通用學(xué)術(shù)英語綜合教程-讀寫 課件 大學(xué)英語IV Chapter 7 Inconvenient Truth About Choice

通用學(xué)術(shù)英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter7InconvenientTruthaboutChoiceTheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone'sfindingswiththoseofothersTounderstandwaystohighlightthecontributionandsignificanceofthestudy

TheInfluenceofMinorityReading1UCASTheauthorReading1TheInfluenceofMinorityDavidG.Myers

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuManypedestriansarecrossingthestreetwhenthetrafficlightisred,willyoufollowthemorchoosetowaitforthelighttoturngreen?

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu“Inthefilm12AngryMen,alonejuroreventuallywinsover11others.Inajuryroom,that’sarareoccurrence.”

12AngryMenisa1957Americancourtroomdramafilmadaptedfromateleplayofthesamename.

BeforeYouRead

TheMagicofRealityWarming-upgTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?Afterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.Whydoesoneofthejurorsdecidetobringasimilarknifetotheoneusedinthemurdertothejuryroom?Whatwashetryingtodemonstratewiththisaction?LineattheGroceryStoreThejurorbringsasimilarknifetodemonstratethattheuniqueknife,whichwasconsideredakeypieceofevidenceagainsttheaccusedboy,mightnotbeasuniqueaseveryonethought.Hisactionsuggeststhattheboycouldhavelosthisknifeandsomeoneelse,possessingasimilarknife,couldhavecommittedthemurder.Thischallengestheassumptionthattheknife'suniquenessdirectlyimplicatestheboyinthecrime.BeforeYouRead

TheMagicofRealityUCASMenuWatchavideoclipfrom12AngryMenanddiscussthefollowingquestionswithyourgroupmembers.LineattheGroceryStoreAfterthejurorpresentstheidenticalknife,howdotheotherjurorsreact?Dotheyimmediatelychangetheirminds,ordotheystillhavedoubts?Whatdoesthisscenefrom"12AngryMen"tellusabout?Theory:HowtochoosetheFastestLineattheGroceryStoreTheotherjurorsinitiallyreactwithskepticismanddisbelieftotheidenticalknife.Someofthemdismissthesignificanceofthisnewevidence,stickingtotheirinitialbeliefintheboy'sguilt.Thissceneillustrateshowindividualsinagroupmightresistchangingtheiropinions,evenwhenpresentedwithnewinformation.Italsoshowshowstronginitialbiasescanbe,andhowchallengingitistochangeacollectiveopiniononceithasbeenformed.AfterYouReadTheMagicofRealityUCASMenu1.Whoaretheindividualsinthepicture,andwhataretheirmaincontributions?AfterYouReadTheMagicofRealityUCASMenu2.WhyarethenamesofRosaParks,Galileo,andMartinLutherKingmentionedinthebeginningofthisarticle?“Yetinmostsocialmovements,asmallminoritywillsway,andtheneventuallybecome,themajority.”Thesenamesofthesepeoplearementionedbecausethesepeopleareexampleminoritieswhochangedhistoryinonewayoranother.3.Accordingtothewriter,whywouldhistorybestaticwithoutminorityviewpointsprevailed?Itistheseminoritieswholedthesocialmovementsinhistory.Withoutthem,historywouldberewritten.LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuWhenevaluatingandcommentingonacontroversialissueoranauthor’sclaim,onestateswhatthewritershouldhavedoneorshoulddobyusingtheConditionalverbforms.Theseformscanbeconfusing.Thebasicuseofrealandunrealconditionalformsislistedbelow

withexamples.Real

or

Generally

TrueIf

+

presentsimpleshall/will/can/may/other

verbsIf

scientists

succeed

in

slowing

the

life

process,

health

costswilldecrease.If

we

just

count

first

choice,

then

C

wins

ten

votes

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oftwenty-two.Unreal/Hypothetical:presentIf

+

past

simpleshould/would/could/might

+

verbIf

the

life

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100,

society

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many

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researchers

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the

life

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have

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the

author

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if

minority

viewpoints

never

(prevail),

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everchange.Ifaminorityofparticipantsconsistently

(judge)blueslidesasgreen,membersofthemajority

occasionally(agree).But

if

the

minority

(waver),

saying

“blue”

to

one-third

of

the

blue

slides

and“green”totherest,virtuallynooneinthemajorityever

(agree)with“green.”Ifthat

(happen),thentheAmericanCivilWarmightnever

(occur)

andworldhistorymight

(develop)alongquitedifferentline.Thesociallifeofanadolescentisoftenbetterifheorshe

