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A．豆豉 C．二者均是 B．桔梗、甘草 D．二者均非
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患者女性30岁述自己经常听到一个声音在议论她此症状为幻党 真性幻觉和假性幻觉的区别是
二者均缺乏客观刺激
二者来源和感知方式不同
二者感知的幻觉形象生动
二者均是对客观事物的错误感受
二者均是对客观事物的胡思乱想
属于和法的方剂是
保和丸
二陈汤
二者均是
二者均非
蒲黄具有的功效是
止血
利尿
二者均是
二者均非
桑菊饮中含有的药物
豆豉
桔梗、甘草
二者均是
二者均非
属于消法的方剂是
保和丸
二陈汤
二者均是
二者均非
远志具有的功效是
祛痰
开窍
二者均是
二者均非
苯酚
抑菌剂
局部止痛剂
二者均是
二者均不
皂荚具有的功效
祛痰
开窍
二者均是
二者均非
进入脑的经脉是
督脉
任脉
二者均是
二者均非
小蓟具有的功效是
止血
利尿
二者均是
二者均非
经过会阴的经脉是
督脉
任脉
二者均是
二者均非
口服易吸收的药物是
酮康唑
咪康唑
二者均是
二者均否
远志具有的功效是
祛痰
开窍
二者均是
二者均无
皂荚具有的功效是
祛痰
开窍
二者均是
二者均非
远志具有的功效
祛痰
开窍
二者均是
二者均非
真性幻觉和假性幻觉最主要区别是
二者来源和感知方式不同
二者感知的幻觉形象均形象生动
二者均缺乏客观刺激
二者均是对客观事物的错误感受
二者均是对客观事物的胡思乱想
银翘散中含有的药物
豆豉
桔梗、甘草
二者均是
二者均非
皂荚具有的功效是
祛痰
开窍
二者均是
二者均无
形成出血的病机是
气虚
血热
二者均是
二者均非
口服吸收差的药物是
酮康唑
咪康唑
二者均是
二者均否
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AreportconsistentlybroughtbackbyvisitorstotheUSishowfriendlycourteousandhelpfulmostAmericansweretothem.TobefairthisobservationisalsofrequentlymadeofCanadaandCanadiansandshouldbestbeconsideredNorthAmerican.Thereareofcourseexceptions.Small-mindedofficialsrudewaitersandill-manneredtaxidriversarehardlyunknownintheUS.Yetitisanobservationmadesofrequentlythatitdeservescomment. Foralongperiodoftimeandinmanypartsofthecountryatravelerwasawelcomebreakinanotherwisedullexistence.Dullnessandlonelinesswerecommonproblemsofthefamilieswhogenerallyliveddistantfromoneanother.Strangersandtravelerswerewelcomesourcesofdiversionandbroughtnewsoftheoutsideworld. Theharshrealitiesofthefrontieralsoshapedthistraditionofhospitality.Someonetravellingaloneifhungryinjuredorilloftenhadnowheretoturnexcepttothenearestcabinorsettlement.Itwasnotamatterofchoiceforthetravelerormerelyacharitableimpulseonthepartofthesettlers.Itreflectedtheharshnessofdailylife:ifyoudidn’’ttakeinthestrangerandtakecareofhimtherewasnooneelsewhowould.Andsomedayrememberyoumightbeinthesamesituation. Todaytherearemanycharitableorganizationswhichspecializeinhelpingthewearytraveler.YettheoldtraditionofhospitalitytostrangersisstillverystrongintheUSespeciallyinthesmallercitiesandtownsawayfromthebusytouristtrails.IwasjusttravelingthroughgottalkingwiththisAmericanandprettysoonheinvitedmehomefordinner―amazing.SuchobservationsreportedbyvisitorstotheUSarenotuncommonbutarenotalwaysunderstoodproperly.ThecasualfriendlinessofmanyAmericansshouldbeinterpretedneitherassuperficialnorasartificialbutastheresultofahistoricallydevelopedculturaltradition. AsistrueofanydevelopedsocietyinAmericaacomplexsetofculturalsignalsassumptionsandconventionsunderliesallsocialinterrelationships.Andofcoursespeakingalanguagedoesnotnecessarilymeanthatsomeoneunderstandssocialandculturalpatterns.Visitorswhofailtotranslateculturalmeaningsproperlyoftendrawwrongconclusions.ForexamplewhenanAmericanusesthewordfriendtheculturalimplicationsofthewordmaybequitedifferentfromthoseithasinthevisitor’’slanguageandculture.Ittakesmorethanabriefencounteronabustodistinguishbetweencourteousconventionandindividualinterest.YetbeingfriendlyisavirtuethatmanyAmericansvaluehighlyandexpectfrombothneighborsandstrangers. Itcouldbeinferredfromthelastparagraphthat___________.
