题目内容
Just as the Corporate cowboys of the 1970s destroyed the reputation of the corporations they headed, and engaged in grand scale self indulgence at corporate expense, now Australia is in the era of the campus cowboy (and female counterpart). They too overstate the performance of their product and corporation, and indulge in grand scale self indulgence, despite their claims of academic excellence and projecting a holier than holy image. Academics are put under various pressures to drop the standard of university education so that more students are retained through to graduation, thereby maximizing the revenue collected by governments of both persuasions and the more revenue handed back to the universities to fund the outrageous perquisites of senior management at those institutions. Australian universities artificially boost student numbers by accepting many Australians who should not be allowed within 100 kilometers of a university on the grounds of their intellectual rigor and/or lack of diligence and by actively recruiting full fee paying overseas students. Despite increased HECS fees, lecturers have been instructed to neglect their teaching in favor of research which generates further university revenue. Both tactics by Australian universities have resulted in a dumbing down of Australian tertiary(高等的)education. Sure the courses look good on paper, but how they are administered results in the massive abandonment of educational standards. For example, in some cases, students can pass a subject having scored only 30% on the final exam. In some instances, the English of the overseas students is limited and lecturers have trouble understanding what students are trying to say. They are under pressure to pass the student in order to retain them as cash cows. Lecturers are under so much pressure from their university managers that they employ tactics such as giving the students the exam questions and answers before the exam giving ’mock’ exams and answers that are the same as the ’real’ exam and setting only the simplest of questions (which are similar to questions students have already done in tutorials. Why aren’t various parties doing something about the situation Students don’t complain because they get their qualification and higher grades with less work. Lecturers complain but how to the pressure imposed on them because they have mortgages to pay, families to feed and a career investment in tertiary education. Universities win because lower standards and easier success means more students will come back to do higher degrees—a win-win situation Professions which employ large groups of graduates don’t complain because the system produces more ’qualified’ graduates for employers to choose from, thus forcing down salaries and generating more revenue for the profession’s administrators from increased numbers of people undertaking postgraduate professional exams necessary for admittance to the relevant profession. Similar to Corporate cowboy in the 1970, now there is an emergence of in education in Australia.
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No one would argue that children thrive when they feel respected, important, and cared for by other persons, or that they falter when they lack the self-pride and self-confidence that accompanies such approval and support. However, at the hands of educators eager to encourage lagging pupils, a myth has developed that raising youngsters’ self-esteem is a sure means of improving their levels of achievement and solving many of the nation’s social ills. A 1990 report, for instance, proposes that "self-esteem is the likeliest candidate for a ’social vaccine’, something that empowers us to live responsibly and that keeps us from the lure of crime, teen pregnancy, and educational failure. The lack of self-esteem is central to more personal and social ills plaguing our state and nation as we approach the end of the twentieth century." By the 1960s, following the advent of the self-actualization theories of personal growth espoused by psychologists Abraham Maslow and Carl Rogers, interest in enhancing self-esteem as a path to accomplishment got under way in the nation’s schools. Since then, dozens of "how-to" books have described ways for improving children’s positive feeling about themselves. The theory is simple: Feeling good is a necessary predecessor of accomplishment. Despite its current popularity, questions can be raised about the assumptions underlying the self-esteem movement. For example, what benefit does a third-grader gain in telling herself, "I am smart," "I am a good student,"—all forms of the "affirmative language" advocated by Douglas Bloch in his book Positive Self-talk for Children Does it really enhance the self-esteem of members of the fifth-grade baseball team—or improve their athletic skill—when everyone is awarded a trophy, despite the fact that the team did not show noticeable improvement throughout the season What effect will this have on next year’s efforts when this record of performance ends with apparent approval and satisfaction Countless statistics and surveys have had a unanimous(一致的) result: nothing is changed, and the days go on the same as ever. People are eager to praise the toddler for a few tentative steps and the two-year-old for simply attempting to match form with hole in a puzzle board. Self-esteem is heightened in the young child through such love and approval. Older kids, though, are foxy analysts and know when performance merits praise and when it does not. Repeating indiscriminate praise or acclaiming minimal accomplishments run the risk of transforming