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将“疲惫”定义为“控制个体连续听课12小时后，再控制连续完成约为正常作业量10倍的作业内容后的个体存在状态。”这里采用的操作定义方法是( )
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导向钻井系统定向造斜增斜扭方位降斜和稳斜钻进不需要起下钻有利于加快钻进速度和井眼轨迹的控制
不能完成
不可以连续完成
只能部分完成
可以连续完成
TOSI锅炉过量空气系数在控制负荷时为％在额定连续负荷时为％在最大连续负荷时为％
TOSI锅炉末级再热器入口烟温在控制负荷时为℃在额定连续负荷时为℃在最大连续负荷时为℃
劳逸结合原则
连续值岗不得超过2.5小时
每天工作8小时
每天工作连续12小时
严格控制救生员值岗时间,连续值岗不超过2小时,每天值岗不得超6小时
Ⅰ型呼吸衰竭患者吸入高浓度氧要严格控制时间一般连续吸氧不超过
2小时
4小时
24小时
12小时
1小时
对各种液压控制阀的检查当液压系统连续运转一小时后各阀体的温升值应小于
30℃
40℃
50℃
60℃
汽缸大盖吊开后应立即连续完成哪些工作
TOSI锅炉中间再热器入口烟气流速在控制负荷时为m／s在额定连续负荷时为m／s在最大连续负荷时为m／
消防控制室值班每班连续工作时间不应超过12小时
将一个体格健壮的人定义为举起100公斤杠铃两小时连续长跑25公里跳高1.8米6小时游泳横穿渤海海峡一
静态描述法
动态描述法
方法与程序描述法
不属于上述三种方法的任一种
TOSI锅炉中间再热器人口烟温在控制负荷时为℃在额定连续负荷时为℃在最大连续负荷时为℃
导向钻进系统定向造斜增斜扭方位降斜和稳斜钻进不需要起下钻有利于加快钻进速度和井眼轨迹的控制
可以连续完成
不可以连续完成
不能完成
只能部分完成
采用个体采样方法采样时间加权平均容许浓度时如果采样器能满足8小时连续采样那么需要进行
1 个工作日的 8 小时连续采样
2 个工作日的 8 小时连续采样
1 个工作日的 4 小时连续采样
2 个工作日的 4 小时连续采样
将疲惫定义为控制个体连续听课12小时后再控制连续完成约为正常作业量10倍的作业内容后的个体存在状态试
方法与程序描述法
动态描述法
静态描述法
属于上述三种方法的综合
工步是指
在一次装夹过程中所完成的那部分工序内容
使用相同的刀具对同一个表面所连续完成的那部分工序内容
使用不同刀具对同一个表面所连续完成的那部分工序内容
使用同一刀具对不同表面所连续完成的那部分工序内容
机组应连续完成168小时满负荷试运行方能移交试生产
I1型呼吸衰竭患者吸入高浓度氧要严格控制时间一般连续吸氧不超过
4小时
12小时
2小时
24小时
1小时
两个单动作要求连续完成时用
同时
依次
成
接
汽缸大盖吊开放好后应立即连续完成那些工作
严重感染患者应激性高血糖控制血糖后连续8～12小时稳定在目标范围此时血糖监测频率为
1～2小时一次
2～3小时一次
3～4小时一次
4～6小时一次
早、晚一次
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DoanimalshaverightsThisishowthequestionisusuallyput.Itsoundslikeausefulground-clearingwaytostart.71.Actuallyitisn’’tbecauseitassumesthatthereisanagreedaccountofhumanfightswhichissomethingtheworlddoesnothave. Ononeviewofrightstobesureitnecessarilyfollowsthatanimalshavenone.72.Somephilosophersarguethatrightsexistonlywithinasocialcontractaspartofanexchangeofdutiesandentitlements.Thereforeanimalscannothaverights.Theideaofpunishingatigerthatkillssomebodyisabsurdforexactlythesamereasonsoistheideathattigershaverights.Howeverthisisonlyoneaccountandbynomeansanuncontestedone.Itdeniesrightsnotonlytoanimalsbutalsotosomepeople―forinstancetoinfantsthementallyincapableandfuturegenerations.Inadditionitisunclearwhatforceacontractcanhaveforpeoplewhoneverconsentedtoit:howdoyoureplytosomebodywhosaysIdon’’tlikethiscontract Thepointisthis:withoutagreementontherightsofpeoplearguingabouttherightsofanimalsisfruitless.73.Itleadsthediscussiontoextremesattheoutset:itinvitesyoutothinkthatanimalsshouldbetreatedeitherwiththeconsiderationhumansextendtootherhumansorwithnoconsiderationatall.Thisisafalsechoice.Bettertostartwithanothermorefundamentalquestion:isthewaywetreatanimalsamoralissueatall