题目内容
Higher education has a responsibility to provide a workforce with the design capability and high-level technical design skills to generate growth in (67) industries with the potential to support the UK’s (68) health. A Higher Ambitions report states: "Britain must rebuild its economic growth and (69) in the skills and competitive strengths that will underwrite a(n) (70) recovery and balanced future economy." (71) , it specifically calls for "enhanced support for the Stem subjects-- (72) in the sciences, technology, engineering and mathematics--and other skills that underwrite this country’s competitive (73) ". The exclusion of design subjects from Stem (74) the common nature of these subjects, (75) science in the employment market and the strategic significance of design as a(n) (76) to the economy. The government’s Digital Britain report demonstrates that the creative industries sector is in a good position to (77) Britain out of recession. Lord Drayson, minister for science and innovation, has said: "The next few years will (78) the UK’s innovation capability,and while the recession may (79) challenges, it will also provide (80) ." Britain’s creative practitioners are (81) high demand globally. The National Endowment for Science, Technology and the Arts (82) that the creative industries sector will grow by an average of 4%, more than double the rest of the economy. The Design Council’s added value research showed that companies that used design to add value to their products or services had a higher (83) than competitors on profitability, turnover and market share. De sign is (84) allied to innovation and is widely (85) as a crucial ingredient in maintaining competitiveness in (86) challenging markets.
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There was a time, not that long ago, when women Were considered smart if they played dumb to get a man, and women who went to college were more interested in getting a "Mrs.degree" than a bachelor’s. Even today, it’s not unusual for a woman to get whispered and unrequested counsel from her grandmother that an advanced degree could hurt her in the marriage market. "There were so many misperceptions out there about education and marriage that I decided to sort out the facts," said economist Betsey Stevenson, an assistant professor at the Wharton School at the University of Pennsylvania. So along with Wharton colleague Adam Isen, Stevenson calculated national marriage data from 1950 to 2008 and found that the marriage penalty women once paid for being well educated has largely disappeared. "In other words, the difference in marriage rates between those with college degrees and those without is very small," said Stephanie Coontz, a family historian at Evergreen State College. The new analysis also found that while high-school dropouts(辍学学生) had the highest marriage rates in the 1950s, today college-educated women are much more likely to marry than those who don’t finish high school. Of course, expectations have changed dramatically in the last half century. "In the 1950s, a lot of women thought they needed to marry right away," Coontz said. "Real wages were rising so quickly that men in their 20s could afford to marry early. But they didn’t want a woman who was their equal. Men needed and wanted someone who knew less." In fact, she said, research published in 1946 documented that 40 percent of college women admitted to playing dumb on dates. "These days, few women feel the need to play down their intelligence or achievements," Coontz said. The new research has more good news for college grads. Stevenson said the data indicate that modern college-educated women are more likely to be married before age 40, are less likely to divorce, and are more likely to describe their marriages as "happy". The marriages of well-educated women tend to be more stable because the brides are usually older as well as wiser, Stevenson said. Coontz pointed out that, in the last half century, ______.
Should A Kid Be Guided to Tell a White Lie It’s my family’s tradition to exchange girls on Christmas Eve. Before we did so, I whispered to my uncle and his wife, "Just want you to know: I think what I got you is really cool, so just tell me you like it, no matter what, okay" I know that sounds rude, but there’s another Christmas custom in my family: we give each other weird gifts. There is a sweet reason for this. My grandparents grew up during the Depression, and there were years when they had no gifts at all. So my grandmother and her siblings(兄弟姐妹) would gift-wrap their old socks and clothes, just so they had something to open on Christmas. Pretend presents were better than none at all. My grandmother never really got over those early years, so, for the rest of her life, she went a little crazy at the holidays. She’d start buying gifts in October. It didn’t matter what it was. Socks, toothbrushes, used paperbacks she’d read but didn’t like, all went under the tree. Contents of catalog "mystery boxes" meant we spent another hour unwrapping presents. One of my more memorable gifts: a single piece of clear plastic labeled "face shield." I was apparently to hold it in front of my eyes when I used hair spray. We all thanked Grandma greatly no matter what we got. As a little kid, this pattern of gratitude for the terrible presents puzzled me; it took a long time for me to understand it was all right to laugh at some of her gifts. Now I don’t really know if my aunt and uncle actually liked the gift I gave them. They said they did, but since I coached them to tell me they love it, I’ll never really know if that was the truth. All of these make me think of the work of McGill professor Victoria Talwar. As an expert in children’s lying behavior, Talwar has been studying how kids respond to unwanted gifts. When they get a gift they hate, can they still thank someone and pretend to love it Talwar tests kids’ ability to do this, by asking kids to pick a toy they want; if they win a game, they get the chosen toy. There are plastic horses, a small car, a few other items, including an unwrapped, dirty, worn, used bar of soap. At some point in the game, there’s a switch in the adults who play with the kids. So, instead of giving the child her chosen toy, the late-arriving adult gives the child the soap. Then, the researchers watch what happens. 