How do we measure the economic return to higher education Typically it is calculated as the difference between average wages of college graduates and those who have not graduated from college. In 1997, for example, college graduates earned an average of ＄ 40, 508 versus just ＄ 23, 970 for non-college graduates. Based on these income levels, the economic return to a college education is approximately 69 percent, the difference between the two income levels. But this simple calculation ignores the fact that college graduates tend to come from higher socioeconomic levels, are more highly motivated, and probably have higher IQs than non graduations. Although these factors influence inc0mes, they are not the result of college attendance. Therefore the result of the study is an overstatement of the returns to higher education.
More sophisticated analyses adjust for these extraneous influences. For instance economists Orley Ashenfelter and Alan Krueger, estimate that each year o
A. it doesn’t take into account the changing economic situations
B. it involves small samples
C. it failed to incorporate some aspects which themselves might have added to the earnings of college graduates
D. it does not specify whether non-college graduates have high-school degrees
How do we measure the economic return to higher education Typically it is calculated as the difference between average wages of college graduates and those who have not graduated from college. In 1997, for example, college graduates earned an average of $ 40, 508 versus just $ 23, 970 for non-college graduates. Based on these income levels, the economic return to a college education is approximately 69 percent, the difference between the two income levels. But this simple calculation ignores the fact that college graduates tend to come from higher socioeconomic levels, are more highly motivated, and probably have higher IQs than nongraduates. Although these factors influence incomes, they are not the result of college attendance. Therefore the result of the study is an overstatement of the returns to higher education.
More sophisticated analyses adjust for these extraneous influences. For instance economists Orley Ashenfelter and Alan Krueger, estimate that each year of p
A. it doesn’t take into account the changing economic situations
B. it involves small samples
C. it failed to incorporate some aspects which themselves might have added to the earnings of college graduates
D. it does not specify whether non-college graduates have high-school degrees
Infrared Scanning Technology
How do we get more young people to increase their consumption of iron-rich foods Many nutritionists are advocating the fortification of a number of foods. This may help, but I contend that we should also intensify our efforts in nutrition education among our young people. I simply do not believe the argument that it is futile (徒劳的) to try to change eating habits. Once an intelligent person--and this includes adolescents--understands the need for a healthy diet, I think he 6r she will act accordingly. As for specific actions: I suggest that blood hemoglobin (血红蛋白) should be checked as a routine part of a youngster’s yearly physical. It should contain at least 11 grams per 100 milliliters of blood for a girl and at least 12 grams for a boy. If it is any lower, the physician probably will prescribe an easily absorbed iron supplement.
Adolescents--and everyone else--should cut out highly proce
A. the importance of diet
B. the need of iron
C. adolescents’ eating habits
D. blood hemoglobin
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