# Issue 高頻題架構
###### tags: `GRE`

## As people rely more and more on technology to solve problems, the ability of humans to think for themselves will surely deteriorate (範文: Mason)

#### 論點
* Will deteriorate: 不用思考解決方法、科技解答一切
* Will not deteriorate: 科技的出現也不斷地製造新問題、利用科技解決新的問題

#### 第一段: 破題
* 科技正迅速的改變人類的生活
* 例子: 車輛(通勤用)、網路(通訊)---科技正在不斷地改變人類生活
* 科技改變人類的生活是前所未見 --- 人類的發展與科技的發展之間的關聯更是值得到討的

#### 第二段: 打臉一
* 引述原文立場: deteriorate/ reduction in the ability for human to think for themselves.
* 有讓步空間? 沒有上述的這些通訊交通科技人類還是可以找到替代的生存方法，但這樣也不能說明"便利"和"依賴"會降低人類的思考能力，反而因著科技而衍生出更多問題，以及用科技來找到更多問題的解答(the efficiencty does not preclude the need for humans to think for themselves. In fact, technology frees humanity to not only tackle new problems, but may itself create new issues that did not exist without technology)
* 例子: 複雜交通的整合--跨國物流、道德問題、無人化--不只科學家、政治家、管理階層的人和學者都要加入

#### 第三段: 論點段
* 先聲明論點--- 科技解放人類的想像(technology frees the human imagination)
* 例子：面對足以威脅人類存亡的新冠肺炎，通訊科技如何使第一時間傳遞資訊使各國政府可以有效的防賭傳染，也迅速的研發透過DNA技術研發疫苗(vaccine)。在擁有成熟的物流技術、通訊技術、甚至是統計資料的輔佐，這些跨領域的技術整合(integration of interdisciplinary interaction)正在不斷地刺激人類在面對問題時提出前所未見(unprecedented)的方法來面對挑戰。而這在沒有科技的發展下是無法做到，更可能是

#### 第四段: 論點段(加深論點)
* 立場: 科技的進步反而給人類更多想像和探索的空間，也給人類的未來帶來更多希望
* 例子：人類對世界的認識拓展到太空---移民的可能、探索宇宙來源；對腦波和神經的解讀，發展可供殘障人士使用的腦波操控機器人，強化生活便利性(With the improvement on interpreting and decrypting brainwave and neural signals, the brainwave-based control robot legs/arms are designed to facilitate the living convenience for the handicapped or even the paralyzed)
* 隨著人類科技的進步，對於人類生活的極限開始無法被有效定義了

#### 第五段: 結尾
* 科技確確實實的帶給人類進步和便利性，人類也不斷地使用新的科技來創造新的可能性
* 面對科技，正確的態度應該要是學習如何讓科技成為人類前進的助力，而不是因著課技的便利性而怠惰。(Facing the explosive revolution of technology, we should not find any excuse for our indolent on reliance of technology, but rather embrace a hopeful posture to the unlimited possibilities that technology provides for the new era of human imagination.)

## The surest indicator of a great nation is represented not by the achievements of its rulers, artists, or scientists, but by the general welfare of its people.(範文: Mason)

### 論點
* Supportance: Welfare of people: 人民的福祉是國家被建立的目的
* Detractor: Achievements of rulers, artists, scientists: 政治的成就、科技的偉大等等
* 然而兩者不一定只能二分或者只能擇一: good experts make improvements to national welfare，要說的清楚為甚麼

#### 第一段: 破題
* 先定義great nation: great 的定義就是一個物體(an entity)可以在他所被賦予的的定位和任務上有超乎預期的表現。
* 而國家，從歷史來看，的出現就是因著要提升人民的福祉而被建立的制度
* 因此，我認同要認定一個國家是否偉大，確實得要從人民的福祉是否被保障和提升來判斷

#### 第二段: 提出論點、定義國家的身分、角色
* 國家: general welfare is increased when individuals band together.
* 在過去，少數人所要面對的生活是更為困苦的，而國家制度的出現則是將資源做分配以減少人類在單獨生活時所會碰到的危險並且降低生活的困難性
* 相反的，On the contrary, it would be absurd to say that 國家的出現是為著使scientist, artist的發展而存在的。
* 因此，國家福祉的考量順序應該是在個人的成就以先