Manydenyit.74.Arguingfromtheviewthathumansaredifferentfromanimalsineveryrelevantrespectextremistsofthiskindthinkthatanimalslieoutsidetheareaofmoralchoice.Anyregardforthesufferingofanimalsisseenatamistake―asentimentaldisplacementoffeelingthatshouldproperlybedirectedtootherhumans. Thisviewwhichholdsthattorturingamonkeyismorallyequivalenttochoppingwoodmayseembravelylogical.Infactitissimplyshallow:theconfusedcentreisrighttorejectit.Themostelementaryformofmoralreasoning―theethicalequivalentoflearningtocrawl―istoweighother’’sinterestsagainstone’’sown.Thisinturnrequiressympathyandimagination:withoutwhichthereisnocapacityformoralthought.Toseeananimalinpainisenoughformosttoengagesympathy.75.Whenthathappensitisnotamistake:itismankind’’sinstinctformoralreasoninginactionaninstinctthatshouldbeencouragedratherthanlaughedat. DoanimalshaverightsThisishowthequestionisusuallyput.Itsoundslikeausefulground-clearingwaytostart.71.Actuallyitisn’’tbecauseitassumesthatthereisanagreedaccountofhumanfightswhichissomethingtheworlddoesnothave. Ononeviewofrightstobesureitnecessarilyfollowsthatanimalshavenone.72.Somephilosophersarguethatrightsexistonlywithinasocialcontractaspartofanexchangeofdutiesandentitlements.Thereforeanimalscannothaverights.Theideaofpunishingatigerthatkillssomebodyisabsurdforexactlythesamereasonsoistheideathattigershaverights.Howeverthisisonlyoneaccountandbynomeansanuncontestedone.Itdeniesrightsnotonlytoanimalsbutalsotosomepeople―forinstancetoinfantsthementallyincapableandfuturegenerations.Inadditionitisunclearwhatforceacontractcanhaveforpeoplewhoneverconsentedtoit:howdoyoureplytosomebodywhosaysIdon’’tlikethiscontract Thepointisthis:withoutagreementontherightsofpeoplearguingabouttherightsofanimalsisfruitless.73.Itleadsthediscussiontoextremesattheoutset:itinvitesyoutothinkthatanimalsshouldbetreatedeitherwiththeconsiderationhumansextendtootherhumansorwithnoconsiderationatall.Thisisafalsechoice.Bettertostartwithanothermorefundamentalquestion:isthewaywetreatanimalsamoralissueatall Manydenyit.74.Arguingfromtheviewthathumansaredifferentfromanimalsineveryrelevantrespectextremistsofthiskindthinkthatanimalslieoutsidetheareaofmoralchoice.Anyregardforthesufferingofanimalsisseenatamistake―asentimentaldisplacementoffeelingthatshouldproperlybedirectedtootherhumans. Thisviewwhichholdsthattorturingamonkeyismorallyequivalenttochoppingwoodmayseembravelylogical.Infactitissimplyshallow:theconfusedcentreisrighttorejectit.Themostelementaryformofmoralreasoning―theethicalequivalentoflearningtocrawl―istoweighother’’sinterestsagainstone’’sown.Thisinturnrequiressympathyandimagination:withoutwhichthereisnocapacityformoralthought.Toseeananimalinpainisenoughformosttoengagesympathy.75.Whenthathappensitisnotamistake:itismankind’’sinstinctformoralreasoninginactionaninstinctthatshouldbeencouragedratherthanlaughedat.
