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1) express your gratitude 2) show your appreciation of the good days you’ve had together 3) and gi...
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HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 11
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 3
PartA Directions: Yourfatherisseriouslyillandyouwanttogobackhome.Writeanotetothesecretaryanditshouldinclude: 1thecauseforleaving; 2thedays; 3catchonthelessonsafterreturningschool. Youshouldwriteabout100wordsonANSWERSHEETⅡ.Donotsignyourownnameattheendoftheletter.
46Classicalphysicsdefinesthevacuumasastateofabsencewhichissaidtoexistinaregionofspaceifthereisnothinginit.Inthequantumfieldtheoriesthatdescribethephysicsofelementaryparticlesthevacuumbecomessomewhatmorecomplicated.Eveninemptyspaceparticlescanappearspontaneouslyasaresultoffluctuationsofthevacuum.Forexampleanelectronandapositronoranti-electroncanbecreatedoutofthevoid.Particlescreatedinthiswayhaveonlyafleetingexistence;theyareannihilatedalmostassoonastheyappearandtheirpresencecanneverbedetecteddirectly.47Theyarecalledvirtualparticlesinordertodistinguishthemfromrealparticleswhoselifetimesarenotconstrainedinthesamewayandwhichcanbedetected.Thusitisstillpossibletodefinethatvacuumasaspacethathasnorealparticlesinit. Onemightexpectthatthevacuumwouldalwaysbethestateoflowestpossibleenergyforagivenregionofspace.Ifanareaisinitiallyemptyandarealparticleisputintoitthetotalenergyitseemsshouldberaisedbyatleasttheenergyequivalentofthemassoftheaddedparticle.48Asurprisingresultofsomerecenttheoreticalinvestigationsisthatthisassumptionisnotinvariablytrueandthereareconditionsunderwhichtheintroductionofarealparticleoffinitemassintoanemptyregionofspacecanreducethetotalenergy.Ifthereductioninenergyisgreatenoughanelectronandapositronwillbespontaneouslycreated.Undertheseconditionstheelectronandpositronarenotaresultofvacuumfluctuationsbutarerealparticleswhichexistindefinitelyandcanbedetected.Inotherwordsundertheseconditionsthevacuumisanunstablestateandcandecayintoastateoflowerenergy;i.e.oneinwhichrealparticlesarecreated. Theessentialconditionforthedecayofthevacuumisthepresenceofanintenseelectricfield.49Asaresultofthedecayofthevacuumthespacepermeatedbysuchafieldcanbesaidtoacquireanelectricchargeanditcanbecalledachargedvacuum.Theparticlesthatmaterializeinthespacemakethechargemanifest.Anelectricfieldofsufficientintensitytocreateachargedvacuumislikelytobefoundinonlyoneplace:intheimmediatevicinityofasuperheavyatomicnucleusonewithabouttwiceasmanyprotonsastheheaviestnaturalnucleiknown.50Anucleusthatlargecannotbestablebutitmightbepossibletoassembleonenexttoavacuumforlongenoughtoobservethedecayofthevacuum.Experimentsattemptingtoachievethisarenowunderway. Theyarecalledvirtualparticlesinordertodistinguishthemfromrealparticleswhoselifetimesarenotconstrainedinthesamewayandwhichcanbedetected.
[A]TheinfluenceofmaplesontheCanadianculture. [B]ThetokenofmaplesinCanada. [C]Contemplationofglobaldistributionofmaples. [D]ThetriumphofNokomisoverthedevilswiththehelpofmaples. [E]Thepopularityofthemapleinafavoritemyth. [F]Themaplesignalstheapproachoffall. ThemaplesmokeofautumnbonfiresisincensetoCanadians.Bestowingperfumeforthenosecolorfortheeyesweetnessforthespringtonguethesugarmaplepromptsthissharingofafavoritemythandoriginaletymologyofthewordmaple. 41.__________________ ThemapleloomslargeinOjibwafolktales.Thetimeofyearforsugaring-offis"intheMapleMoon."AmongOjibwatheprimordialfemalefigureisNokomisawisegrandmother.Inonetaleaboutseasonalchangecannibalwendigos-creaturesofevil-chasedoldNokomisthroughtheautumncountryside.Wendigosthroveinicycold.Whentheyenteredthebodiesofhumansthehumanheartfrozesolid.Herewendigosrepresentoncomingwinter.TheywerehuntingtokillandeatpoorNokomisthewarmembodimentoffemalefecunditywholikethesummerhasgrownold. 42.__________________ KnowingthiswasapursuittothedeathNokomisoutsmartedthecolddevils.Shehidinastandofmapletreesallredandorangeanddeepyellow.Thismaplegrovegrewbesideawaterfallwhosemistblurredthetrees’outline.Astheypeeredthroughthemistslaveringwendigosthoughttheysawaragingfireinwhichtheirpreywasburning.ButitwasonlyoldNokomisbeinghiddenbythebrightredleavesofherfriendsthemaples.AndsodroolingiceandhuffingfrostthewendigosleftherandsoughteasierpreysFortheirserviceinsavingtheearthmother’slifethesemaplesweregivenaspecialgift:theirwateroflifewouldbeforeversweetandCanadianswouldtapitfornourishment. 43.__________________ MapleanditssyrupRowsweetlyintoCanadianhumor.Quebeckershavethestandardsiropd’erableformaplesyrupbutaddafeistyinsulttolabelimitationsyrupsthatarethickwithglucoseglop.TheycallthissugaryimpostersiropdePoteau"telephone-polesyrup"ordeadtreesyrup 44.