deemed unsuitable for current use, while Imperial College London had 12% of its non-residential buildings branded "inoperable". At City University, 41% of the student apartments were judged unfit for purpose.

Universities argue they have spent hundreds of millions in freshening them up since the judgments were made two years ago and use some of the buildings for storage purposes only.

The government agency that holds the information, the Higher Education Funding Council for England (Hefce), was forced to reveal it after an information tribunal(资讯法庭) ruled in the Guardian's favour, agreeing that it was in the public's interest for the data to be made public.

Hefce is thought to have spent up to ￡50,000 trying to conceal the data from the Guardian, which requested it two and a half years ago. The newspaper's lawyer, Aidan Eardley, said the case would make it harder for government agencies to withhold information in future.

The database, which aims to help universities compare the condition of their estate with their competitors, shows more than 90% of higher education institutions had at least 10% of their buildings judged below the "sound and operationally safe" category. One in 10 institutions had at least 10% of their estate judged inoperable and at serious risk of major breakdown.

Universities employ surveyors to judge the condition of their estate according to four categories: as new; sound and operationally safe; operational but in need of major repair and inoperable; posing a serious risk of major failure and breakdown. The surveyors also record whether buildings are suitable for student living, teaching and learning under four more categories, from "excellent" to "unsuitable for current use".

Property consultants who advise universities said that, at its most extreme, buildings deemed inoperable could break fire regulations, have leaks and rot.

In the "legal battle", it was ruled by court that ______.

A．many universities had buildings at serious risk

B．the risk of university buildings should be revealed

C．the Guardian mustn't interfere in university administration

D．universities should improve the quality of their buildings

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更多“Scores of university halls of …”相关的问题
第1题
Did it take him to get through the work？__________A．one and a half year B．B two S

Did it take him to get through the work？__________

A．one and a half year

B．B two Scores of days

C．several hundred days

D．four dozens weeks

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第2题
What is considered to be a good student？ He is the one who______. A. aims at getting good

What is considered to be a good student？ He is the one who______.

A. aims at getting good scores

B. is planning to get a degree

C. is capable of memorizing knowledge

D. has the motivation to learn

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第3题
Obama's success isn't all good news for black AmericansAs Erin White watched the e

Obama's success isn't all good news for black Americans

As Erin White watched the election results head towards victory for Barack Obama, she felt a burden lifting from her shoulders. "In that one second, it was a validation for my whole race," she recalls.

"I've always been an achiever," says White, who is studying for an MBA at Vanderbilt University in Nashville, Tennessee. "But there had always been these things in the back of my mind questioning whether I really can be who I want. It was like a shadow, following me around saying you can only go so far. Now it's like a barrier has been let down."

White's experience is what many psychologists had expected - that Obama would prove to be a powerful role model for African Americans. Some hoped his rise to prominence would have a big impact on white Americans, too, challenging those who still harbour racist sentiments. "The traits that characterise him are very contradictory to the racial stereotypes that black people are aggressive and uneducated," says Ashby Plant of Florida State University. "He's very intelligent and eloquent."

Sting in the tail

Ashby Plant is one of a number of psychologists who seized on Obama's candidacy to test hypotheses about the power of role models. Their work is already starting to reveal how the "Obama effect" is changing people's views and behaviour. Perhaps surprisingly, it is not all good news: there is a sting in the tail of the Obama effect.

But first the good news. Barack Obama really is a positive role model for African Americans, and he was making an impact even before he got to the White House. Indeed, the Obama effect can be surprisingly immediate and powerful, as Ray Friedman of Vanderbilt University and his colleagues discovered.

They tested four separate groups at four key stages of Obama's presidential campaign. Each group consisted of around 120 adults of similar age and education, and the test assessed their language skills. At two of these stages, when Obama's success was less than certain, the tests showed a clear difference between the scores of the white and black participants—an average of 12.1 out of 20, compared to 8.8, for example. When the Obama fever was at its height, however, the black participants performed much better. Those who had watched Obama's acceptance speech as the Democrats' presidential candidate performed just as well, on average, as the white subjects.After his election victory, this was true of all the black participants.

Dramatic shift

What can explain this dramatic shift？ At the start of the test, the participants had to declare their race and were told their results would be used to assess their strengths and weaknesses. This should have primed the subjects with "stereotype threat" – an anxiety that their results will confirm negative stereotypes, which has been shown to damage the performance of African Americans.

Obama's successes seemed to act as a shield against this. "We suspect they felt inspired and energised by his victory, so the stereotype threat wouldn't prove a distraction," says Friedman.

Lingering racism

If the Obama effect is positive for African Americans, how is it affecting their white compatriots (同胞)？ Is the experience of having a charismatic (有魅力的) black president modifying lingering racist attitudes？ There is no easy way to measure racism directly; instead psychologists assess what is known as "implicit bias", using a computer-based test that measures how quickly people associate positive and negative words—such as "love" or "evil"—with photos of black or white faces. A similar test can also measure how quickly subjects associate stereotypical traits—such as athletic skills or mental ability—with a particular group.

In a study that will appear in the Journal of Experimental Social Psychology, Plant's team tested 229 students during the height of the Obama fever. They found that implicit bias has fallen by as

A．Excited.

B．Victorious.

C．Anxious.

D．Relieved.

