广东外语外贸大学关于授予成人高等教育本科毕业生学士学位
广东外语外贸自考汉语言本科学位要求
广东外语外贸自考汉语言本科学位要求全文共四篇示例，供读者参考第一篇示例：广东外语外贸自考汉语言本科学位要求作为广东外语外贸大学针对自考生开设的专业，汉语言本科学位要求是学生通过自学自考的方式，掌握汉语言文化相关知识和技能，取得本科学位的资格。
以下是广东外语外贸自考汉语言本科学位的具体要求。
一、课程设置广东外语外贸自考汉语言本科学位要求学生修读一系列的汉语言相关课程。
主要包括汉语言学、现代汉语语法、汉字学、古代汉语、中国古代文学、中国现代文学、中国文学史、中国古代史、中国近现代史等。
这些课程旨在帮助学生全面了解汉语言文化，掌握汉语言的基本知识和技能。
二、考试要求广东外语外贸自考汉语言本科学位考试分为笔试和口试两部分。
笔试主要包括选择题、填空题和问答题等形式，考察学生对汉语言相关知识的掌握程度。
口试主要考察学生的口语表达能力和听力理解能力。
三、论文要求广东外语外贸自考汉语言本科学位毕业论文是考核学生综合能力和研究水平的重要环节。
学生需要选择一个与汉语言相关的主题，进行深入研究并撰写论文。
论文需符合学术规范，具有一定的创新性和实践价值。
四、实习要求广东外语外贸自考汉语言本科学位还要求学生完成一定的实习。
实习内容主要包括对汉语言文化相关机构或企业的实地调研和实践活动。
通过实习，学生可以提升自己的实践能力和职业素养。
五、学位授予广东外语外贸自考汉语言本科学位的学位授予要求学生在规定时间内完成所有学业要求，通过学位论文答辩，并取得一定的学分。
学生达到以上要求后，学校将颁发相应的学位证书。
广东外语外贸自考汉语言本科学位要求学生全面掌握汉语言相关知识和技能，具备较强的独立学习和研究能力。
通过系统学习和实践活动，学生将获得一定的专业素养和实践经验，为今后从事相关职业奠定坚实的基础。
希望广东外语外贸自考汉语言本科学位的学生们能够认真学习，勇于挑战，取得优异的成绩，为中国汉语言文化的传承和发展做出积极贡献。
第二篇示例：广东外语外贸大学汉语言本科学位是广东外语外贸大学为了满足学生的学习需求和提高母语能力而设立的一种学位。
商务管理专业描述商务管理专业介绍
商务管理专业描述商务管理专业介绍商务管理专业描述商务管理专业的介绍商务管理专业描述_商务管理专业的介绍专业旨在培养适应我国社会主义现代化建设需求，适应中国加入WTO后，国内外企业对人才的新的要求，掌握本专业必备的基础理论和专门知识，具有较强的实践能力，德智体美全面发展，能从事商务工作，并具备一定实际工作能力和分析、研究、创新能力的学生。
这是爱汇网的商务专业描述，希望你能从中得到感悟!___理论、政治经济学(财经类)、大学语文、商务英语、管理信息技术、企业组织与环境、商务交流、数量方法、经济学、会计学、财务管理、商法、市场营销(二)、资源管理(二)、管理贸易事务(二)。
本科段：___思想概论、英语(二)、政府政策与经济学、组织行文学(二)、电子商务概论、商业伦理导论、战略管理教程、风险管理、管理系统中计算机应用与上机、国际商务管理学、企业管理咨询、市场营销策划、国际市场营销学(二) 中英合作的商务管理专业均属高等教育专科学历层次。
本专业的考试课程(模块)采用学分计算，课程考试合格者发给课程合格证，其中合作课程合格证由___高等教育自学考试办公室和英国剑桥大学考试委员会(UCLES)联合签发，xx年起所有合作课程合格证由___高等教育自学考试办公室签发。
获得本专业8门合作课程(企业组织与环境、商务交流、数量方法、经济学、会计学、管理信息技术、财务管理、商法)合格证和英语课程合格证的考生，英国剑桥大学考试委员会(UCLES)负责颁发剑桥商务管理证书。
获得本专业16门课程合格证，思想品德经鉴定符合要求的考生，发给高等教育自学考试专科毕业证书，同时，由英国剑桥大学考试委员会(UCLES)授予剑桥高级商务管理证书。
商务管理专业本科属高等教育本科学历层次。
课程考试水平与全日制普通高等院校同类专业课程的结业水平相一致。
在专科毕业的基础上取得本专业所规定的全部课程考试合格成绩，成绩均在60分以上，思想品德经鉴定符合要求，毕业论文经答辩成绩合格，发给由主考院校广东外语外贸大学签发国家承认学历的广东省高等教育自学考试本科毕业证书。
广东省成人高等教育学士学位外语水平考试
广东省成人高等教育学士学位外语水平考试考试概述广东省成人高等教育学士学位外语水平考试是广东省教育厅组织的一项重要考试，旨在评估考生的外语水平，为成人高等教育学士学位的申领提供参考依据。
该考试分为听力、阅读、写作和口语四个部分，针对不同的外语等级设有不同的难度。
考试内容1.听力测试考生需要通过听力材料来回答问题。
听力材料可能包括对话、短文等，考生需要理解并提炼关键信息，并根据听到的内容回答问题。
2.阅读测试考生需要阅读给定的文章，并根据文章内容回答问题。
文章可能涉及多个主题或领域，考生需要在有限的时间内准确理解并作出正确的回答。
3.写作测试考生需要根据题目要求，完成一篇文章的写作。
写作题目通常会涉及社会、教育、科技等多个领域的话题，要求考生运用所学的外语知识表达观点和探讨问题。
4.口语测试考生需要与考官进行面对面的口语交流。
考官会针对一些日常话题进行提问，要求考生能够自如地运用外语进行交流。
考试等级广东省成人高等教育学士学位外语水平考试设有不同等级，包括三个等级：A 级、B级和C级。
1.A级：表示考生具备较好的外语水平，能够进行基本的日常交流，并能理解和运用较为复杂的语言结构和词汇。
2.B级：表示考生具备一定的外语水平，能够进行简单的日常交流，并能理解和运用基本的语言结构和词汇。
3.C级：表示考生具备初级的外语水平，能够进行简单的日常交流，但对于较为复杂的语言结构和词汇理解能力较弱。
考试准备为了取得好成绩，考生需要进行充分的考前准备。
以下是一些建议：1.词汇积累：扩大词汇量对于提高外语水平非常重要，考生可以通过背单词、阅读英文文章等方式来积累词汇。
2.听力训练：考生可以通过听英语广播、听外语歌曲、观看英语电影等方式来提高听力水平。
3.阅读练习：考生需要进行大量的英语阅读练习，可以选择英文报纸、杂志、小说等进行阅读，并积累阅读技巧和策略。
4.写作练习：考生可以选择一些写作题目进行练习，学习不同类型的文章结构和写作技巧。
2021年广东外语外贸大学硕士研究生招生简章
2021年广东外语外贸大学硕士研究生招生简章2021年广东外语外贸大学硕士研究生招生简章广东外语外贸大学坐落于中国广东省广州市，是广东省属重点大学。
下面是小编分享的2021年广东外语外贸大学硕士研究生招生简章，文章内容希望大家喜欢。
一、招生专业、招生人数、学制及学习方式（一）招生专业、招生人数详见《广东外语外贸大学2021年硕士研究生招生专业目录》。
招生专业目录中公布的各专业拟招生人数包含推免生，最终招生人数以教育部实际下达的招生人数为准，可能会有调整。
（二）学制及学习方式：招生专业按毕业授予的学位类型可分为学术学位和专业学位。
学术学位：学制3年，学习方式为“全日制”。
专业学位：学制2年或3年，学习方式分为“全日制”和“非全日制”两种。
我校2021年招收“非全日制”硕士研究生的专业均为专业学位，分别是：工商管理和社会工作。
原则上非全日制硕士研究生招收在职定向就业人员。
二、报考条件（一）报名参加全国硕士研究生招生考试的人员，须符合下列条件：1、中华人民共和国公民。
2、拥护中国共产党的领导，品德良好，遵纪守法。
3、身体健康状况符合国家和招生单位规定的体检要求。
4、考生学业水平必须符合下列条件之一：（1）国家承认学历的应届本科毕业生(含普通高校、成人高校、普通高校举办的成人高等学历教育应届本科毕业生)及自学考试和网络教育届时可毕业本科生，录取当年9月1日前须取得国家承认的本科毕业证书或教育部留学服务中心出具的《国（境）外学历学位认证书》，否则录取资格无效。
（2）具有国家承认的大学本科毕业学历的人员。
（3）获得国家承认的高职高专毕业学历后满2年(从毕业后到录取当年9月1日，下同)或2年以上的，且已获得自学考试5门以上主干专业课程；以及国家承认学历的本科结业生，符合招生单位根据本单位的`培养目标对考生提出的具体学业要求的人员，按本科毕业生同等学力身份报考。
