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单项选择题

A. applied research is of the greatest significanceB. b……

Near the end of a five-day tour of highly automated, high-tech Japanese factories, the American visitor was overwhelmed and feeling a little interior. Watching a string of gleaming stereo sets move down an assembly line, he turned to the plant manager and said, "Gosh, even your industrial design is better than ours."
"Ah, yes," replied the manager, "but America has treasures that Japan can never hope to possess."
"You mean our mineral wealth and bountiful farms"
"Ah, no. I was referring to Caltech and MIT."
America’s scientific institutions--its technological universities and government laboratories--are the envy of the world, producing ideas, devices and medicines that have made the U.S. prosperous, improved the lives of people around the globe and profoundly affected their perception of the world and the universe. This tremendous creativity is reflected in the technical reports that are published in scientific journals throughout the world. Fully 35% of them come from scientists doing their research at American institutions.
Yet American dominance can no longer be taken for granted, Many recent U.S. achievements and a- wards stem in large measure from generous research grants of the past, and any weakening of government and industry commitment to support of basic research count in the next few decades cost the nation its scientific leadership. Some slipping is already divalent. In high-energy physics, where Americans once reigned supreme, Western Europe now spends roughly twice as much money as the U. S. Result: the major high-energy physics discoveries of the past few years have been made not by Americans but by Europeans.
Even so, money alone cannot guarantee scientific supremacy. Freedom of inquiry, an intellectually stimulating environment and continuous recruitment of the best minds must accompany it. That combination has been achieved in many U.S. institutions--educational, governmental and industrial--but perhaps no- where more successfully than at the National Institutes of Health, Bell Laboratories and Caltech.
According to the passage, in the competition for scientific leadership, ______.

A. applied research is of the greatest significance
B. basic research is of the greatest significance
C. research in high-energy physics is of the greatest significance
D. research in high-tech fields is of the greatest significance
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单项选择题What is the role of the Civil Rights Act of 1964 The aim of the Act is to______.A. forbid the diversity of the college studentsB. unify the racial composition of students and facultyC. influence student admission guidelines, financial aid distribution, and faculty hiring procedures.D. make students at colleges and universities in the United States more diverse and have no racial discrimination

Admissions standards at colleges and universities have become controversial among educators and students alike. Although some institutions of higher education in the United States and Canada have highly selective admissions standards, others admit virtually any high school graduate able to meet minimum academic requirements. Many educators feel that every student should complete high school and that everyone desiring access to higher education should have an opportunity to pursue a college degree. However, critics of loose admissions standards argue that admitting large numbers of students who are academically unprepared for a college education often compromises the quality of the institution. Moreover, from the 1970s to the 1990s grade point averages have risen steadily at nearly all U.S. and Canadian colleges and universities, causing many educators and even some students to complain that acaidemic standards are too low.
Since passage of the Civil Rights Act of 1964, colleges and universities in the United States have carried out debates over affirmative action policies intended to diversify the racial composition of students and faculty. These policies influence student admission guidelines, financial aid distribution, and faculty hiring procedures by giving some preference to minority groups. In the 1990s several judicial decisions began to abolish affirmnative action programs at state-controlled universities. These decisions also imposed legislation to prohibit race-based preferences in college admissions, financial aid, and hiring. These decisions have far-reaching consequences and potentially impactthe efforts of all colleges and universities to achieve racial diversity while consistent with the law.
In addition to calls for a more diverse student body and faculty, many educators and students advocate a more diverse Undergraduate curriculum at colleges and universities. Arguing that traditional college curriculums focus too much on the history and culture of white males, they advocate a more multicultural curriculum that does not ignore women and minority cultures. Others argued that advocates of a multicultural curriculum are constrained by their own narrow ideo logical perspectives, and that they do not like the traditional moral, intellectual, and aesthetic judgment. These tradition alists argue for an undergraduate curriculum that emphasizes a core of knowledge that lies within the Western, cultural tradition. Most colleges and universities in the United States and Canada offer some courses that focus on traditional Western culture in addition to others that explore multicultural themes.