(conform)

because

failuretodosorisksostracismfromthegroup.Iftheclass

(have)100studentsmeetinginthislargespace,itwouldfeelmuchlessenergized.Task1Fillintheblankswiththeappropriateverbform

inthefollowingconditionalsentencestructure.prevailedwouldbejudgeswill

agreewaverswill

agreehadhappenedhave

occurredhavedevelopedconformshadAcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask2Inacademicwriting,oneoftheelements

commonly

found

in

thediscussionsectionofaresearchreportistocompareyourresultswiththoseofpreviousresearchers.Decide

whethertheresearcher’sresultssupportorcontradictwiththoseofpreviousresearchers.Underlinethephrasethatindicatessupport(S)orcontradiction(C).1.ThesefindingsareinkeepingwiththepioneeringstudiesofBlumeandFriend(1975,1978)whouseddatafromthe1960s. 2.TheseresultscontrastwiththoseofBraueretal.(2001),whofoundthatstudents’dislikeforcertainotherpeoplewasexacerbatedafterdiscussingtheirsharednegativeimpressions.3.Ourfindingsaccordwithearlierresearchindicating,forexample,thatwhenaleaderpromotesanideaandwhenagroupinsulatesitselffromdissentingviews,groupthinkmayproducedefectivedecisions. 4.Thepresentfindingsconfirmpreviousreports(Kenworthy&others,2008;Martin&others,2007,2008)ofminorityinfluencestimulatingadeeperprocessingofarguments,oftenwithincreasedcreativity. 5.TheresultsareconsistentwiththepreviousstudiesoftheinfluenceofminoritybyMoscovicietal.(1969,1985). 6.TheseresultspresentedheredonotsupportthefindingsofSpector(1986),whofoundthatgroupmembersusuallyfeelmoresatisfiedwhentheyparticipateinmakingdecisions.7.ThefindingendorsesBennisview(1984)thateffectiveleadersoftenexudeaself-confidentcharismathatkindlestheallegianceoftheirfollowers. 8.TheresultsofthisexploratorystudydifferfromthosereportedbyAnderson&Kilduff(2009). SSSSSCCCAcademicLiteracySkillsTheMagicofRealityUCASMenuTask3Fillintheblankswiththeappropriateformofthewordsandphrasesfromtheboxtoindicateagreementordisagreementinthefollowingsentences.1.______________________previousfindings(Stenseletal.,1988),chemicaldosinghadnosignificanteffectonheadlossduringoperationoftheBAF,evenatthehigherchemicaldoses.(agreement)2.Priorresearchhasdemonstratedthatcommunicationenvironmentscanincreasetheinfluenceofminoritiesbecausetheirstatusislesssalient(Bhappuetal.,1997)andthusfacilitatesminorityopinionexpression(Weisbandetal.,1995). ______________________,otherstudieshaveshownthattheseenvironmentsdonotguaranteethatmajoritieswillactuallyadoptminorityviewpointsbecausemajoritiesarenotmotivatedtodoso(e.g.McLeodetal.,1997).(disagreement)3.______________________ourresultsprovidedstrongsupportforourhypotheses,theremaybeconditionsunderwhichgroupchoiceandgroupperformanceyielddifferenteffects.(disagreement)4.______________________thesestudieswithprofessionalmusicians,weevaluatethebrainasamodelfortraining-relatedreorganizationinthedomainoflanguageprocessing.(agreement)5.Ourresults______________________ twopreviousstudies(Rinneetal.2000;Proverbioetal.,2004)thatindependentlyinvestigatedbrainresponseswithinagroupofSIandfoundevidenceforasymmetricalswitching.(agreement)6.WithrespecttoEnglish-languageproficiency,ourstudy______________________ theassumptionputforwardbyMedgyesinhisbooktheNon-NativeTeachers.(agreement)7.Althoughthemajoritymembers’motivationinthisconditionwassignificantlylowerthaninthesameconditionwithsecretopportunities,thisfinding______________________ researchshowingthatmajoritiesaremoremotivatedtoprocessuniqueinformationfromout-groupmembers(e.g.Loewenstein,1994;Phillips,2003).(agreement)8.______________________earlierstudiesreliesmainlyupondataobtainedfromquestionnaires,thisstudysupplementsthesesecondarysourceswithprimaryones,thatis,italsoexaminestheparticipants’behaviorsatthechalkface,throughaseriesofvideo-recordedlessons.(disagreement)althoughbe

consistent

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line

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accordance

withsimilar

towhileyetAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

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following

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from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Overall,thisstudy

showedthatplatesizecan

influenceconceptualizations

ofappropriatemealandportionsizes.Participantswithbiggerplatesdrewmealssignificantlylargerthantheirsmallplatecounterparts.Sexappearedtoplayaroleininfluencingmealsizeandcomposition.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

/

to/

men

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(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.Therehasbeenlongstandingconcernabouttheover-relianceofpsychologicalresearchonsamplesofcollegestudentswhichmayproducedifferentfindingsthanstudiesofadultsincommunities(Sears,1986).Thesefindingsaboutplatemappinginthissampleofcommunitydwellingadultswere(7)

