U.S. universities benefit a lot from foreign students.（）

A.had four goes

B.attempted

C.tried

D.did good

Liu Hui and Molly are discussing the issue of educational quality at a workshop.

Liu Hui: Hi, Molly. Today's topic is educational quality. First, what does educational quality mean to you？

Molly: As far as I'm concerned, quality education means good learning standards in educational institutions. So, educational quality ensures a desirable outcome for learners.

Liu Hui: Sounds like after some serious thinking. However, many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept.

Molly: Definitely, establishing a contextualized understanding of quality means including relevant stakeholders. Key stakeholders often hold different views and meanings of educational quality.

Liu Hui: There are many prestigious universities in the US. They all provide high-quality education. But some universities aren't known for their quality. It's hard to imagine the gap.

Molly: Yes, in the US the quality in higher education is quite mixed. Universities like Harvard, Yale, MIT, etc., you know, are well-known all over the world. However, there are some institutions providing poor education, so called “diploma mills”.

Liu Hui: In China, we have similar issues in educational quality. Some universities pay more attention to profits instead of quality.

Molly: How to improve educational quality is an international issue. But, solutions are grounded in values, cultures and traditions and may be specific to a given nation as well.

1. Molly thinks that educational quality ensures a satisfactory outcome for learners.{T; F}

2. Liu Hui disagrees with Molly on the meaning of education quality.{T; F}

3. All universities in the U.S. offer high-quality education.{T; F}

4. Diploma mills cannot provide high-quality education.{T; F}

5. In China, there isn't any diploma mill.{T; F}

(总统任期) in the 1950s was the U.S. interstate highway system.It was a __62__ project, easily surpassing the scale of such previous human __63__ as the Panama Canal. Eisenhower’s interstate highways __64__ the nation together in new ways and __65__ major economic growth by making commerce less __66__. Today, an information superhighway has been built—an electronic network that __67__ libraries, corporations, government agencies and __68__. This electronic superhighway is called the Internet, __69__ it is the backbone (主干) of the World Wide Web.

The Internet had its __70__ in a 1969 U.S. Defense Department computer network called ARPAnet, which __71__ Advanced Research Projects Agency Network. The Pentagon built the network for military contractors and universities doing military research to __72__ information. In 1983 the National Science Foundation (NSF), __73__ mission is to promote science, took over.

This new NSF network __74__ more and more institutional users, may of __75__ had their owm internal networks. For example, most universities that __76__ the NSF network had intracampus computer networks. The NSF network __77__ became a connector for thousands of other networks. __78__ a backbone system that interconnects networks, internet was a name that fit.

So we can see that the Internet is the wired infrastructure (基础设施) on which web __79__ move. It began as a military communication system, which expanded into a government-funded __80__ research network.

Today, the Internet is a user-financed system tying intuitions of many sorts together __81__ an “information superhighway.”

62. A．concise C．massive B．radical D．trivial

63. A．behaviors C．inventions B．endeavors D．elements

64. A．packed C．suppressed B．stuck D．bound

65. A．facilitated C．mobilized B．modified D．terminated

66. A．competitive C．exclusive B．comparative D．expensive

67. A．merges C．relays B．connects D．unifies

68. A．figures C．individuals B．personalities D．humans

69. A．and C．or B．yet D．while

70. A．samples C．origins B．sources D．precedents

71. A．stood by C．stood against B．stood for D．stood over

Universities Branch Out

A．As never before in their long history, universities have become instruments of national

competition as well as instruments of peace. They are the place of the scientific

discoveries that move economies forward, and the primary means of educating the talent

required to obtain and maintain competitive advantage. But at the same time, the opening of

national borders to the flow of goods, services, information and especially people has

made universities a powerful force for global integration, mutual understanding and

geopolitical stability.

B．In response to the same forces that have driven the world economy, universities have

become more self-consciously global: seeking students from around the world who represent

the entire range of cultures and values, sending their own students abroad to prepare them

for global careers, offering courses of study that address the challenges of an

interconnected world and collaborative (合作的)research programs to advance science for

the benefit of all humanity.