（4）已获硕士、博士学位的人员。
在校研究生报考须在报名前征得所在培养单位同意。
广东外语外贸大学成人高等教育毕业水平考试 第一套试卷
广东外语外贸大学成人高等教育毕业水平考试复习资料（英语专业）试卷一G raduation Proficiency Test For Adult Higher Education（English Major)考生注意：1. 答案全部写在答卷上，否则无效。
2.考试时间120分钟I. Grammar &Vocabulary (10%)There are twenty sentences in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose one word or phrase that best completes the sentence.1.Most people found it hard to believe that such a seemingly ______ man shouldhave done that wicked thing.A. respectingB. respectfulC. respectiveD. respectable2. _______ to speak when the audience interrupted him.A. Hardly did he beginB. No sooner had he begunC. Not until be begunD. Scarcely had he begun3. We should be able to do the job for you quickly, _______ you give us all the necessary information.A. in caseB. as ifC. or elseD. provided that4. Andrew, my mother’s elder brother, will not be at the family party, _______ to the family’s disappointment.A. moreB. muchC. too muchD. much more5. Linda did not have time to go to the concert last night because she was busy_______ for her experiment.A. to prepareB. to be preparedC. being preparedD. preparing6. By the year 2020, scientists probably _______ an effective treatment for cancer.A. will have discoveredB. are discoveringC. will be discoveringD. have discovered7. When confronted with such questions, my mind goes _______, and I can hardlyremember my own date of birth.A. dimB. vainC. faintD. blank8. The bestseller is well worth ________.A. to readB. readingC. to be readD. being read9. The police have accused the young man _______ exceeding the speed limit.A. byB. ofC. forD. with10. China’s reform and opening –up program enjoys the support of the people and is______ to succeed.A. boundB. proneC. aptD. inclined11. Long ______ to harmful pollutants is most likely to lead to a decline in health.A. exposureB. contactC. UseD. touch12. Ask for a doctor as quickly as possible and tell him it’s ______ of life and death.A. thingB. matterC. questionD. problem13. I am sure that I can _______ him into letting us stay in the hotel for the night.A. talkB. speakC. tellD. say14. Although her marriage was very unhappy, Mrs. Stephens remained with herhusband for the _______ of the children.A. reasonB. sakeC. careD. convenience15. Don’t let _______ of any chance.A. to goB. goingC. goD. gone16. David had ________ on this subject.A. rather the strong opinionB. a rather strong opinionC. rather strong opinionD. the rather strong opinion17. Let’s go and get some water, _______ ?A. can’t weB. won’t weC. shall weD. shan’t we18. David thought failing in examination as _______, so he was unwilling to go outwith classmates.A. humiliationB. humilityC. humidityD. humanity19. Stephanie fell in love with Alex ________.A. at first sightB. at a first sightC. at the first sightD. at first sights20. The general often _________ his soldiers.A. highly spoke ofB. spoke highly ofC. highly spoke forD. spoke highly forII. Cloze (10%)There are 20 blanks in the passage, and 25 words in the box below the passage. Decide which given word should go to which blank.Children model themselves largely on their parents. They do so mainly through identification. Children identify 21 a parent when they believe they have the qualities and feelings that are 22 of that parent. The things parents do and say—and the 23 they do and say to them—therefore strongly