#### 第三段: 提出論點、定義何謂好的ruler、artist、scientist
* 回到experts身上，對於個人成就的評估應該要從他是否能支持國家的福祉來評估
* 對於expert而言，只有當他們可以對國家產生幫助的時候才可以定義他們是great的
* 分項說明: 好的政治家--跨部門溝通，建立有助於人民生活的基本建設、制定適合國家的發展方向；好的科學家--提出新的理論來解決人類的問題；好的藝術家--藉由作品傳遞inspiring and comfort message.
* 例子: Abraham Lincoln is a household name for his humble virtue, as well as his deliberation on liberation of slaves, which is definitely an indicator of national welfare
* 例子: Some may expressed that United States and Russia achieved greatness because of achievements in space exploration. But, as mentioned in above, the real achievement in space exploration was publich inspiration and increasd scientific knowledge of benefit to public welfare.
* 結論句: 這些例子都可以清楚的看到被個人成就的偉大是建立在國家的福祉上 Each of these cases make it abundantly clear that the accentuation of individual greatness is supported based on their contribution to general welfare of the public, which is the true indicator of greatness of nation.

#### 第四段: 攻擊支持專家成就至上
* 反對者的論點: Detractors of the statement may content(主張) that the nation can be considered great for the achievements of its rulers, scientists, or artist.
* 打臉: 然而，事實上，就算有，也極少有ruler的個人成就是擺脫不了國家福祉的。
* 舉例(反): Certainly leaders like Kim Jong-il of North korea and Fidel Castro of cuba have achieved great personal sucess, but their contribution to the general welfare of their country have been few.
* 舉例(正): Winston Churchill is no doubt considered as a great leader for defending people of England from Germany in the World War II.
* 結論句: All of these only show that indicator of a nation's greatness, through elaboration, even with the existence of great experts and rulers, is closely adhensed to nation's general welfare.

#### 第五段: 總結
* greatness--requires and entity to success in its purpose
* 因為國家就是為了國民的福祉而存在的，所以只有當一個國家的福祉好，國家才可以被認為是偉大的
* 而所有的成就(All types of achievement), 只有當他們可以對國家的福祉產生支持時，才可以被認為是偉大的(are only consider great for their supporting the primary role of providing for public welfare)

#### 練習
The definition of "greatness" is no doubt as an entity to perfectly perform its job or beyond expectation. For a country, formed and established in order to the assurance and improvement of human life experience, the robust general welfare is definitely the main indicator to its greatness.

In a country, general welfare is an quality that embodies how people are band together, several factors such as a versatile and efficient work-distributed government, save residential environment, and stable ecological system, etc. From the historical view, what put the hunters gathered together to form a group, eventually to a country, is that the acknowledgment on group life that can leads to a better and stronger aggregation, and gradually, the factors mention above are researched and optimized. Base on the fact and the historical evolution, knowing what a country is, I would suggest the greatness of a country should be mainly evaluated on with the general welfare of a country.

As an extension, if it should be defined, the relationship between a great expert and a great country should be lied on how the expert benefit the country. Only when one can have significant contribution on the improvement of the country, then he/she can be defined as the greatness. For a great ruler, one can act as a role to well-balanced the communication, leading a team to ameliorate the communal issues, or making the decisive policies to bolster the economic strength. A great scientist, solving human problems with its own and pioneering research, should be indispensable in a great country. An great artist would be able to inspire people and comfort message. All these accomplishment, not only to show off how good they are. This clearly demonstrate the connection between experts and country.

Detractors of the statement may content that the nation can be considered great for the achievements of its rulers, scientists, or artist. However, in fact, if they really exist, their are few accomplishments of the experts that have a nothing to do with the general welfare of the country. Certainly leaders as Kim Jong-il of North Korea have achieved great personal success, but their contribution to the general welfare of their country have been few. On the other hand, the well esteemed Winston Churchill, is considered as a great leader for defending people of England in World War II. All of these only show that indicator of a nation's greatness, through elaboration, even with the existence of great experts, and rulers, is adhered with nation's general welfare.

Conclude the above, following the definition of greatness, a country is born for the maintain of general welfare. Thus, a country is considered great only if its general welfare is outstanding. All types of achievements are only consider great of their supporting the primary role of providing for public welfare.