InthefirstyearorsoofWebbusinessmostoftheactionhasrevolvedaroundeffortstotaptheconsumermarket.MorerecentlyastheWebprovedtobemorethanfashioncompanieshavestartedtobuyandsellproductsandserviceswithoneanother.Suchbusiness-to-businesssalesmakesensebecausebusinesspeopletypicallyknowwhatproductthey’’relookingfor. NonethelessmanycompaniesstillhesitatetousetheWebbecauseofdoubtsaboutitsreliability.BusinessesneedtofeeltheycantrustthepathwaybetweenthemandthesuppliersayssenioranalystBlaneErwinofForresterResearch.Somecompaniesarelimitingtheriskbyconductingonlinetransactionsonlywithestablishedbusinesspartnerswhoaregivenaccesstothecompany’’sprivateinternet. AnothermajorshiftinthemodelforInternetcommerceconcernsthetechnologyavailableformarketing.UntilrecentlyInternetmarketingactivitieshavefocusedonstrategiestopullcustomersintosites.Inthepastyearhoweversoftwarecompanieshavedevelopedtoolsthatallowcompaniestopushinformationdirectlyouttoconsumerstransmittingmarketingmessagesdirectlytotargetedcustomers.MostnotablythePointcastNetworkusesascreensavertodeliveracontinuallyupdatedstreamofnewsandadvertisementstosubscribers’’computermonitors.Subscriberscancustomizetheinformationtheywanttoreceiveandproceeddirectlytoacompany’’sWebsite.CompaniessuchasVirtualVineyardsarealreadystartingtousesimilartechnologiestopushmessagestocustomersaboutspecialsalesproductofferingsorotherevents.ButpushtechnologyhasearnedthecontemptofmanyWebusers.Onlineculturethinkshighlyofthenotionthattheinformationflowingontothescreencomestherebyspecificrequest.OncecommercialpromotionbeginstofillthescreenuninvitedthedistinctionbetweentheWebandtelevisionfades.That’’saprospectthathorrifiesNetpurists. ButitishardlyinevitablethatcompaniesontheWebwillneedtoresorttopushstrategiestomakemoney.TheexamplesofVirtualVineyardsAmazon.comandotherpioneersshowthataWebsitesellingtherightkindofproductswiththerightmixofinteractivityhospitalityandsecuritywillattractonlinecustomers.Andthecostofcomputingpowercontinuestofreefallwhichisagoodsignforanyenterprisesettingupshopinsilicon.Peoplelookingback5or10yearsfromnowmaywellwonderwhysofewcompaniestooktheonlineplunge. Welearnfromthelastparagraphthat____________.
Intheessayyoushould 1describethepictureandinterpretitsmeaningand 2giveyourcommentonthephenomenon. Youshouldwriteabout200wordsnearlyonANSWERSHEET2.20points
Ofallthecomponentsofagoodnight’’ssleepdreamsseemtobeleastwithinourcontrol.Indreamsawindowopensintoaworldwherelogicissuspendedanddeadpeoplespeak.AcenturyagoFreudformulatedhisrevolutionarytheorythatdreamswerethedisguisedshadowsofourunconsciousdesiresandfears;bythelate1970sneurologistshadswitchedtothinkingofthemasjustmentalnoise―therandombyproductsoftheneural-repairworkthatgoesonduringsleep.Nowresearcherssuspectthatdreamsarepartofthemind’’semotionalthermostatregulatingmoodswhilethebrainisoff-line.Andoneleadingauthoritysaysthattheseintenselypowerfulmentaleventscanbenotonlyharnessedbutactuallybroughtunderconsciouscontroltohelpussleepandfeelbetter.It’’syourdreamsaysRosalindCartwrightchairofpsychologyatChicago’’sMedicalCenter.Ifyoudon’’tlikeitchangeit. Evidencefrombrainimagingsupportsthisview.ThebrainisasactiveduringREMrapideyemovementsleep―whenmostvividdreamsoccur―asitiswhenfullyawakesaysDr.EricNofzingerattheUniversityofPittsburgh.Butnotallpartsofthebrainareequallyinvolved;thelimbicsystemtheemotionalbrainisespeciallyactivewhiletheprefrontalcortexthecenterofintellectandreasoningisrelativelyquiet.WewakeupfromdreamshappyordepressedandthosefeelingscanstaywithusalldaysaysStanfordsleepresearcherDr.WilliamDement. ThelinkbetweendreamsandemotionsshowsupamongthepatientsinCartwright’’sclinic.Mostpeopleseemtohavemorebaddreamsearlyinthenightprogressingtowardhappieronesbeforeawakeningsuggestingthattheyareworkingthroughnegativefeelingsgeneratedduringtheday.Becauseourconsciousmindisoccupiedwithdailylifewedon’’talwaysthinkabouttheemotionalsignificanceoftheday’’sevents―untilitappearswebegintodream. Andthisprocessneednotbelefttotheunconscious.Cartwrightbelievesonecanexerciseconsciouscontroloverrecurringbaddreams.Assoonasyouawakenidentifywhatisupsettingaboutthedream.Visualizehowyouwouldlikeittoendinstead;thenexttimeitoccurstrytowakeupjustenoughtocontrolitscourse.Withmuchpracticepeoplecanlearntoliterallydoitintheirsleep. Attheendofthedaythere’’sprobablylittlereasontopayattentiontoourdreamsatallunlesstheykeepusfromsleepingorwewakeupinapanicCartwrightsays.Terrorismeconomicuncertaintiesandgeneralfeelingsofinsecurityhaveincreasedpeople’’sanxiety.Thosesufferingfrompersistentnightmaresshouldseekhelpfromatherapist.Fortherestofusthebrainhasitswaysofworkingthroughbadfeelings.Sleeporratherdream―onitandyou’’llfeelbetterinthemorning. Cartwrightseemstosuggestthat
Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Theauthorarguesthatrespectforindividualitymeans
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
InthefirstyearorsoofWebbusinessmostoftheactionhasrevolvedaroundeffortstotaptheconsumermarket.MorerecentlyastheWebprovedtobemorethanfashioncompanieshavestartedtobuyandsellproductsandserviceswithoneanother.Suchbusiness-to-businesssalesmakesensebecausebusinesspeopletypicallyknowwhatproductthey’’relookingfor. NonethelessmanycompaniesstillhesitatetousetheWebbecauseofdoubtsaboutitsreliability.BusinessesneedtofeeltheycantrustthepathwaybetweenthemandthesuppliersayssenioranalystBlaneErwinofForresterResearch.Somecompaniesarelimitingtheriskbyconductingonlinetransactionsonlywithestablishedbusinesspartnerswhoaregivenaccesstothecompany’’sprivateinternet. AnothermajorshiftinthemodelforInternetcommerceconcernsthetechnologyavailableformarketing.UntilrecentlyInternetmarketingactivitieshavefocusedonstrategiestopullcustomersintosites.Inthepastyearhoweversoftwarecompanieshavedevelopedtoolsthatallowcompaniestopushinformationdirectlyouttoconsumerstransmittingmarketingmessagesdirectlytotargetedcustomers.MostnotablythePointcastNetworkusesascreensavertodeliveracontinuallyupdatedstreamofnewsandadvertisementstosubscribers’’computermonitors.Subscriberscancustomizetheinformationtheywanttoreceiveandproceeddirectlytoacompany’’sWebsite.CompaniessuchasVirtualVineyardsarealreadystartingtousesimilartechnologiestopushmessagestocustomersaboutspecialsalesproductofferingsorotherevents.ButpushtechnologyhasearnedthecontemptofmanyWebusers.Onlineculturethinkshighlyofthenotionthattheinformationflowingontothescreencomestherebyspecificrequest.OncecommercialpromotionbeginstofillthescreenuninvitedthedistinctionbetweentheWebandtelevisionfades.That’’saprospectthathorrifiesNetpurists. ButitishardlyinevitablethatcompaniesontheWebwillneedtoresorttopushstrategiestomakemoney.TheexamplesofVirtualVineyardsAmazon.comandotherpioneersshowthataWebsitesellingtherightkindofproductswiththerightmixofinteractivityhospitalityandsecuritywillattractonlinecustomers.Andthecostofcomputingpowercontinuestofreefallwhichisagoodsignforanyenterprisesettingupshopinsilicon.Peoplelookingback5or10yearsfromnowmaywellwonderwhysofewcompaniestooktheonlineplunge. Speakingoftheonlinetechnologyavailableformarketingtheauthorimpliesthat____________.