positive response into meaningless flattery(恭维). Self-esteem theorists appear to have it backwards. Meaningful self-evaluation and positive self-esteem usually are the results, not the prerequisites(前提), of accomplishment. Praise is just one source of feedback; self-esteem more often comes from an awareness that the requirements of a sought-after goal have been mastered. Acquiring the knowledge and skills that enable a child to make progress toward such goals is a necessary basis for developing healthy, realistic self-esteem. Sports are an arena in which Americans generally have little reluctance to require hard work and persistence. Coaches do not hesitate to point out errors and mistakes. Children’s self-esteem does not appear to suffer when they are told that they need to practice more and concentrate on the task at hand. The usual effect is renewed effort to work, practice, and learn. In contrast, Americans are reluctant to have teachers evaluate the academic performance of their elementary school children with more than a "satisfactory" or "needs improvement." Later, parents urge high schools to adopt more lenient(宽松的)grading systems, worried that the children’s self-esteem will plummet when they find that the "satisfactory" of earlier years now has become a "C’ or "D." Sympathetic teachers, aware of the difficulties students encounter in their everyday lives, often relinquish standards in an effort to build students’ self-confidence. In doing so, they deprive youngsters of the kinds of experience that are prerequisite to later success. Students are fooled and their prospects for later employment are placed in jeopardy when teachers fail to teach them how diligence and effort can help to avoid academic problems, and when they fail to provide children with realistic feedback in meeting well-defined, challenging goals. American students face a bleak future if they are unable to compete with their peers, both in the U. S. and other industrialized countries. The seriousness of the matter becomes evident in the results of comparative studies of academic achievement. In one, for example, 96% of Chinese and 90 % of Japanese fifth-graders tested had mathematics scores higher than the average of their counterparts in the U.S. Results are not much better at the 11 th-grade level: 86% of the Chinese and 92% of the Japanese received scores above American average scores. One might guess from the growing emphasis on self-esteem that American children generally have a negative self-image. This is not the case. In research conducted with representative samples of 11 th-graders and their parents in Minnesota and Virginia, for instance, we found that Americans seem to have an unusually positive image of themselves. Participants were asked to rate the student’s achievement in mathematics on a seven-point scale where a rating of four was defined as average. Both students and their parents made ratings whose averages were significantly above average—that is, above four. "Above average" ratings were not limited to academic areas; the students gave themselves these ratings on a diverse array of characteristics, including athletic skills, physical appearance, and how well they got along with others. Chinese and Japanese students and parents made more realistic appraisals: their average ratings conformed more closely to the average as the researchers had defined it. Evaluations made by the Americans do not describe students plagued by self-doubt and in need of strong reassurance. Of course, there are American youngsters who have low self-esteem and who respond to this hy giving up academic pursuits. Nevertheless, the principal challenge, it seems, is not so much in building up their self-esteem as in teaching them that all students are capable of raising their levels of performance if they are willing to work hard. We asked several thousand American and East Asian students to tell us what was most important for doing well in school. The most common response of the East Asian students was "studying." The U. S. students said "a good teacher". The difference in the place of responsibility reflected in these answers well may reveal the consequences of a "feel good" approach. What conclusions can be drawn First, it is through progress and accomplishment that students develop the confidence which underlies solid self-esteem. Second, meeting challenging goals and receiving accurate feedback provides a sense of competence that leads to a healthy, realistic basis for feeling good about oneself. There is no evidence that adopting ever-higher standards as they learn and requiring students to work harder will lower their positive feelings about their abilities. Having kids tell themselves "I’m good enough. I’m smart enough. And doughnut, people like me" may be comforting for the moment, but we delude ourselves if we think a "feel good" approach will solve the problems of educating America’s children and protecting the nation from social ills. Praise and award certificates—the currency of the self-esteem movement—are cheap. More tangible types of reform that rely on redesigning institutions such as schools are expensive, difficult, and time-consuming. Even so, Americans must be as hardheaded and as clear as their competitors in realizing that an effective educational system for children and youth are fundamental to a nation’s health and progress. Feeling good is fine; it is even better when people have something to feel good about. To emphasize the importance of the competitiveness of American teenagers, the author quotes the results of ______ of academic achievement.