## A nation should require all of its students to study the same national curriculum until they enter college

### 論點
* 支持: loyal to nation, laws in the country, fair for the tests in different social or income level, better for university faculties to prepare courses, essential skills or concept that should be build to the least for their ability to live.
* 反對: different interest and perspective-- cultivate personal interests career planning, the decision maker of the national curriculum may not be omniscient enough to determine a perfect course, facilitate the dissemination of propaganda and other dogma, preclude cultural diversity primarily of regional or local significance.
* 支持有它的必要性，但有它的弊端
* 措施可以放在總結

#### 第一段: 破題，表明立場
* 題目的論點
* 我選擇支持for several useful purpose for any nation
* 然而我並不完全同意這個立場，而是地方政府甚至事學校也需要有空間來提升休克的自由度
* 否則，很多政策的優勢會被壞處扯平

#### 第二段: 支持論點
* 統一課程是好的
* 原因一: ensure obligation education can provide fundamental skills and knowledge for all the student
* 原因二: 讓大學端老師可以方便設計課程
* 原因三: 縮小社會階層的不平等造成的教育程度落差
* 原因四: 學生可以更認同這個國家ex. 法律 歷史

#### 第三段: 危機1
* an exclusive one would pose certain problems, which might outweigh the benefits noted above.
* 決策者是誰? 會不會有偏差的可能? 他們夠接地氣嗎? 受監督嗎? 他們的決策足以保證學生在這樣的教育下可以如預期的成長嗎?

#### 第四段: 危機2
* an official sanctioned curriculum would facilitate the dissemination of propaganda and other dogma because of the one-sided and biased nature undermine the very purpose of the true education
* 細節: 政府透過制定課綱的權利限制思想、形成對立、等等，失去了教育的公平和培養獨立思考的初衷

#### 第五段: 危機3
* the inflexibility nature of a uniform national curriculum would preclude the inclusion of programs and materials that are primarily of regional or local significance
* 舉例

#### 總結: 立場是兩面刃
* homogenization of elementary and secondary education would be a double-edged sword.
* 措施: 必修和選修，國家授予地方政府甚至學校有部分開課的權利，平衡上述所提到的可能和偏差的發生。

## Society should make efforts to save endangered species only if the potential extinction of those species is the result of human activities.

### 論點
* 反對這個說法(應該要全力救)
* 人類本來就對於這些物種的消失需要負責任
* 物種的消失某種層面或許會間接影響到人類的存亡(例如生態系的環環相扣，某些畢要存在的基因、看不到的隱形剋星等等)
* 支持這個說法
* 自然淘汰
* 資源有限: 一來，其投入的成本非常高；再者，或許在搶救的階段，反而造成更多的生態不平衡，混亂了生態鏈的關聯性而造成了其他（insidious）的危機；人類的選擇還是很主觀的，不一定可以做出最好的選擇

#### 破題: 表明論點
* The discussion of ____ never strikes a balance and a cogent conclusion.
* To me, human should not ......

#### 第二段: 反對此論點
* Part of the reason that lead the species to extinct may be attributed to human actives. It is for sure that (ex. leak of oil may jeopardize coral)....
* It is our duty, on moral expect, to maintain and respect the right of the relatively weak species to live.
* Although the ramification of the extinction may not be conspicuous immediately, but what entails may be unknown, and may be, in later years under several exaggeration, may become a threaten to human being.
* Some of the gene may also be essential for human, such as innovating vaccine.
* conclusion: the remaining of ecosystem may be important

#### 第三段: 支持論點
* However, the natural law is telling a contrary point of view.
* The biological system has an intrinsic selection mechanism, as "National Selection" by Darwin. Human being, as one of the species in the entire world, are participating in this process as well.
* The dynamic motion of the biosystem should be lasting and self-preserved even human are doing nothing.

#### 第四段: 支持論點
* The resources we can devote to the environmental saving may not be enough, or even cannot make the correct investigation.
* The biological system is too complex to analyze, so interdependent is it that any plausible beneficial action we take might surge another invasion to the pristine balance.
* The effect may be insidious.
* The selection of practice is too subjective, and thus at last, the decision making of such policies may be just made with the least cost and effort to be spent.