__________________ ThecontentionthatmaplesyrupisuniquetoNorthAmericaissuspectIbelieveChinahascloseto10speciesofmaplemorethananycountryintheworld.Canadahas10nativespecies.NorthAmericadoeshappentobehometothesugarmaplethespeciesthatproducesthesweetestsapandthemostabundantflow.ButarewetobelievethatinthousandsofyearsofChinesehistorytheseinventivepeoplenevertappedamapletotasteitssapIspeculatethattheydid.CouldProto -AmericaswhocrossedtheBeringlandbridgetopopulatetheAmericashavebroughtwiththemaknowledgeofmaplesyrupIsthereaveryoldChinesephraseformaplesyrupIsmaplesyrupmentionedinChineseliteratureForanon-readerofChinesesuchquestionsaredauntingbutnotimpossibletoanswer. 45.__________________ Whatiscertainisthemaple’sholdfastonournationalimagination.ItsleafwasadoptedasanembleminNewFranceasearlyas1700andinEnglishCanadabythemid-19thcentury.Inthefallof1867aTorontoschoolteachernamedAlexanderMuirwastraipsingastreetatthecityallsquelchyunderfootfromthesoftfeltoffallingleaveswhenamapleleafalightedtohiscoatsleeveandstuckthere.AthomethateveninghewroteapoemandsetittomusicincelebrationofCanada’sConfederation.Muir’ssong"TheMapleLeafForever"waswildlypopularandhelpedfastenthesymbolfirmlytoCanada. Theword"maple"isfrom"mapeltreow"theOldEnglishtermformapletreewith"mapl"-asitsProto-Germanicrootacompoundinwhichthefirst"m"-isIbelievethenearlyworldwide"ma"oneofthefirsthumansoundsthepursingofababy’slipsasitpreparestosuckmilkfrommother’sbreast.The"ma"rootgivesriseinmanyworldlanguagestothousandsofwordslike"mama""mammary""maia"and"Amazon."Hereitwouldmake"mapl"mean"nourishingmothertree"thatistreewhosemaplesapinnourishing.Thesecondpartofthecompound"apl"isavariantofIndo-Europeanable"fruitofanytree"andtheoriginofanotherEnglishfruitwordapple.Sotheprimitiveanalogycomparestheliquidsapwithanothernourishingliquidmother’smilk. 43
EuthanasiahasbeenatopicofcontroversyinEuropesinceatleast1936.OnanaverageofsixtimesadayadoctorinHollandpractices"active"euthanasia:1administeringalethaldrugtoa2illpatientwhohasaskedtoberelieved3suffering.Twentytimesadaylifeprolongingtreatmentiswithheldorwithdrawn4thereisnohopethatitcan5anultimatecure."Active"euthanasiaremainsacrimeontheDutchstatutebookspunishable612yearsinprison.Butaseriesofcourtcasesoverthepast15yearshasmadeitclearthatacompetentphysicianwho7itoutwillnotbeprosecuted. Euthanasiaoftencalled"mercykilling"isacrimeeverywhereinWesternEurope.8moreandmoredoctorsandnursesinBritainGermanyHollandandelsewherereadily9topracticingitmostofteninthe"passive"formofwithholdingorwithdrawing10.Thelongsimmeringeuthanasiaissuehaslately11intoasometimesfiercepublicdebate12bothsidesclaimingthemantleofultimaterighteousness.Those13tothepracticeseethemselves14sacredprinciplesofrespectforlife15thoseinfavorraisethebannerofhumanetreatment.Afteryears16thedefensivetheadvocatesnowseemtobe17ground.RecentpollsinBritainshowthat72percentofBritish18favoreuthanasiainsomecircumstances.Anastonishing76percentof19toapolltakenlatelastyearinFrancesaidtheywouldlikethelawchangedto20mercykillings.Obviouslypressuregroupsfavoringeuthanasiaand"assistedsuicide"havegrownsteadilyinEuropeovertheyears. Notes:euthanasia安乐死lethal致命的statutebook法典prosecute起诉simmering处于沸腾的状态mantle重任责任 Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.1
Text1 IcametoliveherewhereIamnowbetweenWoundedKneeCreekandGrassCreek.Otherscametooandwemadetherelittlegrayhousesoflogsthatyouseeandtheyaresquare.Itisabadwaytolivefortherecanbenopowerinasquare. YouhavenoticedthateverythinganIndiandoesisinacircleandthatisbecausethePoweroftheWorldalwaysworksincirclesandeverythingtriestoberound.Intheolddayswhenwewereastrongandhappypeopleallourpowercametousfromthesacredhoopofthenationandsolongastilehoopwasunbrokenthepeopleflourished.Thefloweringtreewasthelivingcenterofthehoopandthecircleofthefourquartersnourishedit.Theeastgavepeaceandlightthesouthgavewarmththewestgaverainandthenorthwithitscoldandmightywindgavestrengthandendurance.Thisknowledgecametousfromtheouterworldwithourreligion. EverythingthePoweroftheWorlddoesisdoneinacircle.TheskyisroundandIhaveheardthattheearthisroundlikeaballandsoareallthestars.Thewindinitsgreatestpowerwhirls.Birdsmaketheirnestsincirclesfortheirsisthesamereligionasours.Thesuncomesforthandgoesdownagaininacircle.Themoondoesthesameandbothareround.Eventheseasonsformagreatcircleintheirchangingandalwayscomebackagaintowheretheywere.Thelifeofamanisacirclefromchildhoodtochildhoodandsoitisineverythingwherepowermoves.Ourtepeeswereroundlikethenestsofbirdsandthesewerealwayssetinacirclethenation’shoopanestofmanynestswheretheGreatSpiritmeantforustohatchourchildren. ButtheWasichushaveputusinthesesquareboxes.Ourpowerisgoneandwearedyingforthepowerisnotinusanymore.Youcanlookatourboysandseehowitiswithus.Whenwewerelivingbythepowerofthecircleinthewayweshouldboysweremenattwelveorthirteenyearsofage.Butnowittakesthemverymuchlongertomature. Whatisthenarrator'sfeelingabouttheirpresentliving
