【正文】 their seemingly oppressive rules and policies teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers39。 disagreement can cause stress and inhibit learning. Do we learn more from people whose ideas we share in mon than from those whose ideas contradict ours? The speaker claims so, for the reason that disagreement can cause stress and inhibit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people whose ideas are in accord with our own. Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples one need look no further than a television set. On today39。 j Thanks to Taisha. . And thanks to those who replied here.: V39。 L 提醒：在讀完每篇后一定要在草稿里把自己覺得好的句子敲一遍，邊敲邊背才能成為自己的。不懂的 單詞 敲到韋氏詞典電子版里去查?？此谥虚g段落歌分論點(diǎn)如何展開。 * ^ u: }( U6 q) l 看它的有的有見地的觀點(diǎn)，更重要的是看它怎么證明自己的觀點(diǎn)。 J 言歸正傳：我是這樣學(xué)習(xí)北美范文 ISSUE部分的： 學(xué)之前，先把韋氏詞典電子版打開，然后建一個新的文檔做草稿，再把我的北美范文打開。節(jié)省大家把寶貴的時間，把精力更多地用在自己寫，自己列提綱方面。我把自己學(xué)北美范文的一點(diǎn)體會分享出來，希望能給諸位正在學(xué)或者打算 學(xué)北美范文的考 G勇士們起個拋磚引玉的作用。回報太傻－－如何學(xué)習(xí)北美范文 ISSUE部分 雖然有些大牛對北美范文不屑一顧，我自己讀到后二十篇也感覺模式化太強(qiáng)，讀得有點(diǎn)惡心了。 . v s8 R0 o$ o5 E, f+ R1 h 5 x p。 3 {6 b$ O [ 8 g! i8 M6 b 個人感覺把一百多篇文章都背下來是不現(xiàn)實(shí)也沒必要的，但背是必不可少的，每類里面挑幾篇自己感覺最順的背 上個三五篇應(yīng)該就行了吧。 開始工作！ （藍(lán)綠色部分是模板語言， 從中可以學(xué)其如何破題以及如何表達(dá)自己的立場。 8 a7 `?？雌涠温渲g如何銜接。 $ L% A* w! I $ p. M: i $ h g 最后，看結(jié)尾如何重申自己的觀點(diǎn)。這樣學(xué)幾篇下來你就能體會到它的神奇效果。 S5 I P7 C4 G$ g( w0 [8 K。s typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding mon ground with or in acknowledging the merits of the opponent39。 concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting and control are two different things. At the munity level, through dispassionate dialogue an environmental activist can e to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn much about the potential public health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing political or economic interests can reach mutually beneficial agreements by striving to understand the other39。s scientists and governments. And ultimately it is our philosophers whose expertise helps provide meaning to what we learn about our universe. In sum, no area of intellectual inquiry operates in a vacuum. Because the sciences are inextricably related, to advance our knowledge in any one area we must understand the interplay among them all. Moreover, it is our nonscientists who make possible the science, and who bring meaning to what we learn from it. Issue 5 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. The speaker would prefer a national curriculum for all children up until college instead of allowing schools in different regions the freedom to decide on their own curricula. I agree insofar as some mon core curriculum would serve useful purposes for any nation. At the same time, however, individual states and munities should have some freedom to augment any such curriculum as they see fit。s diverse population. A national curriculum might not allow for this feature, and California39。s claim overstates the importance of video records, at least to some extent. When it es to capturing, storing, and recalling temporal, spatial events, video records are inherently more objective, accurate, and plete. However, what we view through a camera lens provides only one dimension of our life and times。s strategies for thwarting specific plans of an international terrorist or a drug trafficker, those strategies would surely fail, and the public39。s motives and agenda. History informs us that wouldbe leaders who lack such forthrightness are the same ones who seize and maintain power either by brute force or by demagoguerythat is, by deceiving and manipulating the citizenry. Paragons (a model of excellence or perfection) such as Genghis Khan and Hitler, respectively, e immediately to mind. Any democratic society should of course abhor demagoguery, which operates against the democratic principle of government by the people. Consider also less egregious examples, such as President Nixon39。 (2) government support is needed for our large cities and cultural traditions to survive and thrive。 big cities are where we deposit, display, and boast the world39。 cultures. In the final analysis, government cannot philosophically justify assisting large cities for the purpose of either promoting or preserving the nation39。s most persistent social problems. Nevertheless, such a university poses certain risks which all participating nations must be careful to minimizeor risk defeating the university39。s attention and resources, which areas of academic research are worthwhile, as well as agreeing on policies and procedures for making, enforcing, and amending these decisions. Query whether a functional global university is politically feasible, given that sovereign nations naturally wish to advance their own agendas. A second problem inherent in establishing a global university involves the risk that certain intellectual and research avenues would bee officially sanctioned while others of equal or greater potential value would be discouraged, or perhaps even proscribed. A telling example of the inherent danger o