单选题I have long believed that trouble between the races is seldom what it appears to be. It was not hard to see after my first talks with students that racial tension on campus is a problem that misrepresents itself. It has the same look, the typical pattern, of Americas timeless racial conflict.. .white racism and black protest. And I think part of our concern over it comes from the fact that it has the feel of a relapse, illness gone and come again. But if we are seeing the same symptoms, I don't believe we are dealing with the same illness. For one thing, I think racial tension on campus is the result more of racial equality than inequality. How to live with racial difference has been America's profound social problem. For the first 100 years or so following emancipation it was controlled by a legally approved inequality that acted as a buffer between the races. No longer is this the case. On campuses today, as throughout society, blacks enjoy equality under the law — a profound social advancement. No student may be kept out of a class or a dormitory or an extracurricular activity because of his or her race. But there is a paradox here: On a campus where members of all races are gathered, mixed together in the classroom as well as socially, differences are more exposed than ever. And this is where the trouble starts. For members of each race — young adults coming into their own , often away from home for the first time — bring to this site of freedom, exploration, and now, today, equality, very deep fears and anxieties, not fully developed feelings of racial shame, anger, and guilt. These feelings could lie hidden in the home, in familiar neighborhoods, in simpler days of childhood. But the college campus, with its structures of interaction and adult-level competition — the big exam, the dorm, the "mixer" — is another matter. I think campus racism is born of the rub between racial difference and a setting, the campus itself, devoted to interaction and equality. On our campuses, such concentrated micro-societies, all that remains unresolved between blacks and whites, all the old wounds and shames that have never been addressed, present themselves for attention-and present our youth with pressures they cannot always handle.

单选题In bringing up children, every parent watches eagerly the child's acquisition (学会) of each new skill--the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for himself. Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters. Others are severe over times of coming home at night or punctuality for meals. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness. As regards the development of moral standards in the growing child, consistency is very important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality (道德). Also, parents should realize that "example is better than precept". If they are not sincere and do not practise what they preach (说教), their children may grow confused, and emotionally insecure when they grow old enough to think for themselves, and realize they have been to some extent fooled. A sudden awareness of a marked difference between their parents' principles and their morals can be a dangerous disappointment.

单选题The industrial community should be close enough to the crowded centers but distant enough to reduce ______ hazards.

单选题The rebel army is attempting to ______ the government. A. christen B. subvert C. concoct D. harrow

单选题To what extent are the unemployed failing in their duty to society to work, and how far has the State an obligation to ensure that they have work to do? It is by now increasingly recognized that workers may be thrown out of work by industrial forces beyond their control, and that the unemployed are in some sense paying the price of the economic progress of the community. But concern with unemployment and the unemployed changes sharply. The issues of duty and responsibility were re-opened and made active by the unemployment scare of 1971--1972. Rising unemployment and increased sums paid out in benefits to the workless had reawakened controversies which had been inactive during most of the period of fuller employment since the war ended the Depression. It looked as though in future there would again be too little work to go round, so there were arguments about how to produce more work, how the available work should be shared out, and who was responsible for unemployment and the unemployed. In 1972 there were critics who said that the State's action in allowing unemployment to rise was a barrier of faith, a breaking of the social contract between society and the worker. Yet the main contribution by employers to unemployment--such as laying off workers in order to introduce technological changes and maximize profit-tended to be ignored. And it was the unemployed who were accused of failing to honor the social contract, by not fulfilling their duty to society to work. In spite of general concern at the scale of the unemployment statistics when the unemployed were considered as individuals they tended to attract scorn and threats of punishment. Their capacities and motivation as workers and their values as members of society became suspect. Of all the myths of the Welfare State, stories of the workshy and stealing have been the least well founded on evidence, yet they have proved the most persistent. The unemployed were accused of being responsible for their own workless condition, and doubts were expressed about the State's obligation either to provide them with the security of work or to support them through social security. Underlying the arguments about unemployment and the unemployed is a basic disagreement about the nature and meaning of work in society. To what extent can or should work be regarded as a service, not only performed by the worker for society but also made secure for the worker by the State, and subsidized if necessary? And apart from cash are there social pressures and satisfactions which cause individuals to seek and keep work, so that the workless need work rather than just cash?

单选题She was ______ as she had not been invited to the opening ceremony.

