Among rich countries, people in the United States work the longest hours.  They work much longer than in Europe. This difference is quite surprising because productivity per hour worked is the same in the United States as it is in France, Spain and Germany, and it is growing at a similar speed.

In most countries and at most times in history, as people have become richer they have chosen to work less. In other words, they have decided to “spend” a part of their extra income on a fuller personal life. Over the last fifty years Europeans have continued this pattern, and hours of  work have fallen sharply. But not in the United States. We do not fully know why this is. One reason may be greatly lower taxes in America, which increase the rewards（回報）to work.

Another may be more satisfying work, or less satisfying personal lives.

Longer hours do of course increase the GDP(國民生產(chǎn)總值). So the United States has produced more per worker than, say, France. The United States also has more of its people at work, while in France many more mothers and older workers have decided to stay at home. The overall result is that American GDP per head is 40% higher than in France, even though productivity per hour worked is the same.

It is not clear which of the two situations is better.  As we have seen, work has to be compared with other values like family life, which often get lost in its interest. It is too early to explain the different trends(趨勢) in happiness over time in different countries. But it is a disappointing idea that in the United States happiness has made no progress since 1975, while it has risen in Europe. Could this have anything to do with trends in the work-life balance (平衡)？

1. From the text we know that the author_________.

   A. believes that longer working hours is better

   B. prefers shorter working hours to longer ones

   C. says nothing certain about which pattern is better

   D. thinks neither of the patterns is good

2. Which of the following countries has more of its people at work?

A. Spain.                                                        B. France.       

C. Germany.                                                    D. America.

3. In the last paragraph, the underlined word “which” refers to ________.

A. family life                                            B. situations      

C. other values                                                 D. trends

4. What message can we get from the text?

   A. The GDP of Europe is higher than that of America.

   B. Two possible reasons are given for working longer hours in the US.

   C. People all over the world choose to work less when they are richer.

   D. Americans are happier than Europeans.

5. Which of the following would be the best title for the text？

A. Americans and Europeans                      B. Staying at Home 

C. Work and Productivity                                  D. Work and Happiness

Among rich countries, people in the United States work the longest hours. They work much longer than in Europe. This difference is quite surprising because productivity per hour worked is the same in the United States as it is in France, Spain and Germany, and it is growing at a similar speed.

In most countries and at most times in history, as people have become richer they have chosen to work less. In other words, they have decided to “spend” a part of their extra income on a fuller personal life. Over the last fifty years Europeans have continued this pattern, and hours of work have fallen sharply. But not in the United States. We do not fully know why this is. One reason may be greatly lower taxes in America, which increase the rewards（回報）to work.  Another may be more satisfying work, or less satisfying personal lives.

Longer hours do of course increase the GDP(國內(nèi)產(chǎn)生產(chǎn)總值). So the United States has produced more per worker than, say, France. The United States also has more of its people at work, while in France many more mothers and older workers have decided to stay at home. The overall result is that American GDP per head is 40% higher than in France, even though productivity per hour worked is the same.

It is not clear which of the two situations is better.  As we have seen, work has to be compared with other values like family life, which often get lost in its interest. It is too early to explain the different trends(趨勢) in happiness over time in different countries. But it is a disappointing idea that in the United States happiness has made no progress since 1975, while it has risen in Europe. Could this have anything to do with trends in the work-life balance (平衡)？

1. From the text we know that the author_________.

   A. believes that longer working hours is better

   B. prefers shorter working hours to longer ones

   C. says nothing certain about which pattern is better

   D. thinks neither of the patterns is good

2. Which of the following countries has more of its people at work?

   A. Spain.        B. France.   C. Germany.            D. America.

3. In the last paragraph, the underlined word “which” refers to ________.

   A. family life   B. situations   C. other values    D. trends

4. What message can we get from the text?

   A. The GDP of Europe is higher than that of America.

   B. Two possible reasons are given for working longer hours in the US.

   C. People all over the world choose to work less when they are richer.

   D. Americans are happier than Europeans.

5. Which of the following would be the best title for the text？

  A. Americans and Europeans    B. Staying at Home

  C. Work and Productivity      D. Work and Happiness

Among rich countries , people in the United States work the longest hours. They work much longer than in Europe. This difference is quite surprising because productivity per hour worked is the same in the United States as it is in France, Spain and Germany, and it is growing at a similar speed.