#### 結論: 不應該make hard effort, 但要有措施
* Human should not put to much effort on it
* But, before we take any action or construction, the scrutinized evaluation should be taken seriously

## Colleges and universities should require their students to spend at least one semester studying in a foreign country.

### 立場
* 同意: 不同的生活經驗，學習獨立自主的能力，增進語言，學習不同的技術
* 在大學階段，學生課業繁重，這個時間不利於培養專業
* 如果學生自己要出國念書，開銷很大，醫來學生無法經濟獨立，二來維持經濟的同時無法好好念書
* 需要有配套: 鼓勵出國，但學校要支持，而且篩選要有門檻。學生必須要證明自己是準備好的，得到學校的認可，在學校有能力的情況下去支持這個學生完成配得的學習環境

The statement proposed that colleges and universities should require their students to spend at least one semester studying in a foreign country. To several reasons, I cannot fully agree.

Studying in a foreign country is definitely an wonderful experiment in one's student career. Having their own chances to a different place, build their community from zero, learn a different foreign language, or even have chances to participate in the top laboratory. Studying abroad, even though exists countless advantages, is still a two-faced blade: there still exist some uncertainty that might impede the one's learning.

First, the cost to study abroad is never less. How should a student be able to afford this spending? If the college acquire the student to do so, in some circumstances, student might need to find a part time job to pay for the needed tuition and commodity spending. This would become a distraction on their school work, leading to a declined academic performance.

Also, if a student aren't ready for going abroad, such as they don't know how to manage itself, such as time management and poor communication in foreign language, studying in a totally unfamiliar place with few supervisor would not only do no benefit to a student but also wasting one's time. The consequence can be anticipated: a student, not able to understand the lecture in foreign language, also cannot build connection with his/her new classmates and peers, may lose its passion on learning. The expectation of learning language might be too hard to achieve, and also a semester under inefficient learning quality is not even worthwhile to an undergraduate student.

So, what is the optimal solution to this issue? It is believed that the resources should be investigate on the well-prepared one. Constructive exchange programs should be established, giving enough support on either tuition and guiding for a student on foreign study, and also objectively evaluate the felicity of a student to go abroad. If one student have a great intent to contest this program, one should make well preparation on its GPA, and other indicator to evince the school committee that he/she is qualified and can really benefit from this program. With this mechanism to filter the improper student, college can encourage their student to study abroad.

Conclude the above, I recommend that only of the school has the exchange policy ready, or they should not ask their student to study abroad. The largest benefit to all would be provide the most felicitous resources on those who is well-prepared.

## Universities should require every student to take a variety of courses outside the student's field of study

#### 破題
* 支持學生應該要求學生選系外選修，但如何執行值得討論

#### 支持論點
* 系外選修可以讓學生的視野變廣，對學生的職涯和學習的創造力上有幫助
* 例1: Multidisciplinary cooperation在業界很常見，例如科技業不只需要ME，也需要EE、CS的人參與，甚至從事管理的人也需要懂製造、研發
* 例2: 學術界也需要，多種領域的交流下才會激盪出新的火花，專注在自己的領域當中會找了很多被激發的機會。例如Kriging model, 一種地理統計學的方法，成為machine-learning-based development中非常大的幫助，成了工程領域中非常需要的工具。又例如：看起來很不容易跨領域合作的數學，其退火法、螞蟻法等最佳化演算法，若沒有跨領域的交流，則很難有如此特別而實用的成就
* 這些都是理想的，也是學生選修系外課可預見的好處

#### 反對論點1: 如果不要求
* 學生懶，就不選了
* 學生對於選課沒有方向，不知道該怎麼選，就不選了
* 結局: 學生仍然缺乏多元選修

#### 反對論點2: 如果要求過多
* 而，過量的要求學生選系外選修本末倒置。On the other hand, over emphasizing and requiring student to take the course outside their fields is putting the cart over the horse.
* 因為花在自己本科的時間不夠多，導致訓練不夠紮實
* 學生會用此當做藉口，迴避在這個專業上會碰到的難課

#### 配套+結論
* 因此，學校應該要針對學生的選修量建立適當的規範
* 對於自己系上的畢修課，是一定要要求的
* 要求學生的系外選修課的量，但不可以過多
* 學校要幫助學生知道怎麼做選擇，例如，大一的時候就讓他們有機會去外系接觸introduction courses，讓他們對於跨領域合作有畫面，對於未來如何作選擇會更有概念
* 只有在完整評估的制度下，並且學校願意主動幫助學生，要求他們選修系外選修才有正面幫助

### Practice
The author states that universities should require every student to take a variety of courses outside the student's field of study. I partially agree with the school's motivation, however, the details of executive may need to be discussed.