influence a child's 24 . However, parents must consistently behave like the type of 25 they want their child to become.A parent's actions 26 affect the self-image that a child forms 27 identification. Children who see mainly positive qualities in their 28 will likely learn to see themselves in a positive way. Children who observe chiefly 29 qualities in their parents will have difficulty 30 positive qualities in themselves. Children may 31 their self-image, however, as they become increasingly 32 by peers groups standards before they reach 13.Isolated events，33 dramatic ones，do not necessarily have a permanent 34 on a child's behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, 35 ，accept the divorce of their parent's or a parent’s early 36 . But if children feel unloved，they may interpret such events 37 a sign of rejection or punishment.In the same way, all children are not influenced 38 toys and games, reading matter, and television programs. 39 in the case of a dramatic change in family relations, the40 of an activity or experience depends on how the child interprets it.A. behaviourB. andC. influencedD. as a wholeE. parentsF. for exampleG. withH. AsI. throughJ. orK. seeing L. about M. characteristic N. effect O. deathP. from Q. modify R. by S. way T. negativeIII. Reading Comprehension (30%)There are 4 reading passages in this part. Please read them carefully and answer the 20 questions following these passages.Questions 41 to 45 refer to the passage below:I had an experience some years ago which taught me something about the ways in which people make a bad situation worse by blaming themselves. One January, I had to officiate at two funerals on successive days for two elderly women in my community. Both had died "full of years," as the Bible would say; both yielded to the normal wearing out of the body after a long and full life. Their homes happened to be near each other, so I paid condolence calls on the two families on the same afternoon.At the first home, the son of the deceased woman said to me, "If only I had sent my mother to Florida and gotten her out of this cold and snow, she would be alive today. It's my fault that she died." At the second home, the son of the other deceased woman said, "If only I hadn't insisted on my mother's going to Florida, she would be alive today. That long airplane ride, the abrupt change of climate, was more than she could take. It's my fault that she's dead."When things don't turn out as we would like them to, it is very tempting to assume that had we done things differently, the story would have had a happier ending. Priests know that any time there is a death, the survivors will feel guilty. Because the courseof action they took turned out badly, they believe that the opposite course - keeping Mother at home, postponing the operation – would have turned out better. After all, how could it have turned out any worse?There seem to be two elements involved in our readiness to feel guilt. The first is our pressing need to believe that the world makes sense, that there is a cause for every effect and a reason for everything that happens. That leads us to find patterns and connections both where they really exist and where they exist only in our minds.The second element is the notion that we are the cause of what happens, especially the bad things that happen. It seems to be a short step from believing that every event has a cause to believing