The guilty party in this present state of affairs is not really the academic discipline. It is not the fault of English and philosophy and biology that engineering and accounting and computer science afford students better job opportunities and increased flexibility in career choice. Literature and an understanding of, say, man's evolutionary past are as important as ever. They simply are no longer perceived in today's market as salable. That is a harsh economic fact. And it is not only true in the United States. Employment prospects for liberal arts graduates in Canada, for example, are said to be the worst since the 1930s.
What to do? I think it would be shortsighted for colleges and universities to advise students against majoring in certain subjects that do not appear linked (at least directly) to careers. Where our energies should be directed instead is toward the development of educational programs that combine course sequences in the liberal arts with course in the viable professions. Double majors--one for enrichment, one for earning one's bread--have never been promoted very seriously in our institutions of higher learning, mainly because liberal arts and professional-vocational faculties have long been suspicious or contemptuous of one another. Thus students have been directed to one path or the other, to the disadvantage of both students and faculty.
A hopeful cue could be taken, it seems to me, from new attempts in the health profession (nursing and pharmacy, for example), where jobs are still plentiful, to give the humanities and social sciences a greater share of the curriculum. Why could not the traditional history major in the college of arts and sciences be pointed toward additional courses in the business school, or to engineering, or to physical therapy? This strategy requires a new commitment from both the institution and the student and demands a much harder look at the allocation of time and resources. But in an age of adversity, double majors are one way liberal arts students can more effectively prepare for the world outside.
What is the chief purpose of double majors?
A.To help graduates of history major become successful businessmen
B.To provide liberal arts graduates with a method of meeting effectively the challenge in employment.
C.To extend their knowledge learnt in the college.
D.To moderate the tension between liberal arts and vocational faculties
第1题
有关培养箱的使用与维护说法正确的是
A、可以放过热或过冷之物
B、最好不放装水的容器
C、培养物最好直接接触培养箱底层
D、不要随手关门
E、箱内培养物不应放置过挤
第2题
更适合无电地区野外调查使用的培养箱是
A、直热式培养箱
B、隔水式培养箱
C、光照培养箱
D、电热恒温培养及干燥两用箱
E、生化培养箱
第3题
哪一种培养箱更适合无电地区野外调查使用?()
A、直热式培养箱
B、隔水式培养箱
C、电热恒温培养及干燥两用箱
D、光照培养箱
E、生化培养箱
第6题
细菌总数培养使用的仪器是
A、隔水式电热恒温培养箱
B、厌氧手套箱
C、二氧化碳培养箱
D、恒温振荡培养箱
E、真菌培养箱
第9题
关于生物培养箱的描述,正确的是()。
A、真菌和细菌不可在同一培养箱内培养
B、厌氧(C02)培养箱不能用于微需氧菌的培养
C、恒温振荡培养箱可随意移动
D、直热式培养箱的温度均匀性好于隔水式培养箱
E、普通培养箱可用于厌氧菌和兼性厌氧菌的培养
第10题
营养琼脂融化后使用前应放在
A、恒温培养箱
B、恒温水浴箱
C、恒温振荡培养箱
D、厌氧培养箱
E、光照培养箱
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