It is no doubt that student should learn courses outside their own field because under the era of cooperation of multidisciplinary, learning the same language to communicate with different fields are necessarily required. For example, an MBA student, studying management, marketing, etc, once he/she steps into enterprise, he/she might need to manage a team focus on making high-tech products, such as robot arms or machine tools for semiconductor's production. At this position, without having few concepts on the background on this field, the communication between them might stay facile. Another example, in mechanical engineering field, it is unable to develop products without the experts from electrical engineering fields to establish firmware, and computer science experts on software as well. The ability on the communication, surely positive to their career, should be cultivated from their student time by taking courses outside their own field.

Some detractors may argue that the requirement is not needed but instead to encourage student take the outside courses. However, if it not required, students, who may be lazy or have no idea how to make decision, are lacking the motivation on taking the courses. Students may remain circumscribed in their own field without stepping out their own field.

Nevertheless, overly emphasizing and requiring student to take enough amount of outside course may also leads to negative effects. If a student take too much time on having the peripheral courses, the training quality on his/her profession may not be enough robust. Not only because their time spending on their own field is distorted, it may become an excuse for students to circumvent the hardest courses in their own field.

To strike a balance between the required courses on their own field while encouraging student to have multidisciplinary learning, two things are required: First, the school should establish a system that having their student to take the least require credits in their own field to assure their expertise. For the other credits, the school should provide a free environment for student to take courses on their own, nor requiring to take outside course or not. Second, school should provide a suitable assist on helping student make decision on the relevant courses, such as providing modular pack of courses, or providing extra consultants.

Based on the reasons mentioned, I acknowledge the requirement for students to take courses outside their field, only if the selective courses account for a reasonable portion.

## College students should be encouraged to pursue subjects that interest them rather than the courses that seem most likely to lead to jobs

### 論點
#### 破題: 支持for following reasons

#### 反駁1: 學生不一定有能力勝任
* 反對者認為學生應該在畢業之後就可以獨立，因此如果可以lead to jobs,他們在畢業之後就可以自己賺錢
* 但是，並不是所有的學生都可以精通這些市場上需要的技術，更遑論(let alone)賺錢
* 例如: 在台灣，家長和老師都鼓勵學生念電機系，因為他的薪水是相對高的。然而，如果缺乏強烈的動機，學生是不容易了解(comprehend the class materials as well as their peers), 因此很多EE的學生大學時期都過得很痛苦(miserable college life)，spending all their time studying difficult materials without mastering them all

#### 反駁2: 產業的變遷
* 很多現在看起來很prosperous的產業，可能在學生進入市場時就衰敗了
* 例1: ebb and wane of nanotechnology. 過去10年政府曾經大量的提供研究資源在奈米科技上，適著讓台灣在奈米科技的領域中站有一席之第。然而，這股熱潮卻在10年後退潮，當政府的資金不在這個領域的時候，反而曾經專精於奈米科技的學者們失去了舞台
* 反例2: 音樂、設計、美術，這些是家長們dissuade their children from choosing. 然而，這些卻是許多公司們在表現the differentiate between others最重要的技能，因此許多公司會花錢聘雇強者

#### 論點
* 只有當人選擇自己所愛的時候，才會被滿足
* 每天需要花2/3的時間在工作，如果作了他們不喜歡的工作，就算有了穩定的工作甚至賺了大錢，他們也不會被滿足
* 因此，學生應該要在大學時期好好的探索他們的興趣，選擇不一樣的課程，卻定自己的方向

#### 結論
* 再次強調支持論點: While it may seem realistic for student to choose courses that lead to jobs, choosing courses that interest them is actually more realistic in longer term. Therefore, students should followed their passion.

## Government officials should rely on their own judgment rather than unquestioningly carry out the will of the people they serve.