C．Of the forces shaping higher education none is more sweeping than the movement across

borders. Over the past three decades the number of students leaving home each year to study

abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in

2004. Most travel from one developed nation to another, but the flow from developing to

developed countries is growing rapidly. The reverse flow, from developed to developing

countries, is on the rise, too.

Today foreign students earn 30 percent of the doctoral degrees awarded in the United States

and 38 percent of those in the United Kingdom. And the number crossing borders for

undergraduate study is growing as well, to 8 percent of the undergraduates at America’s

best institutions and 10 percent of all undergraduates in the U.K. In the United States, 20

percent of the newly hired professors in science and engineering are foreign-born, and in

China many newly hired faculty members at the top research universities received their

graduate education abroad.

D．Universities are also encouraging students to spend some of their undergraduate years in

another country. In Europe, more than 140,000 students participate in the Erasmus program

each year, taking courses for credit in one of 2,200 participating institutions across the

continent. And in the United States, institutions are helping place students in summer

internships (实习) abroad to prepare them for global careers. Yale and Harvard have led the

way, offering every undergraduate at least one international study or internship

opportunity—and providing the financial resources to make it possible.

E．Globalization is also reshaping the way research is done. One new trend involves

sourcing portions of a research program to another country. Yale professor and Howard

Hughes Medical Institute investigator Tian Xu directs a research center focused on the

genetics of human disease at Shanghai’s Fudan University, in collaboration with faculty

colleagues from both schools. The Shanghai center has 95 employees and graduate students

working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate

students visit regularly and attend videoconference seminars with scientists from both

campuses. The arrangement benefits both countries; Xu’s Yale lab is more productive,

thanks to the lower costs of conducting research in China, and Chinese graduate students,

postdoctors and faculty get on-the-job training from a world-class scientist and his U.S.

team.

F．As a result of its strength in science, the United States has consistently led the world

in the commercialization of major new technologies, from the mainframe. computer and the

integrated circuit of the 1960s to the Internet infrastructure (基础设施) and applications

software of the 1990s. The link between university-based science and industrial application

is often indirect but sometimes highly visible: Silicon Valley was intentionally created by

Stanford University, and Route 128 outside Boston has long housed companies spun off from

MIT and Harvard. Around the world, governments have encouraged copying of this model,

perhaps most successfully in Cambridge, England, where Microsoft and scores of other

leading software and biotechnology companies have set up shop around the university.

G． For all its success, the United States remains deeply hesitant about sustaining the

research-university model. Most politicians recognize the link between investment in

science and national economic strength, but support for research funding has been unsteady.

The budget of the National Institutes of Health doubled between 1998 and 2003, but has

risen more slowly than inflation since then. Support for the physical sciences and

engineering barely kept pace with inflation during that same period. The attempt to make up

lost ground is welcome, but the nation would be better served by steady, predictable

increases in science funding at the rate of long-term GDP growth, which is on the order of

inflation plus 3 percent per year.

H．American politicians have great difficulty recognizing that admitting more foreign

students can greatly promote the national interest by increasing international

understanding. Adjusted for inflation, public funding for international exchanges and

foreign-language study is well below the levels of 40 years ago. In the wake of September

11, changes in the visa process caused a dramatic decline in the number of foreign students

seeking admission to U.S. universities, and a corresponding surge in enrollments in

Australia, Singapore and the U.K. Objections from American university and business leaders

led to improvements in the process and a reversal of the decline, but the United States is

still seen by many as unwelcoming to international students.

I． Most Americans recognize that universities contribute to the nation’s well-being

through their scientific research, but many fear that foreign students threaten American

competitiveness by taking their knowledge and skills back home. They fail to grasp that

welcoming foreign students to the United States has two important positive effects: first,

the very best of them stay in the States and—like immigrants throughout history—

strengthen the nation; and second, foreign students who study in the United States become

ambassadors for many of its most cherished (珍视) values when they return home. Or at least

they understand them better. In America as elsewhere, few instruments of foreign policy are

as effective in promoting peace and stability as welcoming international university

students.

注意：此部分试题请在答题卡 2上作答。

46.American universities prepare their undergraduates for global careers by giving them

chances for international study or internship.

