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[单项选择]
案例四：一般资料：求助者，男性，21岁，大学三年级学生，因担心毕业找不到工作而痛苦。以下是心理咨询师与求助者的咨询谈话。求助者：我现在头痛、失眠、心慌，担心没有家庭背景，找不到好工作。心理咨询师：能先告诉我你对毕业找工作的具体想法吗？求助者：没想到找工作这样难啊，两个月前，我表姐因大学毕业后没找到工作自杀了，引起轰动。我父母一再叮嘱我抓紧时间找工作。心理咨询师：你的学习成绩怎样呢？求助者：一直挺好的，总是名列前茅，现在表姐因工作问题自杀了，我很害怕，成绩变差了，成绩差我就更担心找不到好工作了。找不到工作我也对不起父母啊，您说我该怎么办呀？心理咨询师：你的看法是，没有家庭背景没有好成绩，就找不到好工作。你的父母和你都很着急。表姐的自杀也把你吓着了。是这样吗？求助者：没错，就是。我该怎么办呀？心理咨询师：别着急，我先针对你的问题制定咨询目标，咨询目标分近期和远期的。对于你，近期目标就是提高学习成绩，远期目标就是找到一个好工作，就这样吧。为了实现这些目标，我觉得合理情绪疗法最适合你。下面咱们就开始吧。心理咨询师：放心吧，我会帮你解决问题，保证你能拽到一个好工作。求助者：那太好了，我就指望您了。心理咨询师：心理咨询就是帮助大家排忧解难，我不仅会帮你解决问题，还会为你绝对保密，别人不会知道的。以后别忘记多联系．
该求助者心理问题持续的时间是（）。
A. 约一个月
B. 两个月左右
C. 约一学期
D. 四个月左右

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[不定项选择题]The University in Transformation,edited by Australian futurists Sohail Inayatullah and Jennifer Gidley,presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives.Their essays raise a broad range of issues,questioning nearly every key assumption we have about higher education today. The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace.A computerized university could have many advantages,such as easy scheduling,efficient delivery of lectures to thousands or even millions of students at once,and ready access for students everywhere to the resources of all the world’s great libraries. Yet the Internet University poses dangers,too.For example,a line of franchised courseware,produced by a few superstar teachers,marketed under the brand name of a famous institution,and heavily advertised,might eventually come to dominate the global education market,warns sociology professor Peter Manicas of the University of Hawaii at Manoa.Besides enforcing a rigidly standardized curriculum,such a“college education in a box”could undersell the offerings of many traditional brick and mortar institutions,effectively driving them out of business and throwing thousands of career academics out of work,note Australian communications professors David Rooney and Greg Hearn. On the other hand,while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content—or other dangers—will necessarily follow.Counter-movements are also at work. Many in academia,including scholars contributing to this volume,are questioning the fundamental mission of university education.What if,for instance,instead of receiving primarily technical training and building their individual careers,university students and professors could focus their learning and research efforts on existing problems in their local communities and the world?Feminist scholar Ivana Milojevic dares to dream what a university might become“if we believed that child care workers and teachers in early childhood education should be one of the highest(rather than lowest)paid professionals?” Co-editor Jennifer Gidley shows how tomorrow’s university faculty,instead of giving lectures and conducting independent research,may take on three new roles.Some would act as brokers,assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world.A second group,mentors,would function much like today’s faculty advisers,but are likely to be working with many more students outside their own academic specialty.This would require them to constantly be learning from their students as well as instructing them. A third new role for faculty,and in Gidley’s view the most challenging and rewarding of all,would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems. Moreover,there seems little reason to suppose that any one form of university must necessarily drive out all other options.Students may be“enrolled”in courses offered at virtual campuses on the Internet,between—or even during—sessions at A.real world problem focused institution. As co-editor Sohail Inayatullah points out in his introduction,no future is inevitable,and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully,creatively and urgently even a dominant technology is adapted and applied.Even in academia,the future belongs to those who care enough to work their visions into practical,sustainable realities. According to the review, what is the fundamental mission of traditional university education?
A.Knowledge learning and career building.
B.Learning how to solve existing social problems.
C.Researching into solutions to current world problems.
D.Combining research efforts of teachers and students in learning.