### 論點
#### 破題
* a hybrid system is needed to replace the dichotomy.

#### 論點1
* 因為政府是專業的，在與專業相關的意題上是需要由政府評估和決策的
* 對於預算的使用、全盤且多面項的政策評估，政府才有能力整合跨部門的人才進行有效的評估，且才夠完整
* 例如: 面對核能發電廠的興建，各樣的利弊，民眾或許只看到他可能存在的危害而反對政策，但政府在專業的評估下是可以解決的，就如同許多國家的核能發電廠也能夠安全的運作
* 結論: 政府經由專業上評估所作出來的決定是可以不用背質疑的

#### 論點2
* 區分重點，有些事情不是政府說的算---政治問題，立場問題，需要將決定全交給民意
* 政府不能因為少數執政團隊的立場就以代表全體人民的角度進行決策。
* 例如: The decision making of British exit, with perceivable significant impact on the future of this country, should not be a privilege to the government but a communal right for all the people in the nation to participate in. People should present their protest or bolster through legalized access such as voting.

#### 危機
* Even though the government have the most comprehensive profession on evaluation and decision making, it doesn't promise that a policy would be perfect to the countries development.
* a venal government may execute policies only to earn benefits
* Bias on the issue may leads to wrong judgments
* Fully rely on one professional team seems realistic, but precarious.

#### 措施&結論
* To avoid such circumstances, a hybrid system to allowed people participate in the decision making process is pervasive, knowing as "discursive democracy". Legislator, the elected representative of people, should act the roll as a supervisor to the government, indirectly letting the people realize what and how an issue is formed. With the supervision, the chances for government to make biased judgment may be declined. With the robust system and felicitous differentiation of government's position, the operation of judgments may be more authentic and unquestionable.

## Claim: When planning courses, educators should take into account the interests and suggestions of their students.

#### 破題
* At any level of education, educator are always trying to earn feedback from students. However, when it comes to discussion on planning the courses by taking into account the interests and suggestions of their students, I may not fully agree with the reason for several reasons which entails an eclectic practice on the issue.

#### 第一段: 反駁
* 老師是專業的，所以老師應該有全權可以決定
* The educators, who are well trained and have broaden eyesight, are able to design a courses that can fully help students.
* As in college education, most of the lecturers have years of working experiments in the industry, and thus have own way on realizing what should be focused on the courses.
* They also can provide a more comprehensive eyesight of a certain field's road map, imparting the essential knowledge for students to catch up wherever they are employed.
* For example, in mechanical engineering field, students may be questioned about why they should have a variety of courses that seems useless and obsolete-- fluid mechanics have no significant relationship with robotics, and manufacturing techniques are always seems outmoded. However, these domain are actually bounded together in the industry under several multidisciplinary cooperation. If students quit learning these courses only because not knowing the purpose of learning, the technical strength may be tenuous.
* Thus, to assure that student can be cultivate comprehensively, educator should design the courses based on their own opinion.

#### 第二段
* 學生總是想尋找捷徑，而且有時候是懶惰的，他們的興趣可能只是逃避困難的理由
* On the other hand, students, sometimes lazy, are usually finding short cuts to reach what they expect. The "interests" they suggest might be an excuse to circumvent the most rigid and difficult part of their courses.
* In my student age, I definitely would prefer learning engineering math directly instead of taking prior two semesters of calculus.
* Although some of the students really have their own insight on how the course should be like, in order to maintain the quality of education, educators should follow how the courses should be like.

#### 第三段 配套
* Even though maintaining the quality of teaching is important, it is no doubt that students' interests may elicit strong motivation on learning, and allowing student to launch their own plan on learning would benefit as well. Thus, the structure of education should be more flexible that would provide freedom for students.
* Problem oriented projects, as known as problem-based learning, may be a solution to it.
* By encouraging student to find topic and field they are interested in, educator are leading them through a process by problem definition, designing procedures, and solve the problem with the knowledge they have just learned in the courses.
* This method, not only give students chances to have stronger impression on the lecture by its pragmatism, also their interest in the selected issue may derived as an driving impetus on their learning.