Text3 Advertisingisaformofselling.Forthousandsofyearstherehavebeenindividualswhohavetriedtopersuadeotherstobuythefoodtheyhaveproducedorthegoodstheyhavemadeortheservicestheycanperform. ButthemassproductionofgoodsresultingfromtheIndustrialRevolutioninthe19thcenturymadeperson-to-personsellinglessefficientthanitpreviouslywasformostproducts.Themassdistributionofgoodsthatfollowedthedevelopmentofrailandhighwaysystemsmadeperson-to-personsellingtooslowandexpensiveforalmostallcompanies.Atthesametimehoweveragrowthinmasscommunicationoccurredfirstinnewspapersandmagazinesthenradioandtelevisionthatmademasssellingpossible.Advertisingthenismerelysellingorsalesmanshipfunctioninginthepaidspaceortimeofvariousmasscommunicationmedia. Theobjectiveofanyadvertisementistoconvincepeoplethatitisintheirbestintereststotakeanactiontheadvertiserisrecommending.Theactionmaybetopurchaseaproductgotoashowroomtotrytheproductuseaservicevoteforapoliticalcandidatemakeacontributionoreventojointhearmy.Likeanypersonalsalespersontheadvertisementtriestopersuade.Thedecisionistheprospect’s. Whileadvertisingbringstheeconomiesofmasssellingtothemanufactureritproducesbenefitsfortheconsumeraswell.Someofthoseeconomiesarepassedalongtothepurchasersothatthecost5faproductsoldprimarilythroughadvertisingisusuallyfarlessthanonesoldthroughpersonalsalespeople.Advertisingalsobringspeopleimmediatenewsaboutproductsthathavejustcomeonthemarket.Finallyadvertisingpaysfortheprogramsoncommercialtelevisionandradioandforabouttwothirdsofthecostpublishingmagazinesandnewspapers. Persontopersonsalefailedtomeettheneed
Directions:YouareLiMingchairmanoftheHistoryDepartment.YouwanttoinviteProfessorSwiftascholarofChinesehistorytoattendaninternationalconferenceonChinesehistory.Writehimaletterto1invitehimtoattendthemeetingand2askhimtomakeaspeechduringtheconference.Youshouldwriteabout100wordsonANSWERSHEET.Donotsignyourownnameattheendoftheletter.UseLiMinginstead.Youdon’thavetowritetheaddress.
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 17
Text1 IcametoliveherewhereIamnowbetweenWoundedKneeCreekandGrassCreek.Otherscametooandwemadetherelittlegrayhousesoflogsthatyouseeandtheyaresquare.Itisabadwaytolivefortherecanbenopowerinasquare. YouhavenoticedthateverythinganIndiandoesisinacircleandthatisbecausethePoweroftheWorldalwaysworksincirclesandeverythingtriestoberound.Intheolddayswhenwewereastrongandhappypeopleallourpowercametousfromthesacredhoopofthenationandsolongastilehoopwasunbrokenthepeopleflourished.Thefloweringtreewasthelivingcenterofthehoopandthecircleofthefourquartersnourishedit.Theeastgavepeaceandlightthesouthgavewarmththewestgaverainandthenorthwithitscoldandmightywindgavestrengthandendurance.Thisknowledgecametousfromtheouterworldwithourreligion. EverythingthePoweroftheWorlddoesisdoneinacircle.TheskyisroundandIhaveheardthattheearthisroundlikeaballandsoareallthestars.Thewindinitsgreatestpowerwhirls.Birdsmaketheirnestsincirclesfortheirsisthesamereligionasours.Thesuncomesforthandgoesdownagaininacircle.Themoondoesthesameandbothareround.Eventheseasonsformagreatcircleintheirchangingandalwayscomebackagaintowheretheywere.Thelifeofamanisacirclefromchildhoodtochildhoodandsoitisineverythingwherepowermoves.Ourtepeeswereroundlikethenestsofbirdsandthesewerealwayssetinacirclethenation’shoopanestofmanynestswheretheGreatSpiritmeantforustohatchourchildren. ButtheWasichushaveputusinthesesquareboxes.Ourpowerisgoneandwearedyingforthepowerisnotinusanymore.Youcanlookatourboysandseehowitiswithus.Whenwewerelivingbythepowerofthecircleinthewayweshouldboysweremenattwelveorthirteenyearsofage.Butnowittakesthemverymuchlongertomature. InthethirdsentenceofParagraph2thefourquartersrefersto
Text1 IcametoliveherewhereIamnowbetweenWoundedKneeCreekandGrassCreek.Otherscametooandwemadetherelittlegrayhousesoflogsthatyouseeandtheyaresquare.Itisabadwaytolivefortherecanbenopowerinasquare. YouhavenoticedthateverythinganIndiandoesisinacircleandthatisbecausethePoweroftheWorldalwaysworksincirclesandeverythingtriestoberound.Intheolddayswhenwewereastrongandhappypeopleallourpowercametousfromthesacredhoopofthenationandsolongastilehoopwasunbrokenthepeopleflourished.Thefloweringtreewasthelivingcenterofthehoopandthecircleofthefourquartersnourishedit.Theeastgavepeaceandlightthesouthgavewarmththewestgaverainandthenorthwithitscoldandmightywindgavestrengthandendurance.Thisknowledgecametousfromtheouterworldwithourreligion. EverythingthePoweroftheWorlddoesisdoneinacircle.TheskyisroundandIhaveheardthattheearthisroundlikeaballandsoareallthestars.Thewindinitsgreatestpowerwhirls.Birdsmaketheirnestsincirclesfortheirsisthesamereligionasours.Thesuncomesforthandgoesdownagaininacircle.Themoondoesthesameandbothareround.Eventheseasonsformagreatcircleintheirchangingandalwayscomebackagaintowheretheywere.Thelifeofamanisacirclefromchildhoodtochildhoodandsoitisineverythingwherepowermoves.Ourtepeeswereroundlikethenestsofbirdsandthesewerealwayssetinacirclethenation’shoopanestofmanynestswheretheGreatSpiritmeantforustohatchourchildren. ButtheWasichushaveputusinthesesquareboxes.Ourpowerisgoneandwearedyingforthepowerisnotinusanymore.Youcanlookatourboysandseehowitiswithus.Whenwewerelivingbythepowerofthecircleinthewayweshouldboysweremenattwelveorthirteenyearsofage.Butnowittakesthemverymuchlongertomature. InthefirstsentenceofParagraph4Wasichusprobablyrefersto
