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Text 2 　　For years, studies have found that first-generation college students-those who do not have a parent with a college degree-lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education, colleges and universities have pushed for decades to recruit more of them. This has created "a paradox" in that recruiting first-generation students, but then watching many of them fail, means that higher education has "continued to reproduce and widen, rather than close" achievement gap based on social class, according to the depressing beginning of a paper forthcoming in the journal Psychological Sciense. 　　But the article is actually quite optimistic, as it outlines a potential solution to this problem, suggesting that an approach(which involves a one-hour, next-to-no-cost program) can close 63 percent of the
A. reduced their d ropout rates
B. narrowed the achievement gao
C. missed its original pu rpose
D. depressed college students

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Text 2 　　For years, studies have found that first-generation college students-those who do not have a parent with a college degree-lag other students on a range of education achievement factors. Their grades are lower and their dropout rates are higher. But since such students are most likely to advance economically if they succeed in higher education, colleges and universities have pushed for decades to recruit more of them. This has created "a paradox" in that recruiting first-generation students, but then watching many of them fail, means that higher education has "continued to reproduce and widen, rather than close" achievement gap based on social class, according to the depressing beginning of a paper forthcoming in the journal Psychological Sciense. 　　But the article is actually quite optimistic, as it outlines a potential solution to this problem, suggesting that an approach(which involves a one-hour, next-to-no-cost program) can close 63 percent of the
A. the problem is solvable
B. their approach is costless
C. the recruiting rate has increased
D. their finding appeal to students

[填空题]Many studies have found human expressions are

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Paragraph 1 Several recent studies have found that being randomly (随机地) assigned to a roommate of another race can lead to increased tolerance but also to a greater likelihood (可能性) of conflict.
Paragraph 2 Recent reports found that lodging with a student of a different race may decrease prejudice and compel students to engage in more ethnically diverse friendships.
Paragraph 3 An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.
Paragraph 4 In a New York Times article, Sam Boakye—the only black student on his freshman year floor—said that "if you’re surrounded by whites, you have something to prove."
Paragraph 5 Researchers also observed problems resulting from pairing interracial students in residences.
Paragraph 6 According to
A. Conflicts between students of different races are unavoidable.
B. Students of different races are prejudiced against each other.
C. Interracial lodging does more harm than good.
D. Interracial lodging may have diverse outcomes.

[简答题] Studies have found that no single factor causes violence. Researchers have (47)______ many determinants, including both individual (48)______ and attributes of campus and community environments. These factors can be organized according to a "social ecological framework," a commonly used public health model. This model recognizes that health-and safety-related behaviors are shaped through (49)______ levels of influence — individual, group, institutional, and community as well as public policy and societal factors. The nature and strength of these factors will vary across settings and by type of violence. In a campus community, the following are examples of possible influences at each level: Individual factors, such as student, faculty, and staff attitudes and beliefs about violence; skills for (50)______ conflict. Interpersonal or group processes, such as group norms regarding appropriate behavior; responses of bystanders to violence. Institutional factors, such