#### 結尾
老師應該要對於課程的規劃有好的見解，不能過多的將學生的意見採納。然而，一位好的老師更應該要之到如何透過課程設計引起學生的學習動機，在教學與實際演練之間達到最好的平衡

## In any profession -- business, politics, education, government -- those in power should step down after five years.

## To be an effective leader, a public official must maintain the highest ethical and moral standards.

### 論點: 認為不同的領導角色可以有不同的標準

#### 破題
Whether an successful leader is having the highest ethical and moral standards is a complex issue. To me, from a wider point of view, I would partially agree with this statement for some reason.

#### 第一段: 支持論點
* In contemporary, a effective leader, mostly considered as a person whose demeanor is accepted and accolade by the public, is often having high moral standards.
* 不只是因為他們的某些行為可以被大眾接受，更是因為他們在各方面似乎都顯的無可挑剃，使得他們的言論可以很有說服力，可以吸引支持者，他們的好名聲可以迅速的傳播，甚至可以被作為教材
* 正面例子: Lebron James的影響力不只是因為蘭球打得很好，能比起其他超級巨星更有影響力的原因是在於花了非常多力氣在作公益
* 林肯和邱吉爾，兩位被是人所認可的好的國家領袖代表，也不僅僅是因為他們透過他們的角色改變得很多人，更是讓社會大眾透過這些成就認識他們的人格，將他們視為這類人誤的刻板印象
* 這些例子都顯示了很高的品格和道德水準如何正面的影響領導力

#### 第二段: 特例1
* 然而，讓事情變的複雜的是，當我們用不同的方式來定意"有效的"領導時，立場可以就不這麼的univocal.
* 目標導向---完成任務即可
* 舉例

#### 第三段: 特例2
* 同樣的情形在政治場所當中也常常可以被拿出來討論

#### 第四段
* 綜合以上，要肯定的認為成功的領導者有高的道德水準非常的不容易。雖然不一定要有非常好的品格和節操才能達到有效的領導，但在我看來，一個好的影響者，他的影響力是不只停流在他握有權力時，在日後甚至在他死後，他的人格特質可以成為大家學習的榜樣。
* 正如同大家對於林肯的印象是誠實、對華盛頓的印象是永不退縮；然而大家對希特勒的印象卻是殺人魔，對於不擇手段的企業家，正面的影響力也是稍縱即逝
* 因此，用不同的方式和格局來定意成功的領導者，將會帶出不同的結論

#### 結論
* 我認為，好的領導者不只是要在巔峰時期有影響力，在退位時依然可以帶給社會正面的力量。從許多成功的領導者看來，擁有好的品格是不可避免的，這也是我支持他的原因

## People's attitudes are determined more by their immediate situation or surrounding than by society as a whole

#### 破題
* 這件事情的討論是非常複雜的，而很多的情況是可以分開討論的

#### 第一段: By surrounding at most
* 大部份人的個性，都決定於自己的原生家庭
* 一部分的個性來自於模仿父母親，父母親的為人處事和對事物的態度往往會成為自己個性和觀點的一部份(舉例)
* 自己怎麼被父母對待也會影響到自己的自我價值，間接的影響到面對事情的態度(舉例)
* Surrounding可以說是影響一個人既有的態度(intrinsic)

#### 第二段: By immediate situation
* 相對的，能被瞬間的情境所決定的態度相對較不多見，對人的影響想可能是片面的，卻也有可能是極為深刻的
* 有些時候，這些受到immediate situation所決定的態度會在相似的場景才會被激發：例如，小時候有溺水經驗(drowning)的人，面對學游泳的態度視會比一般人更抗拒的
* 有些時候，這些場景則會影響整個人的價值觀。例如:Bruce Wayne, 蝙蝠俠，目睹父母被搶匪槍殺後決定化生成為正義，打擊最犯
* 我們可以確定immediate situation會影響人，但影響多少，影響多深，卻是不能量化和比較的

#### 第三段: By society
* Society 是否會決定一個人的態度，去決於他的本性如何教育他。
* 換句話說，面對社會的態度才是一個人真實態度的展現，而不是一個被社會化的結果
* 例如：如果一個從小被教導要誠實的人，進入了banal和venal的工作環境，僅管環境非常的容易誘惑人範最，但他可能因為從小的教育而被能夠堅持誠實
* 相對的，在一個相對自私的社會，如果有人從小就是被幫助過的人，那他可能不會同樣成為自私的人，反而更用心投入並且leading社會的慈善工作
* 因此，社會才是一個人態度的舞台，而不是要去影響態度的顏料

#### 結尾
* 支持論點

## Governments should offer college and university education free of charge to all students.

In today's society, one with a bachelor degree is ubiquitous. Attending college seems to become an inevitable choice after graduate from high school, and the issue that government should offer college and university education free of charge to all students is also aroused. In my opinion, it is definitely not a felicitous manner by doing so for several reasons.