that every disaster is our fault. The roots of this feeling may lie in our childhood. Psychologists speak of the infantile myth of omnipotence . A baby comes to think that the world exists to meet his needs, and that he makes everything happen in it. He wakes up in the morning and summons the rest of the world to its tasks. He cries, and someone comes to attend to him. When he is hungry, people feed him, and when he is wet, people change him. Very often, we do not completely outgrow that infantile notion that our wishes cause things to happen.41. What is said about the two deceased elderly women?A) They lived out a natural life.B) They died of exhaustion after the long plane ride.C) They weren't accustomed to the change in weather.D) They died due to lack of care by family members.42. The author had to conduct the two women's funerals probably because ________.A) he wanted to console the two familiesB) he was an official from the communityC) he had great sympathy for the deceasedD) he was priest of the local church43. What does the underlined word “condolence” mean (Line 6, Para. 1)?A) inquiry B) sympathy C) indifferent D) emergency44. People feel guilty for the deaths of their loved ones because ________A) they couldn't find a better way to express their griefB) they believe that they were responsibleC) they had neglected the natural course of eventsD) they didn't know things often turn out in the opposite direction45. In the context of the passage, "... the world makes sense" (Line 2, Para, 4) probably means that ________.A) everything in the world is predeterminedB) the world can be interpreted in different waysC) there's an explanation for everything in the worldD) we have to be sensible in order to understand the worldQuestions 45-50 refer to the following passage:Throughout the nation's more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster achievement scores by U.S. children relative to their peers in other developed countries. Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, "no single intellectually coherent vision dominates U.S. educational practice in math or science.'' The reason, he said, "is because the system is deeply and fundamentally flawed."The new analysis, released this week by the National Science Foundation in Arlington, Va., is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study.Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’s curricula, its textbooks, or its teachers' activities. This contrasts sharply with the coordinated national programs of most other countries.On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that "is a mile wide and an inch deep," Schmidt notes.For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems "share our pattern of splintered visions" but which are not economic leaders.The new report "couldn't come at a better time," says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington. "The new National Science Education Standards provide that focused vision," including the call "to do less, but in greater depth."Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time.In fact, Schmidt argues, reforms such as these proposed national standards "face an almost impossible task, because even though they are intellectually coherent, each becomes only one more voice in the babble."46. What does the underlined word “lackluster” mean in the passage (Line 4, Para. 1)?A) unique B) distinguishing C)important D) common47. According to the passage, the teaching of science and math in America isA) focused on tapping students' potentialB) characterized by its diversityC) losing its vitality graduallyD) going downhill in recent years48. The fundamental flaw of American school education is that ________.A) it lacks a coordinated national programB) it sets a very low academic standard for studentsC) it relies heavily on the initiative of individual teachersD) it attaches too much importance to intensive study of school subjects49. By saying that the U.S. educational environment is "a mile wide and an inch deep"(Line 2, Para. 5), the author means U.S. educational practice ________.A) lays stress on quality at the expense of quantityB) offers an environment for comprehensive educationC) encourages learning both in depth and in scopeD) scratches the surface of a wide range of topics50. The new National Science Education Standards are good news in that they willA) provide depth to school science educationB) solve most of the problems in school teachingC) be able to meet the demands of the communityD) quickly dominate U.S. educational practiceQuestions 51-55 refer to the passage that follows:There are good reasons to be troubled by the violence that spreads throughout the media. Movies, Television and video games are full of gunplay and bloodshed, and one might reasonably ask what’s wrong with a socie ty that presents videos of domestic violence as entertainment.Most researchers agree that the causes of real-world violence are complex. A 1993 study by the U.S. National Academy of Sciences listed “biological, individual, family, peer, school, and commun ity factors” as all playing their parts.Viewing abnormally large amounts of violent television and video games may well contribute to violent behavior in certain individuals. The trouble comes when researchers downplay uncertainties in their studies or overstate the case for causality. Skeptics were dismayed several years ago when a group of societies including the American Medical Association tried to end the debate by issuing a joint statement: “At this time, well over 1,000 studies... point overwhelming ly to a causal connection between media violence and aggressive behavior in some children.”Freedom-of-speech advocates accused the societies of catering to politicians, and even disputed the number of studies (most were review articles and essays, they said). When Jonathan Freedman, a social psychologist at the University of Toronto, reviewed the literature, he found only 200 or so studies of television-watching and aggression. And when he weeded out “the most doubtful measures of aggression”, only 28% supported a connection.The critical point here is causality. The alarmists say they have proved that violent media cause aggression. But the assumptions behind their observations need tobe examined. When labeling games as violent or non-violent, should a hero eating a ghost really be counted as a violent event? And when experimenters record the time it takes game players to read ‘aggressive’ or ‘non-aggressive’ words from a list, can we be sure what they are actually measuring? The intent of the new Harvard Center on Media and Child Health to collect and standardize studies of media violence in order to compare their methodologies, assumptions and conclusions is an important step in the right direction.Another appropriate step would be to tone down