Text3 Advertisingisaformofselling.Forthousandsofyearstherehavebeenindividualswhohavetriedtopersuadeotherstobuythefoodtheyhaveproducedorthegoodstheyhavemadeortheservicestheycanperform. ButthemassproductionofgoodsresultingfromtheIndustrialRevolutioninthe19thcenturymadeperson-to-personsellinglessefficientthanitpreviouslywasformostproducts.Themassdistributionofgoodsthatfollowedthedevelopmentofrailandhighwaysystemsmadeperson-to-personsellingtooslowandexpensiveforalmostallcompanies.Atthesametimehoweveragrowthinmasscommunicationoccurredfirstinnewspapersandmagazinesthenradioandtelevisionthatmademasssellingpossible.Advertisingthenismerelysellingorsalesmanshipfunctioninginthepaidspaceortimeofvariousmasscommunicationmedia. Theobjectiveofanyadvertisementistoconvincepeoplethatitisintheirbestintereststotakeanactiontheadvertiserisrecommending.Theactionmaybetopurchaseaproductgotoashowroomtotrytheproductuseaservicevoteforapoliticalcandidatemakeacontributionoreventojointhearmy.Likeanypersonalsalespersontheadvertisementtriestopersuade.Thedecisionistheprospect’s. Whileadvertisingbringstheeconomiesofmasssellingtothemanufactureritproducesbenefitsfortheconsumeraswell.Someofthoseeconomiesarepassedalongtothepurchasersothatthecost5faproductsoldprimarilythroughadvertisingisusuallyfarlessthanonesoldthroughpersonalsalespeople.Advertisingalsobringspeopleimmediatenewsaboutproductsthathavejustcomeonthemarket.Finallyadvertisingpaysfortheprogramsoncommercialtelevisionandradioandforabouttwothirdsofthecostpublishingmagazinesandnewspapers. Thelastparagraphismainlyabout
Text4 Historiansmaywelllookbackonthe1980sintheUnitedStatesasatimeofrisingaffluencesidebysidewithrisingpoverty.Thegrowthinaffluenceisattributabletoanincreaseinprofessionalandtechnicaljobsalongwithmoretwocareercoupleswhosecombinedincomesprovidea"comfortableliving".Yetsimultaneouslythenation’spovertyraterosebetween1973and1983from11.1percentofthepopulationto15.2orbywelloverathird.Althoughthepovertyratedeclinedsomewhatafter1983itwasstillheldat13.5percentin1987comprisingapopulationof32:5millionAmericans. Thedefinitionofpovertyisamatterofdebate.In1795agroupofEnglishmagistratesdecidedthataminimumincomeshouldbe"thecostofagallonloafofbreadmultipliedbythreeplusanallowanceforeachdependent".TodaytheCensusBureaudefinesthethresholdofpovertyintheUnitedStatesastheminimumamountofmoneythatfamiliesneedtopurchaseanutritionallyadequatedietassumingtheyuseonethirdoftheirincomeforfood.UsingthisdefinitionroughlyhalftheAmericanpopulationwaspoorintheaftermathoftheGreatDepressionofthe1930s.By1950theproportionofthepoorhadfallento30percentandby1964to20percent.WiththeadoptionoftheJohnsonadministration’santipovertyprogramsthepovertyratedroppedto12percentin1969.Butsincethenithasstoppedfalling.Liberalscontendthatthepovertylineistoolowbecauseitfailstotakeintoaccountchangesinthestandardofliving. Conservativessaythatitistoohighbecausethepoorreceiveotherformsofpublicassistanceincludingfoodstampspublichousingsubsidiesandhealthcare. InwhichofthefollowingyearsdidthepoorpeopleconstitutethelargestproportionoftheAmericanpopulation
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 5
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 9
Text3 Advertisingisaformofselling.Forthousandsofyearstherehavebeenindividualswhohavetriedtopersuadeotherstobuythefoodtheyhaveproducedorthegoodstheyhavemadeortheservicestheycanperform. ButthemassproductionofgoodsresultingfromtheIndustrialRevolutioninthe19thcenturymadeperson-to-personsellinglessefficientthanitpreviouslywasformostproducts.Themassdistributionofgoodsthatfollowedthedevelopmentofrailandhighwaysystemsmadeperson-to-personsellingtooslowandexpensiveforalmostallcompanies.Atthesametimehoweveragrowthinmasscommunicationoccurredfirstinnewspapersandmagazinesthenradioandtelevisionthatmademasssellingpossible.Advertisingthenismerelysellingorsalesmanshipfunctioninginthepaidspaceortimeofvariousmasscommunicationmedia. Theobjectiveofanyadvertisementistoconvincepeoplethatitisintheirbestintereststotakeanactiontheadvertiserisrecommending.Theactionmaybetopurchaseaproductgotoashowroomtotrytheproductuseaservicevoteforapoliticalcandidatemakeacontributionoreventojointhearmy.Likeanypersonalsalespersontheadvertisementtriestopersuade.Thedecisionistheprospect’s. Whileadvertisingbringstheeconomiesofmasssellingtothemanufactureritproducesbenefitsfortheconsumeraswell.Someofthoseeconomiesarepassedalongtothepurchasersothatthecost5faproductsoldprimarilythroughadvertisingisusuallyfarlessthanonesoldthroughpersonalsalespeople.Advertisingalsobringspeopleimmediatenewsaboutproductsthathavejustcomeonthemarket.Finallyadvertisingpaysfortheprogramsoncommercialtelevisionandradioandforabouttwothirdsofthecostpublishingmagazinesandnewspapers. Bysayingthatthedecisionistheprospect'stheauthormeans