47.Since the mid-1970s, the enrollment of overseas students has increased at an annual

rate of 3.9 percent.

48.The enrollment of international students will have a positive impact on America rather

than threaten its competitiveness.

49.The way research is carried out in universities has changed as a result of

globalization.

50.Of the newly hired professors in science and engineering in the United States, twenty

percent come from foreign countries.

51.The number of foreign students applying to U.S. universities decreased sharply after

September 11 due to changes in the visa process.

52.The U.S. federal funding for research has been unsteady for years.

53.Around the world, governments encourage the model of linking university-based science

and industrial application.

54.Present-day universities have become a powerful force for global integration.

55.When foreign students leave America, they will bring American values back to their home

countries.

2009, they'll be joined by a new face: Andrew Hamilton, the 55-year-old provost(教务长)of Yale, who'll become Oxford's vice-chancellor- a position equivalent to university president in America.

Hamilton isn't the only educator crossing the Atlantic. School in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Higher education has become a big and competitive business nowadays, and like so many business, it's gone global. Yet the talent flow isn't universal. High-level personnel tend to head in only one direction: outward from America.

The chief reason is that American schools don't tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university's budget, "We didn't do any global consideration", says Patricia Hayes, the board's chair. The board ultimately picked Bruce Benson, a 69-year-old Colorado businessman and political activist(活动家) who is likely to do well in the main task of modern university presidents: fund raising. Fund raising is a distinctively American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student numbers. The decline in government support has made fund-raising an increasingly necessary ability among administrators, and has hiring committees hungry for Americans.

In the past few years, prominent schools around the world have joined the trend. In 2003, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen(监督) "a major strengthening of Yale's financial position".

Of course, fund-raising isn't the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind to promote international programs and attract a global student body. Foreigners can offer a fresh perspective on established practices.

What is the current trend in higher education discussed in the passage？

A．Institutions worldwide are hiring administrators from the U.S.

B．A lot of political activists are being recruited as administrators.

C．American universities are enrolling more international students.

D．University presidents are paying more attention to fund-raising.

students end dorm life as soon as they can. Residence(住校)choices at U.S. colleges and universities are as different as the institutions themselves, but the first-year dorm experience is generally a mandatory rite(仪式)of passage. Students often complain about the space, but compared with most Chinese dorm rooms those in the U.S. are costly and satisfying. Most students spend their first year in a double room, usually with an area of somewhere between 12 and 15 square meters. A standard room includes a sink(washbasin), a telephone, a bunk-bed, two desks and two wardrobes. Rooms often come equipped with cable TV and broadband Internet access. Students usually provide other extras for themselves-they buy or rent a mini-refrigerator and bring along a carpet, a computer and audiovisual equipment. Roommates are usually chosen by chance from among all the new students at the university, so it's quite likely you won't share any classes with your roommate. It's not only the lack of space, but the many rules that make students feel they've had enough after a year. Rules on visitors of the opposite sex and alcohol are considered by many as the most bothersome(讨厌的)。 Some students put much effort into making their rooms different, especially by using paint, but this can lead to fines. Many students who leave move into an apartment or share a house with friends. This offers more freedom and sometimes even costs less than residence hall living. But a few grow fond of dorm life and stay on for another year or even longer. The most devoted go on to serve as resident assistants, the enforcers(执行者)of rules.

1.Students usually have dorm life for at least one year because ().

A.they have to

B.they like to try something new

C.they want to make new friends

D.their dorm life is quite satisfying

2.Which of the following is NOT true according to the passage？()

A.Students can have other residence choices after their fist-year dorm life

B.It's not necessary that you share a room with your classmates

C.Maybe boys are only allowed to visit girls at fixed time

D.No one would like to go on with their dorm life after first-year dorm life experience

3.Which of the following is probably NOT the reason why students end their dorm life as soon as possible？()

A.Rooms are too small

B.Their roommates are not friendly

C.They don't like the many rules there

D.It is more expensive.

4.What does the author want to tell us in the last paragraph？()

A.All students do enjoy their dorm life

B.Some students become the enforcers of rules

C.Though many students move out, there are some students who stay on

D.Students are allowed to stay on

5.What is the best title for the passage？()

A.Most U.S. Students Move Our of the Dorm

B.U.S. University Students Today

C.University Life in the U.S.