the criticism until we know more. Several researchers write, speak and testify quite a lot on the threat posed by violence in the media. That is, of course, their privilege. But when doing so, they often come out with statements that the matter has now been settled, drawing criticism from colleagues. In response, the alarmists accuse critics and news reporters of being deceived by the entertainment industry. Such clashes help neither science nor society.51. Why is there so much violence shown in movies, TV and video games?A) There is a lot of violence in the real world today.B) Something has gone wrong with today’s society.C) Many people are fond of gunplay and bloodshed.D) Showing violence is thought to be entertaining.52. What is the skeptics (Line 3. Para. 3) view of media violence?A) Violence on television is a fairly accurate reflection of real-world life.B) Most studies exaggerate the effect of media violence on the viewers.C) A causal relationship exists between media and real-world violence.D) The influence of media violence on children has been underestimated.53. What does the underlined word “causality” mean (Line 3, Para. 3)?A) casualty B) objectivityC) the relationship between cause and effect D) liability54. The author uses the term “alarmists” (Line 1. Para. 5) to refer to those who________.A) use standardized measurements in the studies of media violenceB) initiated the debate over the influence of violent media on realityC) assert a direct link between violent media and aggressive behaviorD) use appropriate methodology in examining aggressive behavior55. In refuting the alarmists, the author advances his argument by first challenging________.A) the source and amount of their dataB) the targets of their observationC) their system of measurementD) their definition of violenceQuestions 56-60 refer to the passage below:Age has its privileges in America. And one of the more prominent of them is the senior citizen discount. Anyone who has reached a certain age—in some cases as low as 55—is automatically entitled to a dazzling array of price reductions at nearly every level of commercial life. Eligibility is determined not by one’s need but by the date on one’s birth certificate. Practicall y unheard of a generation ago, the discounts have become a routine part of many businesses—as common as color televisions in motel rooms and free coffee on airliners.People with gray hair often are given the discounts without even asking for them；yet, millions of Americans above age 60 are healthy and solvent. Businesses that would never dare offer discounts to college students or anyone under 30 freely offer them to older Americans. The practice is acceptable because of the widespread belief that “elderly” and “needy” are synonymous. Perhaps that once was true, but today elderly Americans as a group have a lower poverty rate than the rest of the population. To be sure, there is economic diversity within the elderly, and many older Americans are poor. But m ost of them aren’t.It is impossible to determine the impact of the discounts on individual companies. For many firms, they are a stimulus to revenue. But in other cases the discounts are given at the expense, directly or indirectly, of younger Americans. Moreover, they are a direct irritant in what some politicians and scholars see as a coming conflict between the generations.Generational tensions are being fueled by continuing