(students/in/found/college/those/to/similar)(Sharp&Sobal,2012).(8)

(studies/found/patterns/similar/both)infoodcoveragepercentage,overallmealsize,andindividualfoodsizewhencomparingthesmallerplatesandthelargerplates,andplatecoverage.Thepresentstudyexaminedplatedrawingamongadults,(9)

(plate

/

drawings

/

studies

/

comparable

/earlier

/

which

/of/were/with)amongcollegestudents,supportingtheexternalvalidityofplatemapping.AcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Ourhypothesistestedsexmoderationandrevealedthat(1)

(while/men/both/women/drew/plates/bigger/larger/meals/on/and),thereweresignificantdifferencesin

theoverallsize,foodtype,andfood

coursedrawingsbetweenmenandwomen.Wefoundthedifferencebetweenlargerandsmallplatesforoverallsizeoffooddrawnbymentobe(2)

(large/twice/more/as*2/than)thedifferencefoundforwomenand

oftenfocusedondifferentfoodgroups.(3)

(bigger

/

far

/

draw

/

to/

men

/meat/tended/portions)thangrainorvegetableportionswhengivenabiggerplate,whilewomenwere(4)

(types/across/balanced/food/more)ondifferentsizedplates.Sinceabout60%oftheplatesizedifferenceoccurredforbothsexesinwhatwasalreadythebiggestfood,(5)

(between/difference/drawings/average/caloric/the)couldbeaslowasabout40calories(femaledrawingmorevegetables)andashighasabout400calories(maledrawingalargersteak).(6)

(sex

/response/asymmetrical/these/an/

suggest/findings)toplatesasenvironmentalinfluences,withmenbeingmoresensitivetoplatesizeintheirplatecompositionthanwerewomen.while

both

men

and

women

drew

bigger

meals

on

largerplatesmore

than

twice

as

large

asMen

tended

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draw

far

bigger

meat

portionsmore

balanced

across

food

typesThese

findings

suggest

an

asymmetrical

sex

responsethecaloricdifferencebetweenaveragedrawingsAcademicLiteracySkillsQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Howtoformulatecomparativestructuresisvitalinsummarizingfindingsandlinkingto

previous

studies.

The

following

excerpt

comes

from

an

article

“Do

adults

drawdifferently-sizedmeals

on

larger

or

smaller

plates?”.

Read

the

passage

and

rearrange

the

orderofwordstoformacoherentpiece.Capitalizesomelettersifnecessary.Therehasbeenlongstandingconcernabouttheover-relianceofpsychologicalresearchonsamplesofcollegestudentswhichmayproducedifferentfindingsthanstudiesofadultsincommunities(Sears,1986).Thesefindingsaboutplatemappinginthissampleofcommunitydwellingadultswere(7)

(students/in/found/college/those/to/similar)(Sharp&Sobal,2012).(8)

(studies/found/patterns/similar/both)infoodcoveragepercentage,overallmealsize,andindividualfoodsizewhencomparingthesmallerplatesandthelargerplates,andplatecoverage.Thepresentstudyexaminedplatedrawingamongadults,(9)

(plate

/

drawings

/

studies

/

comparable

/earlier

/

which

/of/were/with)amongcollegestudents,supportingtheexternalvalidityofplatemapping.similar

to

those

found

in

collegestudentsBoth

studies

found

similar

patternswhich

were

comparable

with

earlier

studies

of

plate

drawingEnglishforGeneralAcademicPurposesREADING&WRITING

UCAS通用學(xué)術(shù)英語綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter1InconvenientTruthAboutChoiceReading1Reading2LearningObjectivesTograsptheuseofconditionalifandvariousprefixesinevaluativelanguageToidentifytheauthor’sstanceinevaluativelanguageTounderstandhowtocompareone’sfindingswiththoseofothersTounderstandwaystohighlightcontributionandsignificanceofthestudy

TheInfluenceofMinorityPeerEffectsandAttritionfromtheSciencesUCASReading2PeerEffectsandAttritionfromtheSciencesMarcLuppinoandRichardSander

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsTheMagicofRealityWarming-upgLookatthecartoonbelowanddiscussthisquestion:Doyouthinkitisfairfortheboyinthecartoontosay“That’ssounfair’”?