单选题Some 4000 private importers, exporters and wholesalers were nationalized and ______ into a huge government monopoly, the State Trading Corp. A. incorporated B. inclined C. resigned D. resorted

单选题The epic is possible because America is an idea as much as it is a country. America has nothing to do with allegiance to a dynasty and very little to do with allegiance to a particular place, but everything to do with allegiance to a set of principles.

单选题People planning to travel by car to North Dakota in the winter are advised to ______ their cars with snow tires and warm clothing. A. install B. purchase C. provide D. equip

单选题The mother is told that her child is desperately ill--the chance of survival are slim, and the treatment is as {{U}}dreadful{{/U}} as the disease.

单选题To stem(阻止)inflalion the government issued______ on prices.

单选题Environmental officials insist that something be done to ______ acid rain.

单选题Surprisingly enough, modern historians have rarely interested themselves in the history of the American South in the period before the South began to become self-consciously and distinctively "Southern" —the decades after 1815. Consequently, the cultural history of Britain's North American empire in the seventeenth and eighteenth centuries has been written almost as if the Southern colonies had never existed. The American culture that emerged during the Colonial and Revolutionary eras has been depicted as having been simply an extension Of New England Puritan culture. However, Professor Davis has recently argued that the South stood apart from the rest of American society during this early period, following its own unique pattern of cultural development. The case for Southern distinctiveness rests upon two related premises: first, that the cultural similarities among the five Southern colonies were far more impressive than the differences, and second, that what made those colonies alike also made them different from the other colonies. The first, for which Davis offers an enormous amount of evidence, can be accepted without major reservations; the second is far more problematic. What makes the second premise problematic is the use of the Puritan colonies as a basis for comparison. Quite properly, Davis decries the excessive influence ascribed by historians to the Puritans in the formation of American culture. Yet Davis inadvertently adds weight to such ascription by using the Puritans as the standard against which to assess the achievements and contributions of Southern colonials. Throughout, Davis focuses on the important, and undeniable, differences between the Southern and Puritan colonies in motives for and patterns of early settlement, in attitudes toward nature and Native Americans, and in the degree of receptivity to metropolitan cultural influences. However, recent scholarship has strongly suggested that those aspects of early New England culture that seem to have been most distinctly Puritan, such as the strong religious orientation and the communal impulse, were not even typical of New England as a whole, but were largely confined to the two colonies of Massachusetts and Connecticut. Thus, what in contrast to the Puritan colonies appears to Davis to be peculiarly Southern—acquisitiveness, a strong interest in politics and the law, and a tendency to cultivate metropolitan cultural models—was not only more typically English than the cultural patterns exhibited by Puritan Massachusetts and Connecticut, but also almost certainly characteristic of most other early modern British colonies from Barbados north to Rhode Island and New Hampshire. Within the larger framework of American colonial life, then, not the Southern—but the Puritan 'colonies appear to have been distinctive, and even they seem to have been rapidly assimilating to the dominant cultural patterns by the late Colonial period.

单选题Machiavelli cautions the prince not to relinquish power under passing duress.

单选题Stocks are not goods — they merely are ______, exchanging current cash flows for future ones.

单选题{{B}}Passage 3{{/B}} Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated People need at least some acquaintance with its structure and operation. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist. This book is written for the intelligent student or lay person whose acquaintance with science is superficial; for the person who has been presented with science as a musty store-house of dried facts; for the person who has been presented with science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or, independently of any course--simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scientists are, and what they do. It will give them an awareness and understanding of the relationship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scientific views and some of the values and philosophies that are pervasive in our culture. We have tried to present in this book an accurate and up-to-date picture of the scientific community and the people who populated it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not an unique incident but, rather, part of the trend evident in all segments of society as more women enter traditionally male-dominated fields and make significant contributions. In discussing these changes and contributions, however, we are faced with a language that is implicitly sexist, one that uses male nouns or pronouns in referring to unspecified individuals. To offset this built-in bias, we have adopted the policy of using plural nouns and pronouns whenever possible and, when absolutely' necessary, alternating he and she. This policy is far from being ideal, but it is at least an acknowledgment of the inadequacy of our language in treating half of the human race equally. We have also tried to make the book entertaining as well as informative. Our approach is usually informal. We feel, as do many other scientists, that we shouldn't take ourselves too seriously. As the reader may observe, we see science as a delightful pastime rather than as a grim and dreary way to earn a living.

单选题Ancient Chang'an was seven times______the size of today's Xi'an city.