debate over Social Security benefits, which mostly involves a transfer of resources from the young to the old. Employment is another sore point,Buoyed by laws and court decisions, more and more older Americans are declining the retirement dinner in favor of staying on the job-thereby lessening employment and promotion opportunities for younger workers.Far from a kind of charity they once were, senior citizen discounts have become a formidable economic privilege to a group with millions of members who don’t need them.It no longer makes sense to treat the elderly as a single group whose economic needs deserve priority over those of others. Senior citizen discounts only enhance the myth that older people can’t take care of themselves and need special treatment；and they threaten the creation of a new myth, that the elderly are ungrateful and taking for themselves at the expense of children and other age groups. Senior citizen discounts are the essence of the very thing older Americans are fighting against-discrimination by age.56. We learn from the first paragraph that ________.A) offering senior citizens discounts has become routine commercial practiceB) senior citizen discounts have enabled many old people to live a decent lifeC) giving senior citizens discounts has boosted the market for the elderlyD) senior citizens have to show their birth certificates to get a discount57. What assumption lies behind the practice of senior citizen discounts?A) Businesses, having made a lot of profits, should do something for society inreturn.B) Old people are entitled to special treatment for the contribution they made tosociety.C) The elderly, being financially underprivileged, need humane help fromsociety.D) Senior citizen discounts can make up for the inadequacy of the SocialSecurity system.58. What does the underlined word “s ynonymous” mean (Line 5, Para 2)?A) having different meanings B) having the same meaningC) opposite C) hostile59. According to some politicians and scholars, senior citizen discounts will________.A) make old people even more dependent on societyB) intensify conflicts between the young and the oldC) have adverse financial impact on business companiesD) bring a marked increase in the companies revenues60. Which of the following words can replace the underlined word “Buoyed” in thepassage (Line 3, Para 4)?A) Supported B) Opposed C) Abiding D) StandingIV. Translation (30%)Section A: Translate the following passage into English (15%)绿茶在亚洲非常风靡，在日本可谓是一种艺术。
广东工业大学学士学位授予工作细则
广东工业大学学士学位授予工作细则第一章总则第一条根据《中华人民共和国学位条例》、《中华人民共和国学位条例暂行实施办法》、《普通高等学校学生管理规定》和《广东省普通高等学校学士学位条例暂行实施办法》的精神，结合我校实际情况，特制定本细则。
第二条我校学士学位按下列七个学科的门类授予：工学（含专业学位“建筑学学士”）、理学、经济学、管理学、文学、法学、艺术学。
第二章授予学士学位的条件第三条凡遵守中华人民共和国宪法和法律，遵守我校的各项规章制度，品德端正，达到本细则要求的学术条件者，均可按本细则的规定向广东工业大学学位评定委员会（以下简称“校学位评定委员会”）申请学位。
第四条我校普通全日制本科生在规定的学习年限内，修完专业教学计划规定的全部课程，成绩合格，达到下述学术水平和要求，授予普通高等教育学士学位：（一）恪守学术道德，坚持学术诚信；（二）普通全日制本科学生的课程学习成绩和毕业论文（毕业设计或其他毕业实践环节）的成绩，表明确已较好地掌握本门学科的基础理论、专门知识和基本技能，并具有从事科学研究工作或担负专门技术工作的初步能力。
第五条普通本科毕业生在校期间参加跨学科辅修本科专业学习，完成辅修学位规定的全部课程，成绩合格，达到第四条第（一）、（二）款要求的，并在获得主修学位的前提下，可以授予辅修相应学士学位。
第六条成人高等教育本科毕业生授予学士学位的条件，按照《广东工业大学成人高等教育授予学士学位工作细则》的规定执行。
第七条凡属下列情形之一的本科毕业生不得授予学士学位：（一）思想品德鉴定不及格者；（二）在校学习期间，因违法、违规、违纪受过留校察看及以上处分的本科生；（三）在校学习期间所修课程累计平均学分绩点低于1.6者(有另行规定的除外)；（四）未按专业教学计划完成全部学业，未获得毕业证书者；（五）自入学之日起七年（特殊情况除外）内未达到学士学位授予条件者；（六）校学位评定委员会认为不符合学士学位授予条件者。
广东外语外贸大学成人高等教育
广东外语外贸大学成人高等教育学士学位论文格式规范一、打印及装订格式：论文统一用A4版面，竖向横排，单面打印，版面的边距设为上、下页边距2.54cm，左、右边距3.17cm（即Word默认值），制作时采用左侧胶装模式制作成册。
