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__________ I know is __________ I want to live a different kind of life.
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Passage OneQuestions 16 to 20are based on the following passage.Immigration poses two main challenges for the rich world’s governments. One is how to manage theinflow(流入) of migrants; the other, how to integrate those who are already there.Whom, for example, to allow in? Already, many governments have realized that the market for top talent is global and competitive. Led by Canada and Australia, they are redesigning migration policies not just to admit, but actively to attract highly skilled immigrants. Germany, for instance, tentatively introduced a green card of its own two years ago for information-technology staff.Whereas the case for attracting the highly skilled is fast becoming conventional wisdom, a thornier issue is what to do about the unskilled. Because the difference in earnings is greatest in this sector, migration of the unskilled delivers the largest global economic gains. Moreover, wealthy, well-educated, ageing economies create lots of jobs for which their own workers have little appetite.So immigrants tend to cluster at the upper and lower ends of the skill spectrum. Immigrants either have university degrees or no high-school education. Mr. Smith’s survey makes the point: Among immigrants to America, the proportion with a postgraduate education, at 21%, is almost three times as high as in the native population; equally, the proportion with less than nine years of schooling, at 20%, is more than three times as high as that of the native-born.All this means that some immigrants do far better than others. The unskilled are the problem. Research by George Boras, a Harvard University professor whose parents were unskilled Cuban immigrants, has drawn attention to the fact that the unskilled account for a growing proportion of America’s foreign-born. Newcomers without high-school education not only drag down the wages of the poorest Americans; their children are also disproportionately likely to fail at school.These youngsters are there to stay. “The toothpaste is out of the tube,” says Mark Krikorian, executive director of the Centre for Immigration Studies. And their numbers will grow. Because the rich world’s women spurn motherhood, immigrants give birth to many of the rich world’s babies. Foreign mothers account for one birth in five in Switzerland and one in eight in Germany and Britain. If these children grow up underprivileged and undereducated, they will create a new underclass that may take many years to emerge from poverty.For Europe, immigration creates particular problems. Europe needs it even more than the United States because the continent is ageing faster than any other region. Immigration is not a permanent cure (immigrants grow old too), but it will buy time. And migration can “grease the wheels” of Europe’s sclerotic(硬化的) labor markets, argues Tito Boeri in a report published in July. However, thanks to the generosity of Europe’s welfare states, migration is also a sort of tax on immobile labor. And the more immobile Europeans are — the older, the less educated — the more xenophobic(恐惧外国人的) they are too.Q：It has become a generally accepted view that the rich governments should ________.
The author cites Mr. Smith’s survey in order to show that ________.
By saying “The toothpaste is out of the tube”, the author probably means that ________.
Passage TwoQuestions 21 to 25are based on the following passage.American schools aren’t exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel likethrowbacks (倒退). Kids spend much of the day as their great-grandparents once did: sitting in rows, listening to teachers’ lectures, scribbling(乱涂) notes by hand, reading from textbooks that are out of date by the time they are printed. A big gap separates the schools from the outside world.For the past five years, the national conversation on education has focused on reading scores, math tests. This article is about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get “left behind” but also whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English.An assembly of Education Secretaries and other education leaders releases a blueprint for rethinking American education to better prepare students to thrive in the global economy. They finally reach a remarkable consensus on one key conclusion: we need to bring what we teach and how we teach into the 21st century.Right now we’re aiming too low. Competency in reading and math is the minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s what they are:Knowing more about the world. Kids are global citizens now, even in small-town America, and they must learn to act that way. Mike Eskew, CEO of UPS, talks about needing workers who are “global trade literate, sensitive to foreign cultures, conversant in different languages”Thinking outside the box. “Put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos,” Traditionally that’s been an American strength, but schools have become less daring in the back-to-basics climate.Developing good people skills. EQ, or emotional intelligence, is as important as IQ for success in today’s workplace. “Most innovations today involve large teams of people,” says former Lockheed Martin CEO Norman Augustine. “We have to emphasize communication skills, the ability to work in teams and with people from different cultures.”Can our public schools, originally designed to educate workers for agriculture and industrial-age factories, make the necessary shifts? It’s possible only if we add new depth and rigor to our curriculum and standardized exams, redeploy(重新分配) the dollars we spend on education, reshape the teaching force and reorganize who runs the schools.Q：By “Kids spend much of the day as their great-grandparents once did”, the author means that ______.
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