issue5 杀G精锐部队第一次作业 by52 sandy

sandy19832004UID: 2255622

53 Sandy第一次作业：
Issue5 “A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer.”
提纲：A: For the advantage of the globalization, all the countries have some common sense on international affair, such as social skills, moral standards.  National curriculum should be set up in these specific fields.
  B: Different regions, especially in larger countries, maintain various cultures,
economic levels and education backgrounds. It is impossible to guarantee all students the opportunities to obtain the college education. To impose the same criteria on different populations may seduce diverse social problems.
  D: It is rational to instill some common core curricula, also grant the freedom to different states to augment any fit curriculum as they see.
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正文：
Education, broadly treated as the treasure during one’s life, has exerted directly to human activities for hundreds of years. Should we require national wide curricula in today’s society, or it is better to allow diverse academic courses up to different states of the nation, or they both have some advantages to some extent that we should take both of them? My position is to endorse the last one.
In order to keep with the rapid pace of globalization, some fundamental curriculum should be imposed on the entire nation. As everyone can see, the majority of countries have international business net, cooperation with different countries is unavoidable. As a result, English has become an international language, widely used by people with different color and races. China as well as many other counties has extended English education throughout the whole nation. These countries similarly have the common sense on international affair, such as social skills, moral and business standards. National curriculum should be set up in these specific fields.
In the terms of one country itself, national curriculum is also a good means of preserve its distinguished culture. Every country has its idiographic culture which deserve to be preserved and handed down by generations. By teaching the national wide curriculum could make the culture a vivid picture before our eye, after all, seeing is believing. The pictures in the book could make us believe that these culture phenomena are really existed, and the illustration also intrigue our great interests even lead us to dig the deeper meaning of our culture. All of these above should accuse to the contribution of national curriculum.
On the other hand, with considering all the different regions maintain various cultures, economic levels and education background, maybe it is impractical to impose the same requirements. For example, in zhejiang province, located in southeast part of China, with the prosperous economy and great education background, require the senior students to pass CET-4 before they enter college, which is ridiculous for the students in the northwest part of China to achieve such a standard. Take another case of a thing, it is easier to open a second-foreign language course in Shanghai, because of its advantaged location and all-inclusive culture. It is sagacious to offer the freedom to individual states and communities to choose any such curriculum as they see fit.
Additionally, to impose the same criteria on different populations may seduce diverse social problems. It is common that our society cannot guarantee all students opportunities to obtain the college education. In this case, it is quite necessary to provide various technical skills to students across the nation who are not expecting a higher education. If we keep on introducing the national curricula in the impoverished area without focus on the specific academic course, it is quite likely that the rate of unemployment will significantly inflate.
To sum up, both the national curriculum and academic courses have positive contribute to the education. To split them is something like undergoing the either-or thinking to some extent. Take all the dimensions into account, it is rational to instill some common core curricula, also grant the freedom to different states to augment any fit curriculum as they see.

sandy19832004UID: 2255622

53 Sandy第一次作业：
Argument 9  Grade inflation at Omega University
The following appeared in a memorandum from a dean at Omega University.
“Fifteen years ago, Omega University implemented a new procedure that encouraged students to evaluate the teaching effectiveness of all their professors. Since that time, Omega professors have begun to assign higher grades in their classes, and overall grade averages at Omega have risen by thirty percent. Potential employers apparently believe the grades at Omega are inflated; this would explain why Omega graduates have not been as successful at getting jobs as have graduates from nearby Alpha University. To enable its graduates to secure better jobs, Omega University should now terminate student evaluation of professors.”
字数：480
正文：
This article concludes that because of the evaluation system, which has enhanced the grade of Omega University, and caused mistrust toward the potential employers, the unemployment of Omega graduates has been more than those of Alpha University. The dean also suggests to stop students from evaluating their professors. I find this argument logically unconvincing in several respects.
First of all, the argument concludes based on a known correlation between the professor-being-evaluation system and the enhanced score of Omega students that the latter is attributable, at least partly, to the former. Yet the correlation alone amounts to scant evidence of the claimed cause-and-effect relationship. Perhaps the rise of students’ score can be caused by other factors as well, which are absent in these particular states but present in all others. As for the grades of the students, maybe is resulting from their hard working .The dean has not  either accounted for the possibility that perhaps it is the progress of professor’s teaching quality contributed to enhancing the score. If this is the case, then the conclusion that the evaluation is effective in promoting Omega University student’s score would lack any merit whatever.
Secondly, the argument relies on what might be a false analogy between Omega and Alpha University graduates. In order to evaluate two university’s employment, the dean must assume that all relevant given conditions, except the score factor, involving the job-finding are essentially the same. However, this assumption is unwarranted. For example, the argument overlooks the major of these graduates. Perhaps the industries in the area are looking for the computer employees, the majority of Alpha graduates are from computer institute which catering to their tastes. While maybe most of the Omega graduates’ major are journalism.
Finally, The recommendation of the Omega University dean depends on the additional unsubstantiated assumption that to terminate the evaluation of professors would put the graduates in a favorite position in job market. Absent evidence that this is the case, it is equally possible that it is not the higher score but the requirement of special major influent the rate of employment. Moreover, there maybe some alternative means of improving the student’s unemployment are available. Perhaps by adjusting the choosing of academic course would be helpful to handle such problem. Without considering and ruling out this and other alternative means of improving students’ unemployment, the superintendent cannot confidently conclude that the university must stop evaluating professor to enable its graduates to secure better jobs.
In conclusion, the dean’s argument is not persuasive. To bolster the recommendation the author must provide better evidence that: （1）There is no other factors that result the higher grades. (2) It is indeed the higher score cause the distrust to the employers. （3）To terminate evaluation of professor could surely be advance to the graduates’ job-finding, and there is no alternative means to achieve this destination.