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第4题
Which of the following is most unlikely for the authoi to do？A.To talk to the students who

Which of the following is most unlikely for the authoi to do？

A.To talk to the students who have mental problems．

B.To help students develop a feeling of self-respect．

C.To keep a student from playing alone．

D.To announce a student’s scores in public．

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第5题
How useful are the views of public school students about their teachers？ Quite useful,

How useful are the views of public school students about their teachers？

Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.

Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.

Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.

Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.

Thousands of students have filled out confidential questionnaires(秘密调查问卷)about the learning environment that their teachers create. After comparing the students ratings with teachers value-added scores, researchers have concluded that there is quite a bit of agreement.

Classrooms where a majority of students said they agreed with the statement, "Our class stays busy and doesnt waste time," tended to be led by teachers with high value-added scores, the report said.

The same was true for teachers whose students agreed with the statement, "In this class, we learn to correct our mistakes."

Few of the nations 15,000 public school districts systematically question students about their classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr Ferguson said.

Until recently, teacher evaluations were little more than a formality(形式)in most school systems, with the vast majority of instructors getting top ratings, often based on a principals superficial impressions.

But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.

One notable early finding, Ms Phillips said, is that teachers who incessantly(不停地)drill their students to prepare for standardised tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.

What is said about teachers rated as good at keeping their classes in order？

A．Their students gain more in test scores.

B．Their classes stay busy and don"t waste time.

C．Their students learn fastest during a semester.

D．They help students learn to correct their mistakes.

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第6题
Directions: Study the following table carefully and write a composition on A Survey on Rea
ding. Your composition should be based on the information given in the table. Write 100-120 words to (1) state the amount of reading, reading speed and the results of reading; (2) describe the possible relationship among the variables.

A Survey on Reading

The Results of Survey on Reading

The Number

of Students

Percentage of

the Total

The Total Amount

of Reading in a Term

Reading Speed

(words per hour)

Performance

(scores)

100

40%

350,000

3,000

＞80

80

32%

300,000

2,500

70-73

60

22%

250,000

2,000

60-69

30

6%

＜100,000

1,500

＜60

July,2000

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第7题
The steady hum of school heating systems and air-conditioners can mean lower test scores f
or many young students, found a new study. The finding adds to growing evidence that classroom noises【C1】______ with learning. Plenty of studies have demonstrated the distracting【C2】______of noise in the classroom. In louder rooms, kids have more trouble hearing the teacher and become easily distracted,【C3】______when they are reading to themselves. Schools【C4】______ airports also report lower test scores than schools that are not affected by airplane noise. In one study, German students started scoring better on reading and vocabulary tests after a nearby airport【C5】______. Researchers were also interested in less【C6】______ sounds like the general buzz of basic mechanical systems. It was【C7】______that kids who spent all day in classrooms with such noises【C8】______ to score lower on standard reading comprehension tests. But math scores didnt【C9】______ with noise levels, possibly because teachers use more【C10】______ when theyre teaching math than when theyre teaching words. 【C11】______, lots of background noise sets kids up for problems. Studies have shown that kids make more noise in louder rooms.【C12】______by the scraping of chairs, the hum of the heating system,【C13】______the voices of other kids competing to be heard, some students【C14】______have a particularly hard time hearing【C15】______ the teacher is saying. And its not that theyre lazy or using noise as an【C16】______. Young brains have a much harder time【C17】______a signal from the background than mature, adult brains do. Along with【C18】______work, the new findings suggest the【C19】______ for enforcement of ANSIs standards. Despite an endless list of budgetary【C20】______, schools might have to put quiet at the top of their to-do lists.

【C1】

A．vibrate

B．interfere

C．increase

D．vanish

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第8题
请问以下哪个不属于INTO的合作学校（）

A.Marquette University

B.Washington State University

C.Saint Louis University

D.Marshall University

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第9题
以下学校不开设会计学专业硕士的院校有（）

A.Binghamton University

B.Marquette University

C.Johns Hopkins University

D.University of California-Riverside

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第10题
Of all the goals of the education reform. movement, none is more difficult than developing
an objective method to assess teachers. Studies show that over time, test scores do not provide a【C1】______ means of separating good from bad instructors. Test scores are an【C2】______ indicator of quality because too many factors outside of the teachers control can influence student【C3】______ from year to year—or even from classroom to classroom during the same year. Often, more than half of those teachers【C4】______ as the poorest performers one year will be judged average or above average the next, and the results are【C5】______ as bad for teachers with【C6】______ classes during the same year. 【C7】______, theres a far more direct approach: measuring the amount of【C8】______ a teacher spends delivering relevant instruction—【C9】______, how much teaching a teacher actually gets done in a school day. This is hardly a new【C10】______. Thirty years ago two studies using this approach found that some teachers were able to deliver【C11】______ 14 more weeks a year of relevant instruction than their less efficient【C12】______. There was no【C13】______ to their success: it was obvious that the efficient teachers【C14】______ strictly to the curriculum, maintained stern discipline and【C15】______ non-instructional activities, like【C16】______ unessential classroom business when they【C17】______ focused on the curriculum. And both studies found that the teachers who【C18】______ more were also the teachers who【C19】______ students who performed well on【C20】______ tests.

【C1】

A．persistent

B．consistent

C．continuous

D．useful

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第11题
以下哪所院校不同时具备AACSB和ABET认证（）

A.shland University

B.Oregon State University

C.University of South Florida

D.George Mason University

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