[A]TheinfluenceofmaplesontheCanadianculture. [B]ThetokenofmaplesinCanada. [C]Contemplationofglobaldistributionofmaples. [D]ThetriumphofNokomisoverthedevilswiththehelpofmaples. [E]Thepopularityofthemapleinafavoritemyth. [F]Themaplesignalstheapproachoffall. ThemaplesmokeofautumnbonfiresisincensetoCanadians.Bestowingperfumeforthenosecolorfortheeyesweetnessforthespringtonguethesugarmaplepromptsthissharingofafavoritemythandoriginaletymologyofthewordmaple. 41.__________________ ThemapleloomslargeinOjibwafolktales.Thetimeofyearforsugaring-offis"intheMapleMoon."AmongOjibwatheprimordialfemalefigureisNokomisawisegrandmother.Inonetaleaboutseasonalchangecannibalwendigos-creaturesofevil-chasedoldNokomisthroughtheautumncountryside.Wendigosthroveinicycold.Whentheyenteredthebodiesofhumansthehumanheartfrozesolid.Herewendigosrepresentoncomingwinter.TheywerehuntingtokillandeatpoorNokomisthewarmembodimentoffemalefecunditywholikethesummerhasgrownold. 42.__________________ KnowingthiswasapursuittothedeathNokomisoutsmartedthecolddevils.Shehidinastandofmapletreesallredandorangeanddeepyellow.Thismaplegrovegrewbesideawaterfallwhosemistblurredthetrees’outline.Astheypeeredthroughthemistslaveringwendigosthoughttheysawaragingfireinwhichtheirpreywasburning.ButitwasonlyoldNokomisbeinghiddenbythebrightredleavesofherfriendsthemaples.AndsodroolingiceandhuffingfrostthewendigosleftherandsoughteasierpreysFortheirserviceinsavingtheearthmother’slifethesemaplesweregivenaspecialgift:theirwateroflifewouldbeforeversweetandCanadianswouldtapitfornourishment. 43.__________________ MapleanditssyrupRowsweetlyintoCanadianhumor.Quebeckershavethestandardsiropd’erableformaplesyrupbutaddafeistyinsulttolabelimitationsyrupsthatarethickwithglucoseglop.TheycallthissugaryimpostersiropdePoteau"telephone-polesyrup"ordeadtreesyrup 44.__________________ ThecontentionthatmaplesyrupisuniquetoNorthAmericaissuspectIbelieveChinahascloseto10speciesofmaplemorethananycountryintheworld.Canadahas10nativespecies.NorthAmericadoeshappentobehometothesugarmaplethespeciesthatproducesthesweetestsapandthemostabundantflow.ButarewetobelievethatinthousandsofyearsofChinesehistorytheseinventivepeoplenevertappedamapletotasteitssapIspeculatethattheydid.CouldProto -AmericaswhocrossedtheBeringlandbridgetopopulatetheAmericashavebroughtwiththemaknowledgeofmaplesyrupIsthereaveryoldChinesephraseformaplesyrupIsmaplesyrupmentionedinChineseliteratureForanon-readerofChinesesuchquestionsaredauntingbutnotimpossibletoanswer. 45.__________________ Whatiscertainisthemaple’sholdfastonournationalimagination.ItsleafwasadoptedasanembleminNewFranceasearlyas1700andinEnglishCanadabythemid-19thcentury.Inthefallof1867aTorontoschoolteachernamedAlexanderMuirwastraipsingastreetatthecityallsquelchyunderfootfromthesoftfeltoffallingleaveswhenamapleleafalightedtohiscoatsleeveandstuckthere.AthomethateveninghewroteapoemandsetittomusicincelebrationofCanada’sConfederation.Muir’ssong"TheMapleLeafForever"waswildlypopularandhelpedfastenthesymbolfirmlytoCanada. Theword"maple"isfrom"mapeltreow"theOldEnglishtermformapletreewith"mapl"-asitsProto-Germanicrootacompoundinwhichthefirst"m"-isIbelievethenearlyworldwide"ma"oneofthefirsthumansoundsthepursingofababy’slipsasitpreparestosuckmilkfrommother’sbreast.The"ma"rootgivesriseinmanyworldlanguagestothousandsofwordslike"mama""mammary""maia"and"Amazon."Hereitwouldmake"mapl"mean"nourishingmothertree"thatistreewhosemaplesapinnourishing.Thesecondpartofthecompound"apl"isavariantofIndo-Europeanable"fruitofanytree"andtheoriginofanotherEnglishfruitwordapple.Sotheprimitiveanalogycomparestheliquidsapwithanothernourishingliquidmother’smilk. 41
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3. Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality. Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes. ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 1
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit. Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.46Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamoreharmoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. "Anthropology"derivesfromtheGreekwords"anthropos":"human"and"logos":"thestudyof".Byitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.47Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.48Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.49Tylordefinedcultureas"...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety."Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 50Thustheanthropologicalconceptof"culture"liketheconceptof"set"inmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding. Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.