D.The U.S. University Students Need More Freedom

The Ivy League is an athletic conference comprising eight private institutions of higher education in the Northeastern United States. The term is most commonly used to refer to those eight schools considered as a group. The term is also connected with academic excellence, selectivity in admissions, and social elitism(精英主义). The term became official, especially in sports terminology, after the formation of the NCAA Division I athletic conference in 1954, when much of the nation polarized around favorite college teams. “IV” was used because originally the league consisted only of four members. The use of the phrase is no longer limited to athletics, and now represents an educational philosophy inherent to the nation's oldest schools. In addition, Ivy League schools are often viewed by the public as some of the most prestigious universities worldwide and are often ranked amongst the best universities in the United States and worldwide. The eight institutions are Brown University, Columbia University, Cornell University, Dartmouth College, Harvard University, Princeton University, the University of Pennsylvania, and Yale University. All of the Ivy League's institutions place near the top in the U.S. News & World Report college and university rankings and rank within the top one percent of the world's academic institutions in terms of financial endowment(捐助). Seven of the eight schools were founded during America's colonial period; the exception is Cornell, which was founded in 1865. Ivy League institutions, therefore, account for seven of the nine Colonial Colleges chartered before the American Revolution. The Ivies are all in the Northeast geographic region of the United States. All eight schools receive millions of dollars in research grants and other subsidies from federal and state government. Undergraduate enrollments among the Ivy League schools range from about 4,000 to 14,000, making them larger than those of a typical private liberal arts college and smaller than a typical public state university. Ivy League university financial endowments range from Brown's $2.01 billion to Harvard's $26 billion, the largest financial endowment of any academic institution in the world. 71. From the passage, we know the word “Ivy” in “the Ivy League” was first chosen to refer to _______. A. a plant B. a number C. a sport D. a spirit 72. What is special about Cornell University in the League？ A. It is the oldest one. B. It was founded by colonists. C. It has the smallest endowment. D. It is the youngest one. 73. Which meaning can the term “the Ivy League” convey today？ A. The largest enrollment. B. The strongest government support. C. The most expensive schools. D. First-class education. 74. Which of the following statements is true？ A. There is no longer sports competition in the Ivy League. B. Seven colleges were set up before the USA was founded. C. Brown University has the smallest number of students. D. Typical public state universities are larger than the Ivies. 75. Which of the following can be the best title of the passage？ A. The ABC of “The Ivy League” B. Best Universities in the USA C. The Financial Income of American Universities D. How to Apply to an Ivy League University

Passage 2

Questions 6 to 10 are based on the following passage:

Some 4000 Americans ambitions to become physicians are studying for their M. D. s

Last year, for example, some 13,000 of 35,000 would-be physicians who applied to U.S. schools were accepted. Of those who were turned down, well over 600 are trying the foreign route.But gaining admittance to a good foreign school may be a problem. British medical schools give priority to Britons , and Canada’s world-renowned McGill University School of Medicine takes only a handful of well qualified Americans annually.

But several schools do welcome U.S. medical students---if they can master the local language. More than 500 Americans are enrolled in the Belgian universities at Brussels and Louvain , for example. Some 800 attend the Italian University at Bologna; 175 at Rome. Mexico’s Autonomous University of Guadalajara numbers 1,300 gringos among its 4,000 students.

Despite difficulties abroad, many Americans complete their medical educations, and manage to win the respect of their professors and classmates. One second-year student.

at Louvain has a simple explanation for those successes: “ Anyone who comes here to be motivated. You have to learn a new language, the school is constant hard work, and it’s difficult to get back into the States to practice”.

Before they can intern or practice in the United States, graduates of foreign schools must pass a special examination required by medical-education authorities. The tough test is designed primarily to weed out those who are unable to speak English or whose medical education is not up to U.S. standards.

Which of the following is true about U.S. would-be physicians？

A.America medical schools have superfluous applicants

B.language is a big problem all the American students applying to foreign medical schools have to face.