Throughouthistorygoldhasbeenapreciousmaterialeagerlysoughtandcherished.Itwasprobablythefirstmetaltobeminedbecauseitisbeautifulandimperishablewhichwillalwaysexistorcannotwearoutandbecausebeautifulobjectscanbemadefromit-evenwithprimitivetools.Theamountofgoldknowntoancientpeoplesprobablytotalednotmuchmorethantheamountproducedeachyearbytheworld’’slargestgoldminelocatedintheWitwatersranddistrictofSouthAfrica.StoresofgolddiscoveredbyarchaeologistsinGreeceScythiaandEgyptaswellasthegoldfromIndiantreasuriesinMexicoandPerurepresentedyearsofpatientcollectionofsmallquantitiesfromstreamsandveins矿脉oftenbyslavelabor. Theessentialvalueofgoldhasalwaysbeenknownevenbeforegoldwasusedincoinage.Itremainstheonlyuniversallyrecognizedstandardofvalueininternationalmonetaryexchange.Mostoftheworld’’srefinedgoldisabsorbedbygovernmentsandcentralbankstoprovidebackingforpapercurrency.Buttheamountofgoldusedinartsandinindustryisincreasing.Inadditiontoitsuseforjewelrydecorativefinishesanddentistryitsspecialpropertieshaveledtomanyapplicationsinmodernscienceandtechnology.Surfacecoatingsofgoldprotectearthsatellitesfromheatandcorrosionandcertainelectricalcomponentsandcircuitsofspacecraftaremadeofgoldwhenextremereliabilityisrequired. GoldwasfirstproducedintheUnitedStatesfromthesouthernAppalachianregionbeginningabout1792.Thesedepositsthoughrichwererelativelysmallandwerequicklydepleted.ThediscoveryofgoldatSutter’’sMillinCaliforniasparkedthegoldrushof1849-50.Hundredsofminingcampssprangtolifeasnewdepositswerediscovered.Asaresulttheproductionofgoldincreasedrapidly. DuringWorldWarIandforsomeyearsthereafterannualproductiondeclinedtoabouttwomillionounces.Whenthepriceofgoldwasraisedin1934to$35anounceproductionincreasedrapidly.ShortlyafterthestartofWorldWarⅡgoldmineswereclosedandthegovernmentdidnotpermitthemtoreopenuntil1945.Sincethentheproductionofgoldhasnotexceededtwomillionouncesayear. ThelargestproducinggoldmineintheUnitedStatesistheHomestakeMineinSouthDakotawhichyieldsabout575000ouncesofgoldeachyear.Otherminesscatteredthroughoutvariouspartsoftheworldproduceevenlargeramountsofthishighlyprizedandeagerlysoughtyellowishmaterial. Todevelophisideastheauthoruses
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding. Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
Thepointoftherestorationistcritiqueofpreservationismistheclaimthatitrestsonanunhealthydualismthatconceivesnatureandhumankindasradicallydistinctandopposedtoeachother.Dissatisfactionwithdualismhasforsometimefiguredprominentlyintheunhappinessofenvironmentalistswithmainstreamindustrialsociety.Howeverthewritingsoftherestorationiststhemselves―particularlyWilliamJordanandFrederickTurner―offerlittleevidencetosupportthisaccusation.Intheirviewpreservationistsarefilledwiththesamebasicmind-setastheindustrialmainstreamtheonlydifferencebeingthatthelatterrankshumansovernaturewhiletheformerelevatesnatureoverhumans.WhileitisperhapspuzzlingthatJordanandTurnerdonotseethatthereisnologicthatrequiresdualismasaphilosophicalbasisforpreservationmorepuzzlingisthesharpnessandruthlessnessoftheirattackonpreservationistsreinforcedbythefactthattheyofferlittleifanycriticismofthosewhohaverobbedthenaturalworld. Thecrucialquestionhoweverabouttherestorationistoutlookhastodowiththedegreetowhichtherestorationistprogramisitselffaithfultothefirstprincipleofrestoration:thatnatureandhumanityarefundamentallyunitedratherthanseparate.Rejectingtheolddominationmodelwhichseeshumansasovernaturerestorationtheorysupportsamodelofcommunityparticipation.YetsomeofthedescriptionsthatJordanandTurnergiveofwhatrestorationistsareactuallyupto--forexampleTurner’’sdescriptionofhumansasthelordsofcreationorJordan’’sstatementthatthefateandwellbeingofthebiospheredependultimatelyonusandourrelationshipwithit--arenotconsistentwellwiththecommunity-participationmodel. Anotherholisticmodel―namelythatofnatureasanorganism―mightbemoreserviceabletotherestorationists.Aswiththecommunitymodeltheorganicmodelpicturesnatureasasystemofinterconnectedparts.Afundamentaldifferencehoweveristhatinanorganismthepartsarewhollyusefultothelifeoftheorganism.IfwecouldthinkofthebiosphereasasinglelivingorganismandcouldidentifyhumanswiththebrainortheDNAorcontrolcenterwewouldhaveamodelthatmorecloselyfitstherestorationists’’view. Howevertoconsiderhumansasthecontrolcenterofthelivingearthistoattributetothemadominatingroleinnature.Isthissignificantlydifferentfromtheold-fashioneddominationmodelInbothsystemshumansholdtheplaceofhighestauthorityandpowerintheworld.Alsoneitherviewrecognizesanylimitstothescopeandrangeofreasonablehumanmanipulationintheworld.Thisdoesnotmeanthattherearenorestrictionsonlybeneficialmanipulationshouldbeundertaken.Butitdoesnotmeanthatnothingisoff-limits.Afurtherparallelisthatbecausethefateoftheworldrestsonhumanstheymusthaveaclearideaofwhatneedstobedone.Therearealsoimportantdifferencesbetweenthetwotheories.Forexamplerestorationistsnolongerviewtheworldintheolddominationistwayasapassiveobject.Andthoughbothassigntohumansacontrollingroleintheworlddominationistsconceivethisintermsofconquestwhilerestorationistsconceiveitintermsofhealing.Alsorestorationistsinsistthattheideaswhichmustservetoguideourworkintheworldaredrawnnotsolelyfromaconsiderationofhumanneedsandpurposesbutfromanunderstandingofthebiosphere;asaresulttheyaremoreconsciousthandominationistsofourcapacitytohumannature. Inassertingthattheorganicmodelmightbemoreserviceabletotherestorationiststheauthorimpliesthat
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Therehasbeenadiscussionrecentlyontheissueinanewspaper.Writeanessaytothenewspaperto 1showyourunderstandingofthesymbolicmeaningofthepicturebelow 2giveaspecificexampleand 3giveyoursuggestionastothebestwaytoshowlove. Youshouldwriteabout200wordsonANSWERSHEET2.