(不得使用订书机或自己粘贴胶水)查重报告用普通A4纸单面打印，订书机装订成册即可。
（详见附件）二、论文格式１、第一页为论文封面，上部为校徽、校名（毛体手书）和“本科学位论文”文字。
中下部填写中英文论文题目、毕业生姓名、所属院(系)、所学专业、准考证号、指导教师姓名、完稿时间。
封面封底均须使用硬卡纸（颜色不限，130g 或以上），论文内容部分使用普通A4纸打印，题目（中文）为三号宋体加粗，题目（英文）为小三Times New Roman，加粗；姓名（中文）、学号、学院、年级专业、指导教师为四号宋体加粗，日期为小四号宋体加粗，姓名（拼音）为小四号Times New Roman，加粗。
２、第二页为论文概要(200字左右)和关键词(3-5个)。
３、第三页为论文目录。
４、第四页起为论文正文。
正文内容一般包括前言、论文主体、结论；正文后应附注释（引语、必要的专用名等）和参考书目（一般应不少于3本），参考书目应详细列明书名、作者、出版地点、出版社和出版日期。
5、最后一页为学位论文学术诚信声明和版权使用授权书（必须手写签名）。
三、论文的撰写要求１、思想内容健康，观点明确。
一般按科研论文体例撰写。
根据专业特点和学生实际，也可有专题调查、读书报告等体例。
２、论据充实，数据可靠，对所论述的问题有归纳总结，有分析批评，有个人观点和见解。
３、行文条理清楚、重点突出，语言准确、简练、流畅，字迹工整。
４、非外语专业本科毕业生学位论文正文不少于6000字。
外语专业本科毕业生学位论文以对应的外语撰写，正文不少于6000字（单词）。
广东外语外贸大学自学考试办公室。
广东外语外贸大学继续教育（公开）学院
广东外语外贸大学继续教育（公开）学院广东外语外贸大学继续教育(公开)学院广东外语外贸大学是广东省国际化特色鲜明的教学研究型重点大学，是国际化人才培养和外语、国际经贸研究的重要基地。
其前身是隶属于国家教育部的原广州外国语学院和隶属于国家外经贸部(现商务部)的原广州对外贸易学院。
广东外语外贸大学继续教育(公开)学院简介继续教育(公开)学院负责大学本(专)科公开教育、成人高等学历教育以及非学历教育的规划、招生、管理和教学工作。
学院主要开设本(专)科公开教育全日制班、本(专)科成人高等学历教育业余班、外语培训全日制及业余班。
学院还举办各类行业(单位)的团体培训班。
现有教职工200多人，其中专职教师100多人;另有来自大学各二级学院的'兼职教师300多人。
学院自开办以来，依托大学，充分利用社会资源，以“为学生成才服务”的工作理念，让有志者成才，让进取者辉煌。
学院严谨的教学、规范的管理、优质的服务为社会培养了一批批高素质的社会建设者，也沉淀了学院优良的学风、院风。
学院现已发展成为广东地区最大的外语培训及公开教育基地。
接受高等教育的“绿色通道”——公开学院广东外语外贸大学公开学院是1999年6月创办的一种新型办学组织，尝试普通高校“宽进严出”、向社会公开招收自学考试学员进行全日制培养的新路子。
办学十年，成功地建立起全日制高等开放教育新品牌，为自学考试考生实现大学梦搭建了良好的平台，为广东省乃至全国的自考助学提供了新模式新思路。
学院于2004年被教育部高等教育自学考试办公室评为“全国高等教育自学考试示范助学组织”，2007年和2011年又被评为“全国高等教育自学考试工作先进集体”。
广东外语外贸大学公开学院位于广州市白云区夏花一路。
学院设有外语系、国际商务系、工商经济系、艺术设计与信息管理系、大学预科部五个教学单位，现有在校生5000多人。
学生全日制学习，通过规定科目的考试可获取广东省自考委颁发、广东外语外贸大学副署的本、专科毕业证书，以及相关行业资格证书;符合规定条件的本科毕业生可申请广东外语外贸大学学士学位。
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广东外语外贸大学关于授予成人高等教育本科毕业生学士学位的规定
（修订）
第一章总则
第一条为规范我校成人高等教育本科毕业生的学士学位授予工作,根据《中华人民共和国学位条例》、《中华人民共和国学位条例暂行实施办法》和《关于授予成人高等教育本科毕业生学士学位暂行规定》等相关规定,结合我校成人高等教育(含自学考试)本科毕业生的实际情况,制定本规定。
第二条本规定所指成人高等教育本科毕业生是指我校举办函授、夜大等成人教育应届毕业生和高等教育自学考试通过的本科毕业生。
我校高等教育自学考试通过的本科毕业生包括公开学院本科生、独立办班开考专业的本科毕业生、面向社会开考专业的本科毕业生以及我校与高职高专教育相沟通院校的本科毕业生。
第二章授予学士学位条件
第一节成人高等教育本科毕业生学士学位授予的一般条件第三条我校成人高等教育本科毕业生申请学士学位应当符合以下条件:
(一)拥护中国共产党的领导,拥护社会主义制度,热爱祖国，愿意为社会主义建设事业服务,遵纪守法,思想品德鉴定合格；
(二)完成本科教学计划的各项要求,其课程学习成绩表明确已较好地
掌握本门学科的基础理论、专门知识和基本技能,经审核获得毕业资格；
(三)具有从事科学研究工作或担负专门技术工作的初步能力；
(四)通过省学位委员会组织的外语统一考试；
(五)外语专业必须考第二外语,且成绩合格。
第二节函授、夜大等成人教育应届毕业生的学士学位授予条件
笫四条我校培养的函授、夜大等成人教育应届毕业生符合本规定第二章第一节的规定并满足下列条件,方可授予学士学位:
（一）外语类各专业毕业生：
1、统考课程各科成绩在65分以上（含65分）；
2、参加毕业水平考试，且成绩在75分以上（含75分）；
3、参加并通过学位申请答辩。
（二）非外语类各专业毕业生：
1、统考课程各科成绩在65分以上（含65分）；
2、毕业论文成绩在75分以上（含75分)；
3、参加并通过论文答辩。
上述各条件从我校成人高等教育2010级本科生开始实施。
第三节公开学院本科毕业生及我校与高职高专教育相沟通院校的本科毕业生的学士学位授予条件
第五条我校公开学院毕业生及自学考试与大专起点本科班毕业生符合本规定二章笫一节的规定并满足下列条件,方可授予学士学位: (—)本科段主干课程成绩平均分在65分以上(含65分)(公共课、免考、加考课程、实践考核课程除外)。
(二)英语专业毕业生毕业水平考试成绩在中等(65分)以上(含中
等)(含65分)。
(三)英语专业以外的其它外语专业毕业生撰写并通过毕业论文(或通
过校方组织的毕业水平考试)。
(四)非外语专业毕业生撰写毕业论文并通过答辩。
(五)撰写学位论文并通过答辩。
第四节独立办班开考专业的本科毕业生、面向社会开考专业的本科毕业生的学士学位授予条件
第六条我校培养的自学考试本科毕业生符合本规定二章第一节的规定的条件并满足下列条件,方可授予学士学位:
(一)本科段主干课程成绩平均分在65分以上(含65分)(公共课、免考、加考课程、实践考核课程除外)。
(二)英语专业毕业生毕业水平考试成绩在中等(65分)以上(含中
等)(含65分),撰写学位论文并通过答辩。
(三)非英语专业的毕业生毕业论文成绩在良好(75分)以上(含良
好)(含75分)并且通过论文答辩。
第三章学位的申请
第七条符合申请条件的成人高等教育本科毕业生在规定时间内向继续教育(公开)学院提交学位申请个人材料。
第八条申请材料经继续教育(公开)学院有关部门审查通过后,由继续教育(公开)学院通知学生本人。
第四章学位评定与授予
第九条继续教育(公开)学院学位评定分委员会根据本规定对成人高等教育本科毕业生申请学士学位者在学期间的思想品德表现、课程学习及毕业论文的成绩等进行审核,向审核通过者授予学士学位。
第十条自学考试本科毕业生在毕业证书注明的毕业日期一年后,不再补授学士学位。
第十一条函授、夜大等成人高等教育本科毕业生已毕业离校，不再补授学士学位。
第十二条本规定由继续教育(公开)学院负责解释。
笫十三条本规定自公布之日起实施,《广东外语外贸大学授予成人高等教育本科毕业生学士学位暂行实施办法》(广外大继〔2002〕1号〕)同时废止。
此前我校已授予学士学位的成人高等教育本科毕业生,不适用本规定。