C.Graduates from both American and foreign medical schools should take the same test before practice

D.As many as one-third of last year’s applicants of medical schools are now applying to foreign schools

Which is following is true about foreign medical education ？

A.A lot of foreign medical schools do not welcome U.S. students simply because they have to consider the applicants form their own countries first.

B.To enter foreign medical schools is much easier than to gain admittance into American medical schools if the problem of language is not regarded.

C.There are not many good foreign medical schools according to American students

D.There are so many difficulties in studying abroad that not many American students become successful in foreign medical schools

Which of the following is one of the difficulties the American students at foreign, medical schools have to face.A.Living and medical conditions in foreign countries are not so good as those in America.

B.There is racial discrimination against them.

C.They are given no opportunities to practice at local places.

D.They are treated the same as foreign physicians and medical school graduates when trying to go back to America to practice.

What does the word “gringos” mean？A.Americans.

B.Foreigners

C.Americans in Mexico

D.Mexicans

Which of the following can be the title of this passage？A.Foreign Medical Schools.

B.Life at Foreign Medical Schools

C.The tough Foreign Route

D.American Would-be Physicians at Foreign Schools.

请帮忙给出每个问题的正确答案和分析，谢谢！

ts of national competition as wellas instruments of peace. They are the place of the scientific discoveries that move economies forward, andthe primary means of educating the talent required to obtain and maintain competitive advantage. But at thesame time, the opening of national borders to the flow of goods, services, information and especiallypeople has made universities a powerful force for global integration, mutual understanding and geopoliticalstability. B．In response to the same forces that have driven the world economy, universities have become more self-consciously global: seeking students from around the world who represent the entire range of cultures andvalues, sending their own students abroad to prepare them for global careers, offering courses of study thataddress the challenges of an interconnected world and collaborative (合作的) research programs to advancescience for the benefit of all humanity. C．Of the forces shaping higher education none is more sweeping than the movement across borders. Over thepast three decades the number of students leaving home each year to study abroad has grown at an annual rateof 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004. Most travel from one developed nation to another,but the flow from developing to developed countries is growing rapidly. The reverse flow from developed todeveloping countries, is on the rise, too. Today foreign students cam 30 percent of the doctoral degreesawarded in the United States and 38 percent of those in the United Kingdom. And the number crossing bordersfor undergraduate study is growing as well, to 8 percent of the undergraduates at Americas best institutions andI0 percent of all undergraduates in the U.K. In the United States,20 percent of the newly hired professors inscience and engineering arc foreign-born, and in China many newly hired faculty members at the top researchuniversities received their graduate education abroad. D．Universities are also encouraging students to spend some of their undergraduate years in another country; InEurope, more than 140,000 students participate in the Erasmus program each year, taking courses for credit inone of 2,200 participating institutions across the continent. And in the United States, institutions are helpingplace students in summer internships (实习) abroad to prepare them for global careers. Yale and Harvard haveled the way, offering every undergraduate at least one international study or internship opportunity--andproviding the financial resources to make it possible. E． Globalization is also reshaping the way research is done. One new trend involves sourcing portions of aresearch program to another country. Yale professor and Howard Hughes Medical Institute investigator TianXu directs a research center focused on the genetics of human disease at Shanghais Fudan University, incollaboration with faculty colleagues from both schools. The Shanghai center has 95 employees and graduatestudents working in a 4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate studentsvisit regularly and attend videoconference seminars with scientists from both campuses. The arrangementbenefits both countries; Xus Yale lab is more productive, thanks to the lower costs of conducting research inChina, and Chinese graduate students, postdoctors and faculty get on-the-job training from a world-classscientist and his U.S. team. F．As a result of its strength in science, the United States has consistently led the world in the commercializationof major new technologies, from the mainframe. computer and integrated circuit of the 1960s to the Internetinfrastructure (基础设施) and applications software of the 1990s. The link between university-based scienceand industrial application is often indirect but sometimes highly visible: Silicon Valley was intentionallycreated by Stanford University, and Route 128 outside Boston has long housed companies spun off from MITand Harvard. Around the world, governments have encouraged copying of this model, perhaps mostsuccessfully in Cambridge, England, where Microsoft and scores of other leading software and biotechnologycompanies have set up shop around the university. G． For all its success, the United States remains deeply hesitant about sustaining the research-university model~Most politicians recognize the link between investment in science and national economic strength, but supportfor research funding has been unsteady. The budget of the National Institutes of Health doubled between 1998and 2003, but has risen more slowly than inflations since then. Support for the physical sciences andengineering barely kept pace with inflation during that same period. The attempt to make up lost ground iswelcome, but the nation would be better served by steady, predictable increases in science funding at the rate oflong-term GDP growth, which is on the order of inflation plus 3 percent per year. H．American politicians have great difficulty recognizing that admitting more foreign students can greatly promotethe national interest by in. creasing international understanding. Adjusted for inflation, public funding: forinternational exchanges and foreign-language study is well beloW the levels of 40 yearS ago. In the wake ofSeptember 11, changes in the visa process caused a dramatic decline inthe number of foreign students seeking admission to U.S. universities, and a corresponding surge in enrollments in Australia, Singapore and the U.K.Objections from American university and business leaders led to improvements in the process and a reversal ofthe decline, but the United States is still seen by many as unwelcoming to international students. I．Most Americans recognize that universities contribute to the nations well-being through their scientificresearch, but many fear that foreign students threaten American competitiveness by taking their knowledge andskills back home. They fail to grasp that welcoming foreign students to the United States has two importantpositive effects: first, the very best of them stay in the States and--like immigrants throughout history--strengthen the nation; and second, foreign students who study in the United States become ambassadors formany of its most cherished (珍视) values when they return home. Or at least they understand them better. InAmerica as elsewhere, few instruments of foreign policy are as effective in promoting peace and stability aswelcoming international university students. American universities prepare their undergraduates for global careers by giving them chances for international study or internship.