Throughouthistorygoldhasbeenapreciousmaterialeagerlysoughtandcherished.Itwasprobablythefirstmetaltobeminedbecauseitisbeautifulandimperishablewhichwillalwaysexistorcannotwearoutandbecausebeautifulobjectscanbemadefromit-evenwithprimitivetools.Theamountofgoldknowntoancientpeoplesprobablytotalednotmuchmorethantheamountproducedeachyearbytheworld’’slargestgoldminelocatedintheWitwatersranddistrictofSouthAfrica.StoresofgolddiscoveredbyarchaeologistsinGreeceScythiaandEgyptaswellasthegoldfromIndiantreasuriesinMexicoandPerurepresentedyearsofpatientcollectionofsmallquantitiesfromstreamsandveins矿脉oftenbyslavelabor. Theessentialvalueofgoldhasalwaysbeenknownevenbeforegoldwasusedincoinage.Itremainstheonlyuniversallyrecognizedstandardofvalueininternationalmonetaryexchange.Mostoftheworld’’srefinedgoldisabsorbedbygovernmentsandcentralbankstoprovidebackingforpapercurrency.Buttheamountofgoldusedinartsandinindustryisincreasing.Inadditiontoitsuseforjewelrydecorativefinishesanddentistryitsspecialpropertieshaveledtomanyapplicationsinmodernscienceandtechnology.Surfacecoatingsofgoldprotectearthsatellitesfromheatandcorrosionandcertainelectricalcomponentsandcircuitsofspacecraftaremadeofgoldwhenextremereliabilityisrequired. GoldwasfirstproducedintheUnitedStatesfromthesouthernAppalachianregionbeginningabout1792.Thesedepositsthoughrichwererelativelysmallandwerequicklydepleted.ThediscoveryofgoldatSutter’’sMillinCaliforniasparkedthegoldrushof1849-50.Hundredsofminingcampssprangtolifeasnewdepositswerediscovered.Asaresulttheproductionofgoldincreasedrapidly. DuringWorldWarIandforsomeyearsthereafterannualproductiondeclinedtoabouttwomillionounces.Whenthepriceofgoldwasraisedin1934to$35anounceproductionincreasedrapidly.ShortlyafterthestartofWorldWarⅡgoldmineswereclosedandthegovernmentdidnotpermitthemtoreopenuntil1945.Sincethentheproductionofgoldhasnotexceededtwomillionouncesayear. ThelargestproducinggoldmineintheUnitedStatesistheHomestakeMineinSouthDakotawhichyieldsabout575000ouncesofgoldeachyear.Otherminesscatteredthroughoutvariouspartsoftheworldproduceevenlargeramountsofthishighlyprizedandeagerlysoughtyellowishmaterial. Withrespecttogoldtheauthorfavorsthestatementthat
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Throughouthistorygoldhasbeenapreciousmaterialeagerlysoughtandcherished.Itwasprobablythefirstmetaltobeminedbecauseitisbeautifulandimperishablewhichwillalwaysexistorcannotwearoutandbecausebeautifulobjectscanbemadefromit-evenwithprimitivetools.Theamountofgoldknowntoancientpeoplesprobablytotalednotmuchmorethantheamountproducedeachyearbytheworld’’slargestgoldminelocatedintheWitwatersranddistrictofSouthAfrica.StoresofgolddiscoveredbyarchaeologistsinGreeceScythiaandEgyptaswellasthegoldfromIndiantreasuriesinMexicoandPerurepresentedyearsofpatientcollectionofsmallquantitiesfromstreamsandveins矿脉oftenbyslavelabor. Theessentialvalueofgoldhasalwaysbeenknownevenbeforegoldwasusedincoinage.Itremainstheonlyuniversallyrecognizedstandardofvalueininternationalmonetaryexchange.Mostoftheworld’’srefinedgoldisabsorbedbygovernmentsandcentralbankstoprovidebackingforpapercurrency.Buttheamountofgoldusedinartsandinindustryisincreasing.Inadditiontoitsuseforjewelrydecorativefinishesanddentistryitsspecialpropertieshaveledtomanyapplicationsinmodernscienceandtechnology.Surfacecoatingsofgoldprotectearthsatellitesfromheatandcorrosionandcertainelectricalcomponentsandcircuitsofspacecraftaremadeofgoldwhenextremereliabilityisrequired. GoldwasfirstproducedintheUnitedStatesfromthesouthernAppalachianregionbeginningabout1792.Thesedepositsthoughrichwererelativelysmallandwerequicklydepleted.ThediscoveryofgoldatSutter’’sMillinCaliforniasparkedthegoldrushof1849-50.Hundredsofminingcampssprangtolifeasnewdepositswerediscovered.Asaresulttheproductionofgoldincreasedrapidly. DuringWorldWarIandforsomeyearsthereafterannualproductiondeclinedtoabouttwomillionounces.Whenthepriceofgoldwasraisedin1934to$35anounceproductionincreasedrapidly.ShortlyafterthestartofWorldWarⅡgoldmineswereclosedandthegovernmentdidnotpermitthemtoreopenuntil1945.Sincethentheproductionofgoldhasnotexceededtwomillionouncesayear. ThelargestproducinggoldmineintheUnitedStatesistheHomestakeMineinSouthDakotawhichyieldsabout575000ouncesofgoldeachyear.Otherminesscatteredthroughoutvariouspartsoftheworldproduceevenlargeramountsofthishighlyprizedandeagerlysoughtyellowishmaterial. Itcanbeinferredfromthetextthat
Fewcreationsofbigtechnologycapturetheimaginationlikegiantdams.Perhapsitishumankind’’slongsufferingatthemercyoffloodanddroughtthatmakestheideaofforcingthewaterstodoourbiddingsofascinatingButtobefascinatedisalsosometimestobeblind.Severalgiantdamprojectsthreatentodomoreharmthangood. Thelessonfromdamsisthatbigisnotalwaysbeautiful.Itdoesn’’thelpthatbuildingabigpowerfuldamhasbecomeasymbolofachievementfornationsandpeoplestrivingtoassertthemselves.Egypt’’sleadershipintheArabworldwascementedbytheAswanHighDam.Turkey’’sbidforFirstWorldstatusincludesthegiantAtaturkDam. Butbigdamstendnottoworkasintended.TheAswanDamforexamplestoppedtheNilefloodingbutdeprivedEgyptofthefertilesiltthatfloodsleft―allinreturnforagiantreservoirofdiseasewhichisnowsofullofsiltthatitbarelygenerateselectricity. Andyetthemythofcontrollingthewaterspersists.ThisweekintheheartofcivilizedEuropeSlovaksandHungariansstoppedjustshortofsendinginthetroopsintheircontentionoveradamontheDanube.Thehugecomplexwillprobablyhavealltheusualproblemsofbigdams.ButSlovakiaisbiddingforindependencefromtheCzechsandnowneedsadamtoproveitself. MeanwhileinIndiatheWorldBankhasgiventhego-aheadtotheevenmorewrong-headedNarmadaDam.Andthebankhasdonethiseventhoughitsadvisorssaythedamwillcausehardshipforthepowerlessandenvironmentaldestruction.Thebenefitsareforthepowerfulbuttheyarefarfromguaranteed. Properscientificstudyoftheimpactsofdamsandofthecostsandbenefitsofcontrollingwatercanhelptoresolvetheseconflicts.Hydroelectricpowerandfloodcontrolandirrigationarepossiblewithoutbuildingmonsterdams.Butwhenyouaredealingwithmythsitishardtobeeitherproperorscientific.ItistimethattheworldlearnedthelessonsofAswan.Youdon’’tneedadamtobesaved. Whattheauthortriestosuggestmaybestbeinterpretedas____________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Thepointoftherestorationistcritiqueofpreservationismistheclaimthatitrestsonanunhealthydualismthatconceivesnatureandhumankindasradicallydistinctandopposedtoeachother.Dissatisfactionwithdualismhasforsometimefiguredprominentlyintheunhappinessofenvironmentalistswithmainstreamindustrialsociety.Howeverthewritingsoftherestorationiststhemselves―particularlyWilliamJordanandFrederickTurner―offerlittleevidencetosupportthisaccusation.Intheirviewpreservationistsarefilledwiththesamebasicmind-setastheindustrialmainstreamtheonlydifferencebeingthatthelatterrankshumansovernaturewhiletheformerelevatesnatureoverhumans.WhileitisperhapspuzzlingthatJordanandTurnerdonotseethatthereisnologicthatrequiresdualismasaphilosophicalbasisforpreservationmorepuzzlingisthesharpnessandruthlessnessoftheirattackonpreservationistsreinforcedbythefactthattheyofferlittleifanycriticismofthosewhohaverobbedthenaturalworld. Thecrucialquestionhoweverabouttherestorationistoutlookhastodowiththedegreetowhichtherestorationistprogramisitselffaithfultothefirstprincipleofrestoration:thatnatureandhumanityarefundamentallyunitedratherthanseparate.Rejectingtheolddominationmodelwhichseeshumansasovernaturerestorationtheorysupportsamodelofcommunityparticipation.YetsomeofthedescriptionsthatJordanandTurnergiveofwhatrestorationistsareactuallyupto--forexampleTurner’’sdescriptionofhumansasthelordsofcreationorJordan’’sstatementthatthefateandwellbeingofthebiospheredependultimatelyonusandourrelationshipwithit--arenotconsistentwellwiththecommunity-participationmodel. Anotherholisticmodel―namelythatofnatureasanorganism―mightbemoreserviceabletotherestorationists.Aswiththecommunitymodeltheorganicmodelpicturesnatureasasystemofinterconnectedparts.Afundamentaldifferencehoweveristhatinanorganismthepartsarewhollyusefultothelifeoftheorganism.IfwecouldthinkofthebiosphereasasinglelivingorganismandcouldidentifyhumanswiththebrainortheDNAorcontrolcenterwewouldhaveamodelthatmorecloselyfitstherestorationists’’view. Howevertoconsiderhumansasthecontrolcenterofthelivingearthistoattributetothemadominatingroleinnature.Isthissignificantlydifferentfromtheold-fashioneddominationmodelInbothsystemshumansholdtheplaceofhighestauthorityandpowerintheworld.Alsoneitherviewrecognizesanylimitstothescopeandrangeofreasonablehumanmanipulationintheworld.Thisdoesnotmeanthattherearenorestrictionsonlybeneficialmanipulationshouldbeundertaken.Butitdoesnotmeanthatnothingisoff-limits.Afurtherparallelisthatbecausethefateoftheworldrestsonhumanstheymusthaveaclearideaofwhatneedstobedone.Therearealsoimportantdifferencesbetweenthetwotheories.Forexamplerestorationistsnolongerviewtheworldintheolddominationistwayasapassiveobject.Andthoughbothassigntohumansacontrollingroleintheworlddominationistsconceivethisintermsofconquestwhilerestorationistsconceiveitintermsofhealing.Alsorestorationistsinsistthattheideaswhichmustservetoguideourworkintheworldaredrawnnotsolelyfromaconsiderationofhumanneedsandpurposesbutfromanunderstandingofthebiosphere;asaresulttheyaremoreconsciousthandominationistsofourcapacitytohumannature. Whichofthefollowingbestexpressesthefunctionofthefirstparagraphinrelationtothetextasawhole
Fewcreationsofbigtechnologycapturetheimaginationlikegiantdams.Perhapsitishumankind’’slongsufferingatthemercyoffloodanddroughtthatmakestheideaofforcingthewaterstodoourbiddingsofascinatingButtobefascinatedisalsosometimestobeblind.Severalgiantdamprojectsthreatentodomoreharmthangood. Thelessonfromdamsisthatbigisnotalwaysbeautiful.Itdoesn’’thelpthatbuildingabigpowerfuldamhasbecomeasymbolofachievementfornationsandpeoplestrivingtoassertthemselves.Egypt’’sleadershipintheArabworldwascementedbytheAswanHighDam.Turkey’’sbidforFirstWorldstatusincludesthegiantAtaturkDam. Butbigdamstendnottoworkasintended.TheAswanDamforexamplestoppedtheNilefloodingbutdeprivedEgyptofthefertilesiltthatfloodsleft―allinreturnforagiantreservoirofdiseasewhichisnowsofullofsiltthatitbarelygenerateselectricity. Andyetthemythofcontrollingthewaterspersists.ThisweekintheheartofcivilizedEuropeSlovaksandHungariansstoppedjustshortofsendinginthetroopsintheircontentionoveradamontheDanube.Thehugecomplexwillprobablyhavealltheusualproblemsofbigdams.ButSlovakiaisbiddingforindependencefromtheCzechsandnowneedsadamtoproveitself. MeanwhileinIndiatheWorldBankhasgiventhego-aheadtotheevenmorewrong-headedNarmadaDam.Andthebankhasdonethiseventhoughitsadvisorssaythedamwillcausehardshipforthepowerlessandenvironmentaldestruction.Thebenefitsareforthepowerfulbuttheyarefarfromguaranteed. Properscientificstudyoftheimpactsofdamsandofthecostsandbenefitsofcontrollingwatercanhelptoresolvetheseconflicts.Hydroelectricpowerandfloodcontrolandirrigationarepossiblewithoutbuildingmonsterdams.Butwhenyouaredealingwithmythsitishardtobeeitherproperorscientific.ItistimethattheworldlearnedthelessonsofAswan.Youdon’’tneedadamtobesaved. Inparagraph5thepowerlessprobablyrefersto____________.
AreportconsistentlybroughtbackbyvisitorstotheUSishowfriendlycourteousandhelpfulmostAmericansweretothem.TobefairthisobservationisalsofrequentlymadeofCanadaandCanadiansandshouldbestbeconsideredNorthAmerican.Thereareofcourseexceptions.Small-mindedofficialsrudewaitersandill-manneredtaxidriversarehardlyunknownintheUS.Yetitisanobservationmadesofrequentlythatitdeservescomment. Foralongperiodoftimeandinmanypartsofthecountryatravelerwasawelcomebreakinanotherwisedullexistence.Dullnessandlonelinesswerecommonproblemsofthefamilieswhogenerallyliveddistantfromoneanother.Strangersandtravelerswerewelcomesourcesofdiversionandbroughtnewsoftheoutsideworld. Theharshrealitiesofthefrontieralsoshapedthistraditionofhospitality.Someonetravellingaloneifhungryinjuredorilloftenhadnowheretoturnexcepttothenearestcabinorsettlement.Itwasnotamatterofchoiceforthetravelerormerelyacharitableimpulseonthepartofthesettlers.Itreflectedtheharshnessofdailylife:ifyoudidn’’ttakeinthestrangerandtakecareofhimtherewasnooneelsewhowould.Andsomedayrememberyoumightbeinthesamesituation. Todaytherearemanycharitableorganizationswhichspecializeinhelpingthewearytraveler.YettheoldtraditionofhospitalitytostrangersisstillverystrongintheUSespeciallyinthesmallercitiesandtownsawayfromthebusytouristtrails.IwasjusttravelingthroughgottalkingwiththisAmericanandprettysoonheinvitedmehomefordinner―amazing.SuchobservationsreportedbyvisitorstotheUSarenotuncommonbutarenotalwaysunderstoodproperly.ThecasualfriendlinessofmanyAmericansshouldbeinterpretedneitherassuperficialnorasartificialbutastheresultofahistoricallydevelopedculturaltradition. AsistrueofanydevelopedsocietyinAmericaacomplexsetofculturalsignalsassumptionsandconventionsunderliesallsocialinterrelationships.Andofcoursespeakingalanguagedoesnotnecessarilymeanthatsomeoneunderstandssocialandculturalpatterns.Visitorswhofailtotranslateculturalmeaningsproperlyoftendrawwrongconclusions.ForexamplewhenanAmericanusesthewordfriendtheculturalimplicationsofthewordmaybequitedifferentfromthoseithasinthevisitor’’slanguageandculture.Ittakesmorethanabriefencounteronabustodistinguishbetweencourteousconventionandindividualinterest.YetbeingfriendlyisavirtuethatmanyAmericansvaluehighlyandexpectfrombothneighborsandstrangers. Thetraditionofhospitalitytostrangers___________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
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