航空自由（Freedoms of the Air）或航空权利（Air Freedoms Rights）这一概念是由澳大利亚代表最早在1944年芝加哥会议上提出来的
航空自由（Freedoms of the Air）或航空权利（Air Freedoms Rights）这一概念是由澳大利亚代表最早在1944年芝加哥会议上提出来的
The new laws threaten to deprive many people the most elementary freedoms.
The new laws threaten to deprive many people the most elementary freedoms.
The Constitution of 1982 gathered the previous constitutional acts into a single framework and added ___ A: the Canadian Charter of Rights and Freedoms B: the Stature of Westminster C: theCanada Act D: the Constitution Act
The Constitution of 1982 gathered the previous constitutional acts into a single framework and added ___ A: the Canadian Charter of Rights and Freedoms B: the Stature of Westminster C: theCanada Act D: the Constitution Act
The Bill of Rights in America _____________. A. defines the rights of Congress and the rights of the President B. guarantees citizens of the United States specific individual rights and freedoms C. is part of the Declaration of Independence D. has no relationship with the Constitution
The Bill of Rights in America _____________. A. defines the rights of Congress and the rights of the President B. guarantees citizens of the United States specific individual rights and freedoms C. is part of the Declaration of Independence D. has no relationship with the Constitution
Why is the Constitution Act of 1982 important in Canadian history? A: It allows Canada to change the Constitution without asking approval of the British Government. B: It allows Canadians more freedoms. C: It changed the immigration laws. D: The Queen became more involved in Canadian Government.
Why is the Constitution Act of 1982 important in Canadian history? A: It allows Canada to change the Constitution without asking approval of the British Government. B: It allows Canadians more freedoms. C: It changed the immigration laws. D: The Queen became more involved in Canadian Government.
According to Amartya Sen, development should be: A: seen as a process of expanding the real freedoms that people experience. B: seen as a non-political concept that focuses on the net income of a country. C: should be viewed as a purely economic process. D: assessed by material output measures such as GNI per capita.
According to Amartya Sen, development should be: A: seen as a process of expanding the real freedoms that people experience. B: seen as a non-political concept that focuses on the net income of a country. C: should be viewed as a purely economic process. D: assessed by material output measures such as GNI per capita.
智慧职教: We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude. As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of 'drop-outs': young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students? A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress. The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled s in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: 'I were a teenage drop-out and now I are a teenage millionaire.'
智慧职教: We might marvel at the progress made in every field of study, but the methods of testing a person's knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person's true ability and aptitude. As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn't matter that you weren't feeling very well, or that your mother died. Little things like that don't count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of 'drop-outs': young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students? A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress. The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled s in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge's decision you have the right of appeal, but not after an examiner's. There must surely be many simpler and more effective ways of assessing a person's true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: 'I were a teenage drop-out and now I are a teenage millionaire.'