Text4 Historiansmaywelllookbackonthe1980sintheUnitedStatesasatimeofrisingaffluencesidebysidewithrisingpoverty.Thegrowthinaffluenceisattributabletoanincreaseinprofessionalandtechnicaljobsalongwithmoretwocareercoupleswhosecombinedincomesprovidea"comfortableliving".Yetsimultaneouslythenation’spovertyraterosebetween1973and1983from11.1percentofthepopulationto15.2orbywelloverathird.Althoughthepovertyratedeclinedsomewhatafter1983itwasstillheldat13.5percentin1987comprisingapopulationof32:5millionAmericans. Thedefinitionofpovertyisamatterofdebate.In1795agroupofEnglishmagistratesdecidedthataminimumincomeshouldbe"thecostofagallonloafofbreadmultipliedbythreeplusanallowanceforeachdependent".TodaytheCensusBureaudefinesthethresholdofpovertyintheUnitedStatesastheminimumamountofmoneythatfamiliesneedtopurchaseanutritionallyadequatedietassumingtheyuseonethirdoftheirincomeforfood.UsingthisdefinitionroughlyhalftheAmericanpopulationwaspoorintheaftermathoftheGreatDepressionofthe1930s.By1950theproportionofthepoorhadfallento30percentandby1964to20percent.WiththeadoptionoftheJohnsonadministration’santipovertyprogramsthepovertyratedroppedto12percentin1969.Butsincethenithasstoppedfalling.Liberalscontendthatthepovertylineistoolowbecauseitfailstotakeintoaccountchangesinthestandardofliving. Conservativessaythatitistoohighbecausethepoorreceiveotherformsofpublicassistanceincludingfoodstampspublichousingsubsidiesandhealthcare. HowmanypeoplearethereintheUnitedStatesin1987
Text2 TheSupremeCourt’srecentdecisionallowingregionalinterstatebankshasdoneawaywithonerestrictioninAmerica’sbankingoperationalthoughmanyothersstillremain.Althoughtherulingdoesnotapplytoverylargemoney-centerbanksitisamoveinaliberalizingdirectionthatcouldatlastpushCongressintoframingasensiblelegalandregulatorysystemthatallowsbankstoplantheirfuturebeyondthenextcourtcase. Therestrictivelawsthatthecourtsareinterpretingaremainlyalegacyofthebankfailuresofthe1930’s.Thecurrenthighrateofbankfailure--higherthanatanytimesincetheGreatDepression--hasmadelegislatorsafraidtoremovetherestrictions.Whiletheirlegislativetimidityisunderstandableitisalsomistaken.OnereasonsomanyAmericanbanksaregettingintotroubleispreciselythattheoldrestrictionsmakeithardforthemtobuildadomesticbaselargeandstrongenoughtosupporttheiractivitiesintoday’stelecommunicatinground-the-clockaround-the-worldfinancialmarkets.Intryingtoescapefromthisrestrictionsbanksaretakingenormousandwhatshouldbeunnecessaryrisks.ForexamplewouldalargebankbebuyingsmallfailedsavingsbanksatinflatedpricesiffederallawsandstatesregulationspermittedthatbanktoexplaininsteadthroughtheacquisitionoffinanciallyhealthybanksintheregionOfcoursenot.Thesolutionisclear.Americanbankswillbesounderwhentheyarenotgeographicallylimited.ThehouseofRepresentative’sbankingcommitteehasshownpartofthewayforwardbyrecommendingcommon-sensethoughlimitedlegislationforafive-yeartransitiontonationwidebanking.Thiswouldgiveregionalbankstimetogrouptogethertoformcounterweightstothebigmoney-centerbanks.Withoutthisbreathingspacethebigmoney-centerbanksmightsoonextendacrossthecountrytodevelop.ButanysuchlegislationshouldberegardedasonlyawaystationontheroadtowardsacompleteexaminationofAmerica’ssuitablebankinglegislation. InthefirstsentenceofParagraph2interpretingprobablyrefersto
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 7
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 19
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit. Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.46Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamoreharmoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. "Anthropology"derivesfromtheGreekwords"anthropos":"human"and"logos":"thestudyof".Byitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.47Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.48Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.49Tylordefinedcultureas"...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety."Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 50Thustheanthropologicalconceptof"culture"liketheconceptof"set"inmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding. Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena
Text2 TheSupremeCourt’srecentdecisionallowingregionalinterstatebankshasdoneawaywithonerestrictioninAmerica’sbankingoperationalthoughmanyothersstillremain.Althoughtherulingdoesnotapplytoverylargemoney-centerbanksitisamoveinaliberalizingdirectionthatcouldatlastpushCongressintoframingasensiblelegalandregulatorysystemthatallowsbankstoplantheirfuturebeyondthenextcourtcase. Therestrictivelawsthatthecourtsareinterpretingaremainlyalegacyofthebankfailuresofthe1930’s.Thecurrenthighrateofbankfailure--higherthanatanytimesincetheGreatDepression--hasmadelegislatorsafraidtoremovetherestrictions.Whiletheirlegislativetimidityisunderstandableitisalsomistaken.OnereasonsomanyAmericanbanksaregettingintotroubleispreciselythattheoldrestrictionsmakeithardforthemtobuildadomesticbaselargeandstrongenoughtosupporttheiractivitiesintoday’stelecommunicatinground-the-clockaround-the-worldfinancialmarkets.Intryingtoescapefromthisrestrictionsbanksaretakingenormousandwhatshouldbeunnecessaryrisks.ForexamplewouldalargebankbebuyingsmallfailedsavingsbanksatinflatedpricesiffederallawsandstatesregulationspermittedthatbanktoexplaininsteadthroughtheacquisitionoffinanciallyhealthybanksintheregionOfcoursenot.Thesolutionisclear.Americanbankswillbesounderwhentheyarenotgeographicallylimited.ThehouseofRepresentative’sbankingcommitteehasshownpartofthewayforwardbyrecommendingcommon-sensethoughlimitedlegislationforafive-yeartransitiontonationwidebanking.Thiswouldgiveregionalbankstimetogrouptogethertoformcounterweightstothebigmoney-centerbanks.Withoutthisbreathingspacethebigmoney-centerbanksmightsoonextendacrossthecountrytodevelop.ButanysuchlegislationshouldberegardedasonlyawaystationontheroadtowardsacompleteexaminationofAmerica’ssuitablebankinglegislation. Theauthorarguesthatthechangetoanationwidebankingsystemsshouldbe
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 15
HereIwanttotrytogiveyouananswertothequestion:whatpersonalqualitiesare1inateacherProbablynotwopeoplewould2exactlysimilarlistsbutIthinkthefollowingwouldbegenerally3.Firsttheteacher’spersonalityshouldbepleasantly4andattractive.Thisdoesnotruleoutpeoplewhoarephysically5orevenuglybecausemanysuchhavegreatpersonal6.Butitdoesruleoutsuchtypesasthe7melancholyfrigidsarcasticfrustratedandoverbearing:Iwouldsaytoothatit8allofdullorpurelynegativepersonality.Secondlyitisnotmerelydesirable9essentialforateachertohaveagenuine10forsympathy--acapacitytotune11tothemindsandfeelingsofotherpeopleespeciallytothemindsandfeelingsofchildren.12relatedwiththisisthecapacitytobe13--notindeedofwhatiswrongbutofthefrailtyandimmaturityofhumannaturewhich14peopleandagainespeciallychildrentomakemistakes.ThirdlyI15itessentialforateachertobebothintellectuallyandmorallyhonest.Thisdoesnotmeanbeingasaint.Itmeansthathewillbeawareofhisintellectualstrengthand16andwillhavethoughtaboutanddecideduponthemoralprinciplesbywhichhislifeshallbe17.Thereisnocontradictioninmygoingontosaythatateachershouldbea18ofanactor.Thatispartofthetechniqueofteachingwhichdemandsthateverynowandthenateachershouldbeableto19anact--toenlivenalessoncorrectafaultor20praise.Childrenespeciallyyoungchildrenliveinaworldthatisratherlargerthanlife. 13
[A]TheinfluenceofmaplesontheCanadianculture. [B]ThetokenofmaplesinCanada. [C]Contemplationofglobaldistributionofmaples. [D]ThetriumphofNokomisoverthedevilswiththehelpofmaples. [E]Thepopularityofthemapleinafavoritemyth. [F]Themaplesignalstheapproachoffall. ThemaplesmokeofautumnbonfiresisincensetoCanadians.Bestowingperfumeforthenosecolorfortheeyesweetnessforthespringtonguethesugarmaplepromptsthissharingofafavoritemythandoriginaletymologyofthewordmaple. 41.__________________ ThemapleloomslargeinOjibwafolktales.Thetimeofyearforsugaring-offis"intheMapleMoon."AmongOjibwatheprimordialfemalefigureisNokomisawisegrandmother.Inonetaleaboutseasonalchangecannibalwendigos-creaturesofevil-chasedoldNokomisthroughtheautumncountryside.Wendigosthroveinicycold.Whentheyenteredthebodiesofhumansthehumanheartfrozesolid.Herewendigosrepresentoncomingwinter.TheywerehuntingtokillandeatpoorNokomisthewarmembodimentoffemalefecunditywholikethesummerhasgrownold. 42.__________________ KnowingthiswasapursuittothedeathNokomisoutsmartedthecolddevils.Shehidinastandofmapletreesallredandorangeanddeepyellow.Thismaplegrovegrewbesideawaterfallwhosemistblurredthetrees’outline.Astheypeeredthroughthemistslaveringwendigosthoughttheysawaragingfireinwhichtheirpreywasburning.ButitwasonlyoldNokomisbeinghiddenbythebrightredleavesofherfriendsthemaples.AndsodroolingiceandhuffingfrostthewendigosleftherandsoughteasierpreysFortheirserviceinsavingtheearthmother’slifethesemaplesweregivenaspecialgift:theirwateroflifewouldbeforeversweetandCanadianswouldtapitfornourishment. 