某房地产占地面积2580m2，建筑面积9440m2，每层建筑面积2360m2。其中，一、二层为出租商铺，三、四层为出租住房。为了估价其市场买卖价格，估价人员运用收益法对一层的出租商铺进行了估价(估价方法正确)，确定其估价时点的价格为12566元/m2。根据当地商业用房楼层价格变化规律(一、二层差价2%，二、三层差价5%，三、四层差价2%)，判断出二层价格为12309元/m2，三层价格为11694元/m2，四层价格为11460元/m2，从而得出估价对象房地产的市场价格为：(12566+12309+11694+11460)×2360=113348440(元)。试问：如此确定的最终结果是否正确为什么
No one would argue that children thrive when they feel respected, important, and cared for by other persons, or that they falter when they lack the self-pride and self-confidence that accompanies such approval and support. However, at the hands of educators eager to encourage lagging pupils, a myth has developed that raising youngsters’ self-esteem is a sure means of improving their levels of achievement and solving many of the nation’s social ills. A 1990 report, for instance, proposes that "self-esteem is the likeliest candidate for a ’social vaccine’, something that empowers us to live responsibly and that keeps us from the lure of crime, teen pregnancy, and educational failure. The lack of self-esteem is central to more personal and social ills plaguing our state and nation as we approach the end of the twentieth century." By the 1960s, following the advent of the self-actualization theories of personal growth espoused by psychologists Abraham Maslow and Carl Rogers, interest in enhancing self-esteem as a path to accomplishment got under way in the nation’s schools. Since then, dozens of "how-to" books have described ways for improving children’s positive feeling about themselves. The theory is simple: Feeling good is a necessary predecessor of accomplishment. Despite its current popularity, questions can be raised about the assumptions underlying the self-esteem movement. For example, what benefit does a third-grader gain in telling herself, "I am smart," "I am a good student,"—all forms of the "affirmative language" advocated by Douglas Bloch in his book Positive Self-talk for Children Does it really enhance the self-esteem of members of the fifth-grade baseball team—or improve their athletic skill—when everyone is awarded a trophy, despite the fact that the team did not show noticeable improvement throughout the season What effect will this have on next year’s efforts when this record of performance ends with apparent approval and satisfaction Countless statistics and surveys have had a unanimous(一致的) result: nothing is changed, and the days go on the same as ever. People are eager to praise the toddler for a few tentative steps and the two-year-old for simply attempting to match form with hole in a puzzle board. Self-esteem is heightened in the young child through such love and approval. Older kids, though, are foxy analysts and know when performance merits praise and when it does not. Repeating indiscriminate praise or acclaiming minimal accomplishments run the risk of transforming positive response into meaningless flattery(恭维). Self-esteem theorists appear to have it backwards. Meaningful self-evaluation and positive self-esteem usually are the results, not the prerequisites(前提), of accomplishment. Praise is just one source of feedback; self-esteem more often comes from an awareness that the requirements of a sought-after goal have been mastered. Acquiring the knowledge and skills that enable a child to make progress toward such goals is a necessary basis for developing healthy, realistic self-esteem. Sports are an arena in which Americans generally have little reluctance to require hard work and persistence. Coaches do not hesitate to point out errors and mistakes. Children’s self-esteem does not appear to suffer when they are told that they need to practice more and concentrate on the task at hand. The usual effect is renewed effort to work, practice, and learn. In contrast, Americans are reluctant to have teachers evaluate the academic performance of their elementary school children with more than a "satisfactory" or "needs improvement." Later, parents urge high schools to adopt more lenient(宽松的)grading systems, worried that the children’s self-esteem will plummet when they find that the "satisfactory" of earlier years now has become a "C’ or "D." Sympathetic teachers, aware of the difficulties students encounter in their everyday lives, often relinquish standards in an effort to build students’ self-confidence. In doing so, they deprive youngsters of the kinds of experience that are prerequisite to later success. Students are fooled and their prospects for later employment are placed in jeopardy when teachers fail to teach them how diligence and effort can help