is hardly over, despite the Supreme Court's ruling Monday upholding the goal of a diverse student body. Higher education leaders overwhelmingly hailed the decision, saying it reaffirmed policies used by most selective colleges and universities. But some critics raised the possibility of more lawsuits, and promised to continue pressuring the Department of Education's Office of Civil Rights to investigate questionable policies. "We're talking about admissions programs, scholarships, any program…only for minorities or in which the standards used to judge admissions are substantially different," says Linda Chavez, founder and president of the Center for Equal Opportunity, a conservative non-profit group.

Others say they'll take their case to voters. "We have to seriously contest all this at the ballot box," says University of California regent Ward Cannerly, who helped win voter approval of California's Proposition 209, which prohibits considering race or gender in public education, hiring and contracting. Because of that law, Monday's ruling had no practical impact in the state. "It may be time for us to… let the (Michigan) voters decide if they want to use race as a factor in admissions," Connerly said Monday.

Meanwhile, U.S. Education Secretary Rod Paige, consistent with President Bush's stance opposing affirmative action, said the Department of Education will "continue examining and highlighting effective race-neutral approaches to ensure broad access to and diversity within our public institutions". Even Supreme Court Justice Sandra Day O'Connor, in one of the opinions, recommended that states look for lessons in race-neutral programs being tried in California and elsewhere. While the ruling said admissions officials may consider race in the selection process, colleges and universities are not obligated to do so. "Ultimately in the debate, diversity is a choice, not a legal mandate," says Arthur Coleman, a former Department of Education official who now helps colleges and universities ensure constitutional policies.

The public, too, remains conflicted, largely along racial lines. According to a January poll by the non-profit research organization Public Agenda, 79% of Americans said it is important for colleges to have a racially diverse student body, while just 54% said affirmative action programs should continue. In a Gallup. poll conducted days before the ruling, 49% of adults said they favor affirmative action and 43% did not, with blacks and Hispanics far more likely to favor the practice than white. And some educators doubt that with Monday's ruling, those opposing affirmative action will change their minds.

For now, admissions officials and university lawyers are poring over the ruling to determine how or whether to adjust policies. While most tend to be closed-mouthed about admissions policies, many say they don't expect significant changes.

What the critics said in the first paragraph amounts to the idea that ______.

A．no admission policies based on race should be implemented.

B．minority applicants should be given favorable considerations.

C．different standards for admitting minority students should be set up.

D．selective colleges and universities should be punished for their discriminatory policies.