43.__________________ MapleanditssyrupRowsweetlyintoCanadianhumor.Quebeckershavethestandardsiropd’erableformaplesyrupbutaddafeistyinsulttolabelimitationsyrupsthatarethickwithglucoseglop.TheycallthissugaryimpostersiropdePoteau"telephone-polesyrup"ordeadtreesyrup 44.__________________ ThecontentionthatmaplesyrupisuniquetoNorthAmericaissuspectIbelieveChinahascloseto10speciesofmaplemorethananycountryintheworld.Canadahas10nativespecies.NorthAmericadoeshappentobehometothesugarmaplethespeciesthatproducesthesweetestsapandthemostabundantflow.ButarewetobelievethatinthousandsofyearsofChinesehistorytheseinventivepeoplenevertappedamapletotasteitssapIspeculatethattheydid.CouldProto -AmericaswhocrossedtheBeringlandbridgetopopulatetheAmericashavebroughtwiththemaknowledgeofmaplesyrupIsthereaveryoldChinesephraseformaplesyrupIsmaplesyrupmentionedinChineseliteratureForanon-readerofChinesesuchquestionsaredauntingbutnotimpossibletoanswer. 45.__________________ Whatiscertainisthemaple’sholdfastonournationalimagination.ItsleafwasadoptedasanembleminNewFranceasearlyas1700andinEnglishCanadabythemid-19thcentury.Inthefallof1867aTorontoschoolteachernamedAlexanderMuirwastraipsingastreetatthecityallsquelchyunderfootfromthesoftfeltoffallingleaveswhenamapleleafalightedtohiscoatsleeveandstuckthere.AthomethateveninghewroteapoemandsetittomusicincelebrationofCanada’sConfederation.Muir’ssong"TheMapleLeafForever"waswildlypopularandhelpedfastenthesymbolfirmlytoCanada. Theword"maple"isfrom"mapeltreow"theOldEnglishtermformapletreewith"mapl"-asitsProto-Germanicrootacompoundinwhichthefirst"m"-isIbelievethenearlyworldwide"ma"oneofthefirsthumansoundsthepursingofababy’slipsasitpreparestosuckmilkfrommother’sbreast.The"ma"rootgivesriseinmanyworldlanguagestothousandsofwordslike"mama""mammary""maia"and"Amazon."Hereitwouldmake"mapl"mean"nourishingmothertree"thatistreewhosemaplesapinnourishing.Thesecondpartofthecompound"apl"isavariantofIndo-Europeanable"fruitofanytree"andtheoriginofanotherEnglishfruitwordapple.Sotheprimitiveanalogycomparestheliquidsapwithanothernourishingliquidmother’smilk. 45
46Classicalphysicsdefinesthevacuumasastateofabsencewhichissaidtoexistinaregionofspaceifthereisnothinginit.Inthequantumfieldtheoriesthatdescribethephysicsofelementaryparticlesthevacuumbecomessomewhatmorecomplicated.Eveninemptyspaceparticlescanappearspontaneouslyasaresultoffluctuationsofthevacuum.Forexampleanelectronandapositronoranti-electroncanbecreatedoutofthevoid.Particlescreatedinthiswayhaveonlyafleetingexistence;theyareannihilatedalmostassoonastheyappearandtheirpresencecanneverbedetecteddirectly.47Theyarecalledvirtualparticlesinordertodistinguishthemfromrealparticleswhoselifetimesarenotconstrainedinthesamewayandwhichcanbedetected.Thusitisstillpossibletodefinethatvacuumasaspacethathasnorealparticlesinit. Onemightexpectthatthevacuumwouldalwaysbethestateoflowestpossibleenergyforagivenregionofspace.Ifanareaisinitiallyemptyandarealparticleisputintoitthetotalenergyitseemsshouldberaisedbyatleasttheenergyequivalentofthemassoftheaddedparticle.48Asurprisingresultofsomerecenttheoreticalinvestigationsisthatthisassumptionisnotinvariablytrueandthereareconditionsunderwhichtheintroductionofarealparticleoffinitemassintoanemptyregionofspacecanreducethetotalenergy.Ifthereductioninenergyisgreatenoughanelectronandapositronwillbespontaneouslycreated.Undertheseconditionstheelectronandpositronarenotaresultofvacuumfluctuationsbutarerealparticleswhichexistindefinitelyandcanbedetected.Inotherwordsundertheseconditionsthevacuumisanunstablestateandcandecayintoastateoflowerenergy;i.e.oneinwhichrealparticlesarecreated. Theessentialconditionforthedecayofthevacuumisthepresenceofanintenseelectricfield.49Asaresultofthedecayofthevacuumthespacepermeatedbysuchafieldcanbesaidtoacquireanelectricchargeanditcanbecalledachargedvacuum.Theparticlesthatmaterializeinthespacemakethechargemanifest.Anelectricfieldofsufficientintensitytocreateachargedvacuumislikelytobefoundinonlyoneplace:intheimmediatevicinityofasuperheavyatomicnucleusonewithabouttwiceasmanyprotonsastheheaviestnaturalnucleiknown.50Anucleusthatlargecannotbestablebutitmightbepossibletoassembleonenexttoavacuumforlongenoughtoobservethedecayofthevacuum.Experimentsattemptingtoachievethisarenowunderway. Asaresultofthedecayofthevacuumthespacepermeatedbysuchafieldcanbesaidtoacquireanelectricchargeanditcanbecalledachargedvacuum.
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