In most countries and at most times in history, as people have become richer they have chosen to work less. In other words they have decided to “spend”a part of their extra income on a fuller personal life. Over the last fifty years Europeans have continued this pattern, and hours of work have fallen sharply. But not in the United States. We do not fully know why this is. One reason may be more satisfying work,or less satisfying personal lives.

Longer hourd do of course increase the GDP (國內(nèi)生產(chǎn)總值). So the United States has produced more per worker than, say,France.The United States also has more of its people at work,while in Frence many more mothers and older workers have decided to stay at home.The overall result is that American GDP per head is 40% higher than in France,even though productivity per hour worked is the same.

It is not clear which of the two situations is better.As we have seen, work has to be compared with other values like family life, which often get lost in interest.It is too erly to explain the different trends（趨勢）in happiness over time in different countries. But it is a disappointingidea that in the United States happiness has made no progress since 1975, while it has resen in Europe. Could this have anything to do with trends in the work-life balance (平衡) ?

1.From the text we know that the autor      .

A.believes that longer working hours is better

B.prefers shorter working hours to longer ones

C.says nothing certain about which pattern is better

D.thinks neither of the patterns is good

2.Which of the following countries has mone of its pcople at work?

A.Spain.                  B.France.

C.Germany.               D.America.

3.In the last paragraph,the underlined word“which”refers to_______.

A.family life                     B.situations

C.other  values                  D.trends

4.What message can we get from the text?

A.The GDP of Europe is higher than that of America.

B.Two possible reasons are given for working longer hours in the US.

C.People all over the world choose to work less when they are richer.

D.Amerleans are happler than Europeans.

5.Which of the following would be the best title for the text?

A.Americans and Europeans       B.Staying at Home

C.Work and Productivity          D.Work and Happiness

When next year’s crop of high-school graduates arrive at Oxford University in the fall, they will be joined by a new face: Andrew Hamilton, the 55-year-old provost (教務(wù)長) of Yale, who will become Oxford’s vice-chancellor –– a position equal to university president in America.
Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Yet the talent flow isn’t universal. High-level personnel (人員) 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 finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularly 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 (管理人員), and has made hiring committees hungry for Americans.
In the past few years, well-known schools around the world have joined the trend. In 2011, 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 (監(jiān)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 (視角) on established practices.
【小題1】 What is the current trend in higher education discussed in the text?

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

B．More international students are being admitted to American universities.

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

D．A lot of activists are being hired as administrators.

【小題2】 What do we learn about European universities from the text?

A．The tuition they charge has been rising considerably.

B．They are strengthening their position by globalization.

C．Their operation is under strict government control.

D．Most of their money comes from the government.

【小題3】 In what way do top-level administrators from abroad contribute to university development?

A．They can improve the university’s image.

B．They will bring with them more international personnel.

C．They will view a lot of things from a new angle.

D．They can set up new academic subjects.

【小題4】 Which of the following would make the best title of the text?

A．High Education Globalization

B．Global Headhunting in Higher Education

C．Global Higher Education Cooperation

D．Universal Higher Education Development

When next year’s crop of high-school graduates arrive at Oxford University in the fall, they will be joined by a new face: Andrew Hamilton, the 55-year-old provost (教務(wù)長) of Yale, who will become Oxford’s vice-chancellor –– a position equal to university president in America.
Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Yet the talent flow isn’t universal. High-level personnel (人員) 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 finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularly 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 (管理人員), and has made hiring committees hungry for Americans.
In the past few years, well-known schools around the world have joined the trend. In 2011, 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 (監(jiān)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 (視角) on established practices.
【小題1】What is the current trend in higher education discussed in the text?

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

B．More international students are being admitted to American universities.

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

D．A lot of activists are being hired as administrators.

【小題2】What do we learn about European universities from the text?

A．The tuition they charge has been rising considerably.

B．They are strengthening their position by globalization.

C．Their operation is under strict government control.

D．Most of their money comes from the government.

【小題3】In what way do top-level administrators from abroad contribute to university development?

A．They can improve the university’s image.

B．They will bring with them more international personnel.

C．They will view a lot of things from a new angle.

D．They can set up new academic subjects.

【小題4】Which of the following would make the best title of the text?

A．High Education Globalization

B．Global Headhunting in Higher Education

C．Global Higher Education Cooperation

D．Universal Higher Education Development