UCASAffirmativeActionBeforeYouRead

MenuTheMagicofRealityInformationabouttheauthorseattyStoreUCASMarcLuppino(Economist)RichardSander(LawProfessoratUCLA)AffirmativeactiondebateEqualitydenotesthateveryoneisatthesamelevel.Everythingissharedwithexactdivision.Equityreferstothequalitiesofjustness,fairness,impartialityandevenhandedness.BeforeYouRead

MenuWhileYouReadTheMagicofRealityUCASUnderstandingtheessaystructureReadCH7-2anddividethearticleintoBPSE(Background,Problem,SolutionandEvaluation)format.Background(paragraphs1-2)BackgroundandcontextfortheproblemProblem(paragraphs2-4)HighlightresearchaimsandmethodsSolution(paragraphs5-9)DisplaymajorfindingsinresponsetoresearchaimsEvaluation(paragraphs10-11)ComparethefindingswiththoseoftheothersMenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?4.Whatarethemajorcontributionsofthisresearch?MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskillsReadCH7-2againanddiscussthefollowingquestions.1.Whatseemstobetheresearchgapinthecurrentliterature?Thoseminoritiesbenefitedfromaffirmativeactionpoliciescouldhavetroublesinskillsanddevelopment,whichisinlinewithmismatchtheory.2.Howdidtheauthorsexaminethemajorchoiceandfinalcollegeoutcomes?Theycollectedfourtypesofdatafromanine-year,eight-campusdatabase:cumulativeGPA,persistenceinsciences,likelihoodofgraduation,andlikelihoodofgraduationandpersistenceinsciences.3.Whatcantheyobservefrominteractionsbetweenstudents’ownabilityandpeerability?Thestrongerpeerabilityis,thelesslikelyonecangraduatewithasciencedegree.STEM“finalmajor”dropsmoresharplyforlowmathperformersthanhighmathperformers.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.MenuWhileYouReadTheMagicofRealityUCASCriticalthinkingskills4.Whatarethemajorcontributionsofthisresearch?Toanswerthisquestion,pleasecomparetwoversionsofevaluationandselecttheonethatconvincesyoumore.

Wefindthatweakerstudentsareadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Wealsofindthatunderrepresentedminoritiesdonotlikenon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.ThoseminoritystudentsinterestedinsciencedropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakelowGPAs.Whataccountsforthisraceeffect?Becausetheyhaveastrongercommitmenttopursuingscienceandbeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifonebearstheriskofnotsuccessfullycompletingadegree,minoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.

Wefindthatweakerstudentsareparticularlyadverselyaffectedbyattendingcollegeswherethesciencesaremorecompetitive.Perhapsmoststriking,wefindthatunderrepresentedminoritiesaremuchlesslikelythannon-minoritiestorespondtohigherSTEMpeerqualitybyswitchingmajors.Instead,minoritystudentsinterestedinsciencearemuchmorelikelytodropoutwhentheyareplacedamongstrongerSTEMpeers,and,iftheydograduate,theytakeaverysubstantialhitontheirGPAs.Whataccountsforthisraceeffect?Perhapsminoritystudentshaveastrongercommitmenttopursuingscienceandarewillingtobeartheriskofnotgraduatinginordertopursuetheirdreamofbecomingascientist.Evenifoneweretotaketheriskofnotsuccessfullycompletingadegree,itwouldappearthatminoritiesstillfacehigherexpectedlifetimeearningsbypursuingSTEMovernon-STEMdegrees.A.B.EvaluativeLanguageMenuTheMagicofRealityInformationaboutMismatchTheoryWatchavideoabout“Affirmativeactionhurtsminorities”andanswerthefollowingquestions:1.Whatismismatch?2.WhydidHarvardadmitJoseph?3.HowareChinesestudentsaffectedbyAffirmativeactionpolicies?

UCASMenuAfterYouReadMenuAffirmativeaction&MismatchTheoryWhatismismatch?WhydidHarvardadmitJoseph?HowareChinesestudentsaffectedbyAffirmativeactionpolicies?LanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASEvaluativeprefixesPleaseidentifytheprefixesinthefollowingsentencesandproducemoresimilarwords.Perhapstheyunderestimatethepotentialrisksoffailingtomeetgraduationrequirementswhenpursuingdifferenttypesofdegrees.However,avarietyofstudieshavesuggestedthatlargepreferencesmayhavecounterproductiveeffects(Sowell,1972;Loury&Garman,1995).Conversely,affirmativeactionpolicieswouldpotentiallyhavetheperverseeffectofunderminingdiversityinthesciencesifnetpeereffectsarenegativeinuniversity-levelSTEMcourses.OverdramatizingculturaldifferencesandstereotypingEFLstudentscategoricallyislikelytobegenerallyhelpful.Hisinclusionatthatpointcanbeextremelymisleadingbecausesegregationwasevenmoreprevalentinthedecadesthatfollowed.underestimatecounterproductiveunderminingOverdramatizingmisleadingMenuLanguageFocusTheMagicofRealityUCASEvaluativeprefixesPleaseidentifytheprefixesthatprojectanevaluationoverthing,action,orstatusinthefollowingsentencesandproducemoresimilarwords.underrepresentedunderesti