One may argue that the tuition charged is not affordable to every student that have the ability and strong motivation to attend college, some how baffling student's right from higher education level. Indeed, those without enough saving might be able to go to college, and thus leave the campus into the employment market. However, the university do have provide scholarship and even stipend for the excellent but cannot afford such high tuition. Also, those who are determined in purchasing a degree, even though do not have enough income, may get loans during these years. Thus, the argument agree with the issue is solvable.

By not offering student to attend college for free, students enrolled could consider studying in college a more precious chance, leading to a stronger motivation on learning and more efficient time arrangement. For example, in Taiwan where the tuition is around USD 1000$ per semester, which is affordable for most of the families, students spend lots of time on extracurricular activity, claiming that they are discovering their personality and cultivating "soft powers" (such as communication and cooperation abilities). However, mostly these are the excuse to overshadow the bad academic performance, and having large portion on activity is putting the cart before the horse. The low tuition already evinces the deteriorate attitude of student on higher education -- dispensable, and no need to work hard. This situation will surely become worse if student are not required to pay for the degree.

Also, if attending college is for free, the value of bachelor degree will decrease. Conventionally, when attending college is seen as a privilege, the society venerate the students graduated from college, and are willing to pay more to hire them, showing enough respect to their profession, and giving them corresponding space to work on. With the descending value of bachelor degree, those with the same profession today not enough respected, and the salary for the bachelor students are keep dropping. This atmosphere not only impairing the balance of the graduates, but also demean the value of knowledge and intelligence. To avoid the situation deteriorate, the government should not offer college education free of charge to all student that makes the degree more tenuous and dispensable.

Conclude the above, although the high tuition may sift some student from attending college, the benefit on remaining the esteem of college education and price of intelligence is conspicuously account for more. Thus, I would not agree with the statement of this paragraph.

## Student should have the same curriculum

The discussion about whether a nation should require all of its student to study the same national curriculum until they enter college is a complex while intriguing issue. In my opinion, I partially agree with the statement that taking the same course is an essential policy.

Requiring student to study the same courses is an assurance that all the student are cultivated in the same manner, leading to several benefits. First, all the students can acquire the indispensable knowledge for their basic living, such as ability in reading and conversation, basic application of math, knowledge about law, and knowing how to maintain their own civil right. Second, with the essential manner of the country is taught, the students can interact with the society properly. Third, requiring student to study the same curriculum makes all the students entering college have the same knowledge, not only make the future competition more fair, but also make the preparation of the college course more easier and more suitable for students to connect. These benefits, if students are require to do so, may be realized and the difference between rural and urban, or wealth and poor, may be minimize, leading to a more friendly society.

However, there are some insidious issue when require the student to do so. Who has the right to decide what courses the student should take? Is the person in charge totally indifference and can assign courses without any bias? Moreover, will the courses arrangement be influenced by the regime or any political factors? Will the required curriculum have any possibility to become a pervasive tool for propaganda? If the students are required to have the same courses, the supervision of the formation of required courses should be aroused and maintained.

Another short when having the same courses would let student to have less chances to learn the regional characteristic through the course, and build might build tenuous connection with their hometown. For example, if the aborigine tribe is having the same courses as the urban students does, the tradition may soon evaporate within generation. Having the same course also limit student to pursue the courses following their own interest, which undermine the versatile and variability in their student age. Thus, fully requiring student to have the same curriculum is not a perfect practice.

To strike a balance, it is needed that the nation should establish a hybrid system on courses: there should be some courses that are required, but the additional courses arrange by the regional school is needed as well. In this way, students may have more flexibility on learning, the characteristic of each region can be prolonged by education, and the benefits mentioned above is remained. This would provide a better educational environment.