Majored FinanceAn increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works.Applications for degree courses beginning this autumn

Kara attends a university where students study for an average (arithmetic mean) of 13.4 hours per week. How many hours per week does Kara study?　　(1) The standard deviation of study time at Kara’s school is 2.8.　　(2) Kara’s study time is one standard deviation away from the mean.

Now many university teachers are troubled by students' cheating on exams. No matter how hard they try to persuade students and to prevent it from happening, this phenomenon seems to be on the increase. In the past, only students poor at study would try to cheat, but now those good students are joining this team. What's more, students who are caught seldom regret their behavior; they only complain about their bad luck. This is really hard to understand for teachers and administrators. The website of a university has started an online discussion about .why students cheat on exams, and you are expected to write an article of about 400 words to join this discussion. You can decide the title for your article.　　In the first part of your writing you should present your thesis statement, and in the second part you should support the thesis statement with appropriate details. In the last part you should bring what you have written to a natural conclusion or a summary.　　Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the above instructions may result in a loss of marks.

Majored Finance An increase in students （11）to study economics at university is being attributed to （归因于）the global economic crisis awakening a public thirst for knowledge about how the（12）system works. Applications for degree courses beginning this autumn were up by 15% this January， according to UCAS， the Universities and Colleges Admissions Service. A（13）for the Royal Economic Society said applications to do economics at A-level were also up. Professor John Beath， the president of the society and a leading lecturer at St Andrews University， said his first-year lectures—which are open to students from all departments—were （14）crowds of 400， rather than the usual 250. "There are a large number of students who are not （15）majors， who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary （16）in a way that one hasn't traditionally done，" he added. University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump， with people's renewed interest in （17）in the public sector （部门） ，which are seen as more secure in economic crisis. A recent study showed almost two thirds of parents （18）schools should do more to teach pupils about financial matters， and almost half said their children had asked them what was going on， although a （19）of parents felt they did not understand it themselves well enough to explain. Zack Hocking， the head of child trust funds， said： "It's possible that one good thing to（20）from the downturn will be a generation that's financially wiser and better equipped to manage their money through times of economic uncertainty." 11.（）

Economics, several courses of which I have taken thus far,（）to be difficult but useful for almost all students。

Globalization for Change in Higher Education　　What is globalization and how does it affect higher education policy and academic institutions? The answer is deceivingly simple and the implications are surprisingly complex. For higher education, globalization implies the social, economic, and technological forces that shape the realities of the 21st century. These elements include advanced information technology, new ways of thinking about financing higher education and a concomitant acceptance of market forces and commercialization, unprecedented mobility for students and professors, and other developments. Significantly, the idea of mass access to higher education has meant unprecedented expansion of higher education everywhere—there are about 134 million students in postsecondary education worldwide, and many countries have seen unprecedented and sustained expansion in the past several decades. These global trends are for the most part inevitable. Nations, and academic institutions, must constructively cope with the implications.　　MassificationMassification is without question the most ubiquitous global influence of the past half century or more.  The United States had the first mass higher education system, beginning as early as the1920s. Europe followed in the 1960s, and parts of Asia a decade or so later. The developing countries were the last to expand. Most of the growth of the 21st century is taking place in developing and middle-income countries. North America, Europe, and a number of Pacific Rim nations now enroll 60 percent or more of the relevant age group6 in higher education. What has massification brought?　　Public good vs. private good.Stimulated in part by the financial pressures of massification and also by broader changes in economic thinking, including the neoliberal agenda, higher education is increasingly considered in economic terms a private good—a benefit accruing mainly to individuals who should pay for it rather than a public good that contributes benefits to society and thus should be financially supported by the state.Varied funding patterns.For most countries, the state has traditionally been the main funder of higher education. Massification has placed great strains on state funding, and in all cases governments no longer believe they can adequately fund mass higher education. Other sources of funding need to be found—including student tuition and fees (typically the largest source), a variety of government-sponsored and private loan programs, university income generating programs (such as industry collaboration or consulting), and philanthropic support.Decline in quality vs. conditions of study. On average in most countries, the quality of higher education has declined. In a mass system, top quality cannot be provided to all students. 11 It is not affordable, and the ability levels of both students and professors necessarily become more diverse. University study and teaching are no longer a preserve for the elite—both in terms of ability and wealth. While the top of a diversified academic system may maintain its quality12 (although in some countries the top sector has also suffered), the system as a whole declines.　　Globalization of the Academic MarketplaceMore than 2 million students are studying abroad, and it is estimated that this number will increase to 8 million in a few years. Many others are enrolled in branch campuses and twinning programs, There are many thousands of visiting scholars and postdocs studying internationally. Most significantly, there is a global circulation of academics. Ease of transportation, IT, the use of English, and the globalization of the curriculum have tremendously increased the international circulation of academic talent. Flows of students and scholars move largely from South to North—from the developing countries to North America and Europe. And while the “brain drain” of the past has become more of a “brain exchange”, with flows of both people and knowledge back and forth across borders and among societies, the great advantage still accrues to the traditional academic centers at the expense of the peripheries. Even China, and to some extent India, with both large and increasingly sophisticated academic systems, find themselves at a significant disadvantage in the global academic marketplace. For much of Africa, the traditional brain drain remains largely a reality.

TaskⅡ (20 marks)　　Write an article of no fewer than 120 words telling other students how you control stress about your courses.Take My Advice on How to Control Stress　　You should write the article on the answer sheet.