According to the author, what are the "split messages" sent by the academia and corporatio
第1题
d. In most World Cups the home team, or the team from the host country, usually plays better than most people expect. In 1966,1974 and 1978, the home teams of England, West Germany and Argentina all won the World Cup. However, since the Cup began, all of the winning teams have been from Europe or South America. Teams from Asia or Africa Mways do well, but they haven't yet won.
(88)
第2题
imes 240 kilometers per hour ripped up the roofs and left at least 1 person dead and more than 100 injured.
(86)
第3题
er, Tony Blair, has changed pretty much every aspect of education policy in England and Wales, often more than once. "The funding of schools, the governance of schools, curriculum standards, assessment and testing, the role of local government, the role of national government, the range and nature of national agencies, schools admissions" —you name it, it's been changed and sometimes changed back. The only thing that hasn't changed has been the outcome. According to the National Foundation for Education Research, there had been (until recently) no measurable improvement in the standards of literacy and numeracy in primary schools for 50 years.
England and Wales are not alone. Australia has almost tripled education spending per student since 1970. No improvement. American spending has almost doubled since 1980 and class sizes are the lowest ever. Again, nothing. No matter what you do, it seems, standards refuse to budge. To misquote Woody Allen, those who can't do, teach; those who can't teach, run the schools.
Why bother, you might wonder. Nothing seems to matter. Yet something must. There are big variations in educational standards between countries. These have been measured and re-measured by the OECD's Programme for International Student Assessment (PISA) which has established, first, that the best performing countries do much better than the worst and, second, that the same countries head such league tables again and again: Canada, Finland, Japan, Singapore, South Korea.
Those findings raise what ought to be a fruitful question, what do the successful lot have in common? Yet the answer to that has proved surprisingly elusive. Not more money. Singapore spends less per student than most. Nor more study time. Finnish students begin school later, and study fewer hours, than in other rich countries.
Now, an organisation from outside the teaching fold- McKinsey, a consultancy that advises companies and governments—has boldly gone where educationalists have mostly never gone: into policy recommendations based on the PISA findings. Schools, it says, need to do three things, get the best teachers; get the best out of teachers; and step in when pupils start to lag behind. That may not sound exactly "first-of-its-kind": schools surely do all this already? Actually, they don't. If these ideas were really taken seriously, they would change education radically.
Begin with hiring the best. There is no question that, as one South Korean official put it, "the quality of an education system cannot exceed the quality of its teachers." Studies in Tennessee and Dallas have shown that, if you take pupils of average ability and give them to teachers deemed in the top fifth of the profession, they end up in the top 10% of student performers; if you give them to teachers from the bottom fifth, they end up at the bottom. The quality of teachers affects student performance more than anything else.
Yet most school systems do not go all out to get the best. The New Commission on the Skills of the American Workforce, a non-profit organisation, says America typically recruits teachers from the bottom third of college graduates. Washington, DC recently hired as chancellor for its public schools an alumna of an organisation called Teach for America, which seeks out top graduates and hires them to teach for two years. Both her appointment and the organisation caused a storm.
A bias against the brightest happens partly because of lack of money (governments fear they cannot afford them), and partly because other aims get in the way. Almost every rich country has sought to reduce class size lately. Yet all other things being equal, smaller classes mean more teachers for the same pot of money, producing lower salaries and lower professional status. That may explain the paradox that, after primary school
第4题
ns should be stopped in this country, and the result shows that despite the increasing number of violent activities in recent years, the public remained reluctant to totally ban the sale of guns.
(84)
第5题
r homes, we can't be truly elegant without good manners because elegance and good manners always go hand in hand.
(85)
第7题
(Para. 10). Give some examples.
第8题
other sorts of programming languages?
第9题
率。然而,一项调查却显示这些便携式设备所释放出的巨量信息有可能变得无法驾驭。从掌上电脑的电子信函到手机的语音邮件,使用者都面临着一个严重的管理问题,即如何控制这些接收信息的渠道。
由于本身小巧玲珑,又具备种种先进的特点,便携式电子设备为消费者带来了自由,提高了生产力,改进了对信息的组织。但是,信息发送与接收的便捷发展得如此之快,以至于很多人每天都会收到各种各样、成百上千的电子邮件。结果造成很多人无法充分发挥设备的特点,这些特点将有助于他们对超载信息进行管理。
信息超载所造成的影响已经超出了专业领域。它引起的紧张与焦虑会给家庭关系和友情带来消极的影响。人们会有一种被信息淹没的感觉,这使得他们紧张、心事重重,很少有时间与家人和朋友相聚。所以,有必要为人们建立一种处理电子信息的管理系统。当人们掌握了这种数码管理方法后,他们的工作与个人生活都会得以极大地简化和改善。
第10题
with balanced integrated expertise and skills, an accurate sense of market competition and strong capabilities in practical business operation.
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