68% of kids, aged 3 to 11, will spontaneously say they love the gift of old ugly soap. The older they are, the more likely they are to say a white lie about the gift. And if parents encourage the children to say how much they like the present, the percentage of kids lying about the gift increases to 87%. At this point, some may be saying that a white lie isn’t a lie. That’s because you are looking at lying from the adult perspective--that lies are acceptable, when told with the intent of helping someone, or protecting another’s feelings. But kids don’t think of lying in the same way. For them, the intent behind a lie--for good or for ill--is irrelevant. It is so irrelevant that, for very young kids, you can’t even lie by accident. Someone who gives out wrong information, but believed it to be true, is still a liar in these kids’ book. Kids just don’t believe that lying comes in shades of white or gray. Lying is much simpler than that: lying is telling somebody something that isn’t so; lying is really bad; and lying gets you punished. And if it gets you punished, you shouldn’t do it. In Talwar’s lab, parents have literally cheered to hear their kids lie about how great it is to have received the old soap. The parents have pride over their children’s knowing the socially appropriate response. Talwar’s regularly amazed by this. The parents never even seem to realize that the child told a lie. They never want to scold the child afterwards, or talk about the kid’s behavior. Regardless of the parents’ pride, the kids aren’t happy about their successfully lying. Instead, it can be torture for them. I was at Talwar’s lab when she was doing a version of the unwanted gift experiment with kids in the first and second grades. Watching kid after kid react to that gross bar of soap, I could really see how emotionally difficult it is for kids to tell a white lie. The kids were disappointed when they were handed the soap, but that was nothing compared to the discomfort they showed while having to lie about liking it. They are uneasy. Some looked like they were going to cry. It was simply painful to watch. Indeed, Talwar has found that some kids just can’t even bring themselves to say something nice about the present. About 20% of 11-year-olds just refuse to tell a white lie about that unwanted gift--even after their parents encouraged them to do so. And about 14% of kids still won’t tell a white lie, even after their parents specifically explained the prosocial (亲社会的) reasons to tell the lie. These kids just can’t reconcile the disconnect between knowing how bad lying is, and being told they should now lie. Talwar cautions that we need to recognize that, at least from the kids’ point of view, white lies really are still lies. We should take care to explain the motivation behind the untruth--that we want to protect the other person’s feelings. Kids may still fail to completely understand the distinction, but at least it will encourage them to think about others’ feelings when they act. And we need to reassure children that they won’t be punished for a specific white lie--because they did something nice for someone else. Talwar also warns that we adults should pay attention to our own use of white lies. Kids notice these untruths-and that we rarely get punished for them. If kids believe that we regularly lie to get out of uncomfortable social situations, they are more likely to adopt a similar strategy of lying. If we don’t watch it, we could unintentionally be giving kids yet another present: a license to lie. If adults continue to tell white lies, kids may be more likely to adopt this strategy of lying to escape______.
Higher education has a responsibility to provide a workforce with the design capability and high-level technical design skills to generate growth in (67) industries with the potential to support the UK’s (68) health. A Higher Ambitions report states: "Britain must rebuild its economic growth and (69) in the skills and competitive strengths that will underwrite a(n) (70) recovery and balanced future economy." (71) , it specifically calls for "enhanced support for the Stem subjects-- (72) in the sciences, technology, engineering and mathematics--and other skills that underwrite this country’s competitive (73) ". The exclusion of design subjects from Stem (74) the common nature of these subjects, (75) science in the employment market and the strategic significance of design as a(n) (76) to the economy. The government’s Digital Britain report demonstrates that the creative industries sector is in a good position to (77) Britain out of recession. Lord Drayson, minister for science and innovation, has said: "The next few years will (78) the UK’s innovation capability,and while the recession may (79) challenges, it will also provide (80) ." Britain’s creative practitioners are (81) high demand globally. The National Endowment for Science, Technology and the Arts (82) that the creative industries sector will grow by an average of 4%, more than double the rest of the economy. The Design Council’s added value research showed that companies that used design to add value to their products or services had a higher (83) than competitors on profitability, turnover and market share. De sign is (84) allied to innovation and is widely (85) as a crucial ingredient in maintaining competitiveness in (86) challenging markets.
There was a time, not that long ago, when women Were considered smart if they played dumb to get a man, and women who went to college were more interested in getting a "Mrs.degree" than a bachelor’s. Even today, it’s not unusual for a woman to get whispered and unrequested counsel from her grandmother that an advanced degree could hurt her in the marriage market. "There were so many misperceptions out there about education and marriage that I decided to sort out the facts," said economist Betsey Stevenson, an assistant professor at the Wharton School at the University of Pennsylvania. So along with Wharton colleague Adam Isen, Stevenson calculated national marriage data from 1950 to 2008 and found that the marriage penalty women once paid for being well educated has largely disappeared. "In other words, the difference in marriage rates between those with college degrees and those without is very small," said Stephanie Coontz, a family historian at Evergreen State College. The new analysis also found that while high-school dropouts(辍学学生) had the highest marriage rates in the 1950s, today college-educated women are much more likely to marry than those who don’t finish high school. Of course, expectations have changed dramatically in the last half century. "In the 1950s, a lot of women thought they needed to marry right away," Coontz said. "Real wages were rising so quickly that men in their 20s could afford to marry early. But they didn’t want a woman who was their equal. Men needed and wanted someone who knew less." In fact, she said, research published in 1946 documented that 40 percent of college women admitted to playing dumb on dates. "These days, few women feel the need to play down their intelligence or achievements," Coontz said. The new research has more good news for college grads. Stevenson said the data indicate that modern college-educated women are more likely to be married before age 40, are less likely to divorce, and are more likely to describe their marriages as "happy". The marriages of well-educated women tend to be more stable because the brides are usually older as well as wiser, Stevenson said. What did Betsey Stevenson find about well-educated women in the past
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