Education pays

According to this bar chart above,we can conclude that a dramatic difference has taken place in unemployment rate and median weekly earnings for workers who has different educational experience in 2011.The bar chart main show high education stand for low danger of unemployment and high earn.The average of unemployment rate and median weekly earnings in 2011 is 7.6%and &797 respectively.The unemployment rate of workers who has less than high school diploma is peaked at 14.1% meanwhile they weekly earnings is reach the lowest point at 451.This phenomenon reflect the importance of education.

What are cause of the consequence ? As we all know,people who has high education is able to find a excellent job and make a huge profit.but,for low educational staff,not having delicate kills,they only do some simply things and make themself live.for instance,scientist and farmer.one own exquisite life,another own poor life.

In order to this issue,on the one hand,the government should increase public education pays to stimulate people to study basic skills.on the other hand,people should has a active heart to improve themself ability.only in this approach can we earn more money ,I believe in more and more people will do better in they work and sociol unemployment rate will decline.

Student:T-MAC

2013.12.21

第二篇：education-原文

Script:

But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.

If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude -- if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There's something curious about

professors in my experience -- not all of them, but typically -- they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don't they? (Laughter) It's a way of getting their head to meetings. If you want real

evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there you will see it -- grown men and women writhing

uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.

Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music,

you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the

second is academic ability, which has really come to dominate our view of

intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant,

creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way. Script:

First question: Which devices or products can you buy to help develop your child’s brain?

A.Baby megaphone.

B.Audio products featuring classical music

CVideo driven products such as Baby Einstein featuring vibrant colors and music.

D.None of the above.

If you guessed D, you are correct. Not a single device or commercial product has ever been shown in randomize blinded trials to improve an infant’s or a young child’s brain power, or even in non-randomize non-blinded trials.In fact, in a few cases, they have actually been shown to hurt their development. Putting your child in front of any form of television in their early years can lead to problems in their ability to pay attention to things in their later years, like during school. The effect is so severe the American Academy of Pediatrics recommends that parents just keep the darn thing turned off for the first 2 years of life.

Second question: Remember that cookie test? If you can wait 15 minutes before you eat it…the one about impulse control? Here we go. Is a child who is willing to forgo one cookie for the promise of getting two later more likely to:

A.gain weight

B.become more gullible later in life.

C.not end up with food industry.

D.Achieve greater academic success.

Alright, I had fun with this one, but the surprising answere is that D is the correct response. A child’s ability to differ gratification is an indicator of future academic achievement. And the talent varies through the age of a child. Not surprisingly, fourth graders tend to last fourth graders tend to last longer than 4 year olds. The effective impulse control on their academic future, part of a broader suite of behaviors, we call executive function, isn’t trivial. It is a better predictor of success than IQ.Children who could delay their gratification for 15 minutes score 210 points higher on their SATs than children who lasted only 1 minute.

Third question: By talking to your infants and toddlers like adults, ( You need to use your own words) are they more likely to

A.act like adults.

B.learn language quicker

C.develop more self-respect

D.none of the above.

The answer: D. none of the above. Babies aren’t adults. They learn language much better if adults speak to them in what we call parantese—high-pitched tones delivered in sing song voices, with strectched-out vowel sounds.(Yeeees, wish you a good baby. Ohhhhhhhhhh, we have a good baby.) The slower, more melodic tone probably helps infants separate sounds in the contrasting categories and the high pitch may assist infant imitating the characteristics of speech. Babies are terrific imitators. And with a vocal tract one quarter of the size of adults, they can produce sounds only at those higher pitches. That’s why parents helps baby learn language better.

Direction: Listen to the passage about American education system and fill in the blanks with what you hear.

（Remarks of President Barack Obama Weekly Address September 24, 2011--00：10-3：09）

Education is an essential part of this economic agenda. It is an (1)countries who out-educate us today will (2) us tomorrow. Businesses will hire wherever the highly-skilled, highly-trained workers are (3)But today, our students are sliding against their peers around the (4). Today, our kids trail too many other countries in math, science, and reading. As many as a quarter of our students aren’t even finishing high school. And we’ve fallen to 16th in the

(5)sixty percent of new jobs in the coming (6) will require more than a high school diploma.

What this means is that if we’re serious about building an economy that lasts – an economy in which hard work pays off with the (7)for solid middle class jobs – we had better be serious about education. We have to pick up our game and raise our (8).

As a nation, we have an obligation to make sure that all children have the resources they need to learn – quality schools, good teachers, the latest textbooks and the right technology. That’s why the jobs bill I sent to Congress would put tens of thousands of teachers back to work across the country, and modernize at least 35,000 schools. And Congress should pass that bill right now.

(9) We also need reform. We need to make sure that every classroom is a place of high expectations and high performance.

That’s been our vision since taking office. And that’s why instead of just pouring money into a system that’s not working, we launched a competition called Race to the Top. To all fifty states, we said, ―(10) For less than one percent of what we spend on education each year, Race to the Top has led states across the country to raise their standards for teaching and learning. These standards were developed, not by Washington, but by Republican and

Democratic governors throughout the country. And since then, we have seen what’s possible when reform isn’t just a top-down mandate, but the work of local teachers and principals; school boards and communities.

That’s why in my State of the Union address this year, I said that Congress should reform the No Child Left Behind law based on the same principles that have guided Race to the Top.

While the goals behind No Child Left Behind were admirable, experience has taught us that the law has some serious flaws that are hurting our children instead of helping them. (11)And in order to avoid having their schools labeled as failures, some states lowered their standards in a race to the bottom.

These problems have been obvious to parents and educators all over this country for years. But for years, Congress has failed to fix them. So now, I will. Our kids only get one shot at a decent education. And they can’t afford to wait any longer.