Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 30. What does the author say about the race-related problems in the Netherlands?