to avoid academic problems, and when they fail to provide children with realistic feedback in meeting well-defined, challenging goals. American students face a bleak future if they are unable to compete with their peers, both in the U. S. and other industrialized countries. The seriousness of the matter becomes evident in the results of comparative studies of academic achievement. In one, for example, 96% of Chinese and 90 % of Japanese fifth-graders tested had mathematics scores higher than the average of their counterparts in the U.S. Results are not much better at the 11 th-grade level: 86% of the Chinese and 92% of the Japanese received scores above American average scores. One might guess from the growing emphasis on self-esteem that American children generally have a negative self-image. This is not the case. In research conducted with representative samples of 11 th-graders and their parents in Minnesota and Virginia, for instance, we found that Americans seem to have an unusually positive image of themselves. Participants were asked to rate the student’s achievement in mathematics on a seven-point scale where a rating of four was defined as average. Both students and their parents made ratings whose averages were significantly above average—that is, above four. "Above average" ratings were not limited to academic areas; the students gave themselves these ratings on a diverse array of characteristics, including athletic skills, physical appearance, and how well they got along with others. Chinese and Japanese students and parents made more realistic appraisals: their average ratings conformed more closely to the average as the researchers had defined it. Evaluations made by the Americans do not describe students plagued by self-doubt and in need of strong reassurance. Of course, there are American youngsters who have low self-esteem and who respond to this hy giving up academic pursuits. Nevertheless, the principal challenge, it seems, is not so much in building up their self-esteem as in teaching them that all students are capable of raising their levels of performance if they are willing to work hard. We asked several thousand American and East Asian students to tell us what was most important for doing well in school. The most common response of the East Asian students was "studying." The U. S. students said "a good teacher". The difference in the place of responsibility reflected in these answers well may reveal the consequences of a "feel good" approach. What conclusions can be drawn First, it is through progress and accomplishment that students develop the confidence which underlies solid self-esteem. Second, meeting challenging goals and receiving accurate feedback provides a sense of competence that leads to a healthy, realistic basis for feeling good about oneself. There is no evidence that adopting ever-higher standards as they learn and requiring students to work harder will lower their positive feelings about their abilities. Having kids tell themselves "I’m good enough. I’m smart enough. And doughnut, people like me" may be comforting for the moment, but we delude ourselves if we think a "feel good" approach will solve the problems of educating America’s children and protecting the nation from social ills. Praise and award certificates—the currency of the self-esteem movement—are cheap. More tangible types of reform that rely on redesigning institutions such as schools are expensive, difficult, and time-consuming. Even so, Americans must be as hardheaded and as clear as their competitors in realizing that an effective educational system for children and youth are fundamental to a nation’s health and progress. Feeling good is fine; it is even better when people have something to feel good about. The parents urge high school teachers to develop more lenient grading systems because they think it will ______.
甲公司拟向乙公司订购一批办公家具，授权本单位员工李某携带一张记载有本单位签章、出票日为2001年5月9日、票面金额为18万元的转账支票（同城使用，下同）前往采购。5月10日，李某代表甲公司与乙公司签订了价值18万元的买卖合同。该合同约定：甲公司于合同签订当日以支票方式一次付款；乙公司应当在6月10日前向甲公司交付所购全部家具。李某在向乙公司交付支票时，声明该支票未记载收款人，由乙公司自己填写。乙公司在收到该支票后，未在该支票收款人栏内记载自己的名称，而是直接在该栏目将收款人填写为丙公司，于2001年5月12日将该支票交给丙公司，由丙公司存入其开立账户的丁银行，以便利用丙公司的银行账户提取现金。为此，丙公司将按照支票金额的5%提取管理费。5月15日，丁银行通知丙公司，其存入的上述支票的款项已于5月“日到账，但却不能支取使用，主要原因是；该支票上记载有在甲公司收到乙公司交付家具之次日，持票人才能支取使用该资金。乙公司于s月8日向甲公司交付所购家具，丙公司于第二天才得以开始分批从其账户中支取该资金并交付乙公司。要求：（1）甲公司交付给乙公司的支票未记载收款人，该支票是否有效说明理由。（2）乙公司利用丙公司账户存取款项的行为是否符合有关规定说明理由。如不符合有关规定，应当由谁承担何种法律责任（3）丁银行通知丙公司不能支取使用到账资金的理由是否成立说明理由。如丁银行的理由不能成立，其应当承担何种法律责任
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