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Thesignificanceofdesirableeducationlies
Whenanewmovementinartattainsacertainfashionitisadvisabletofindoutwhatitsadvocatesareaimingatforhoweverfarfetchedandunreasonabletheirprinciplesmayseemtodayitispossiblethatinyearstocometheymayberegardedasnormal.WithregardtoFuturistpoetryhoweverthecaseisratherdifficultforwhateverFuturistpoetrymaybe--evenadmittingthatthetheoryonwhichitisbasedmayberight--itcanhardlybeclassedasLiterature. ThisinbriefiswhattheFuturistsays:foracenturypastconditionsoflifehavebeenconditionallyspeedinguptillnowweliveinaworldofnoiseandviolenceandspeed.Consequentlyourfeelingsthoughtsandemotionshaveundergoneacorrespondingchange.ThisspeedingupoflifesaystheFuturistrequiresanewformofexpression.Wemustspeedupourliteraturetooifwewanttointerpretmodernstress.Wemustpouroutalargestreamofessentialwordsunhamperedbystopsorqualifyingadjectivesorfiniteverbs.Insteadofdescribingsoundswemustmakeupwordsthatimitatethem;wemustusemanysizesoftypeanddifferentcoloredinksonthesamepageandshortenorlengthenwordsatwill. Certainlytheirdescriptionsofbattlesareconfused.ButitisalittleupsettingtoreadintheexplanatorynotesthatacertainlinedescribesafightbetweenaTurkishandaBulgarianofficeronabridgeoffwhichtheybothfallintotheriver--andthentofindthatthelineconsistsofthenoiseoftheirfallingandtheweightsoftheofficers:Pluff!Pluff!Ahundredandeighty-fivekilograms. ThisthoughitfulfillsthelawsandrequirementsofFuturistpoetrycanhardlybeclassedasLiterature.Allthesamenothinkingmancanrefusetoaccepttheirfirstproposition:thatagreatchangeinouremotionallifecallsforachangeofexpression.Thewholequestionisreallythis:haveweessentiallychanged TheauthorbelievesthatFuturistpoetryis__________.
对犯罪分子的减刑由执行机关向人民法院提出减刑建议书人民法院应当组成合议庭进行审理对确有悔改或者立功事实的裁定予以减刑非经法定程序不得减刑
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
Ofallthecomponentsofagoodnight’’ssleepdreamsseemtobeleastwithinourcontrol.Indreamsawindowopensintoaworldwherelogicissuspendedanddeadpeoplespeak.AcenturyagoFreudformulatedhisrevolutionarytheorythatdreamswerethedisguisedshadowsofourunconsciousdesiresandfears;bythelate1970sneurologistshadswitchedtothinkingofthemasjustmentalnoise―therandombyproductsoftheneural-repairworkthatgoesonduringsleep.Nowresearcherssuspectthatdreamsarepartofthemind’’semotionalthermostatregulatingmoodswhilethebrainisoff-line.Andoneleadingauthoritysaysthattheseintenselypowerfulmentaleventscanbenotonlyharnessedbutactuallybroughtunderconsciouscontroltohelpussleepandfeelbetter.It’’syourdreamsaysRosalindCartwrightchairofpsychologyatChicago’’sMedicalCenter.Ifyoudon’’tlikeitchangeit. Evidencefrombrainimagingsupportsthisview.ThebrainisasactiveduringREMrapideyemovementsleep―whenmostvividdreamsoccur―asitiswhenfullyawakesaysDr.EricNofzingerattheUniversityofPittsburgh.Butnotallpartsofthebrainareequallyinvolved;thelimbicsystemtheemotionalbrainisespeciallyactivewhiletheprefrontalcortexthecenterofintellectandreasoningisrelativelyquiet.WewakeupfromdreamshappyordepressedandthosefeelingscanstaywithusalldaysaysStanfordsleepresearcherDr.WilliamDement. ThelinkbetweendreamsandemotionsshowsupamongthepatientsinCartwright’’sclinic.Mostpeopleseemtohavemorebaddreamsearlyinthenightprogressingtowardhappieronesbeforeawakeningsuggestingthattheyareworkingthroughnegativefeelingsgeneratedduringtheday.Becauseourconsciousmindisoccupiedwithdailylifewedon’’talwaysthinkabouttheemotionalsignificanceoftheday’’sevents―untilitappearswebegintodream. Andthisprocessneednotbelefttotheunconscious.Cartwrightbelievesonecanexerciseconsciouscontroloverrecurringbaddreams.Assoonasyouawakenidentifywhatisupsettingaboutthedream.Visualizehowyouwouldlikeittoendinstead;thenexttimeitoccurstrytowakeupjustenoughtocontrolitscourse.Withmuchpracticepeoplecanlearntoliterallydoitintheirsleep. Attheendofthedaythere’’sprobablylittlereasontopayattentiontoourdreamsatallunlesstheykeepusfromsleepingorwewakeupinapanicCartwrightsays.Terrorismeconomicuncertaintiesandgeneralfeelingsofinsecurityhaveincreasedpeople’’sanxiety.Thosesufferingfrompersistentnightmaresshouldseekhelpfromatherapist.Fortherestofusthebrainhasitswaysofworkingthroughbadfeelings.Sleeporratherdream―onitandyou’’llfeelbetterinthemorning. Byreferringtothelimbicsystemtheauthorintendstoshow
DoanimalshaverightsThisishowthequestionisusuallyput.Itsoundslikeausefulground-clearingwaytostart.71.Actuallyitisn’’tbecauseitassumesthatthereisanagreedaccountofhumanfightswhichissomethingtheworlddoesnothave. Ononeviewofrightstobesureitnecessarilyfollowsthatanimalshavenone.72.Somephilosophersarguethatrightsexistonlywithinasocialcontractaspartofanexchangeofdutiesandentitlements.Thereforeanimalscannothaverights.Theideaofpunishingatigerthatkillssomebodyisabsurdforexactlythesamereasonsoistheideathattigershaverights.Howeverthisisonlyoneaccountandbynomeansanuncontestedone.Itdeniesrightsnotonlytoanimalsbutalsotosomepeople―forinstancetoinfantsthementallyincapableandfuturegenerations.Inadditionitisunclearwhatforceacontractcanhaveforpeoplewhoneverconsentedtoit:howdoyoureplytosomebodywhosaysIdon’’tlikethiscontract Thepointisthis:withoutagreementontherightsofpeoplearguingabouttherightsofanimalsisfruitless.73.Itleadsthediscussiontoextremesattheoutset:itinvitesyoutothinkthatanimalsshouldbetreatedeitherwiththeconsiderationhumansextendtootherhumansorwithnoconsiderationatall.Thisisafalsechoice.Bettertostartwithanothermorefundamentalquestion:isthewaywetreatanimalsamoralissueatall Manydenyit.74.Arguingfromtheviewthathumansaredifferentfromanimalsineveryrelevantrespectextremistsofthiskindthinkthatanimalslieoutsidetheareaofmoralchoice.Anyregardforthesufferingofanimalsisseenatamistake―asentimentaldisplacementoffeelingthatshouldproperlybedirectedtootherhumans. Thisviewwhichholdsthattorturingamonkeyismorallyequivalenttochoppingwoodmayseembravelylogical.Infactitissimplyshallow:theconfusedcentreisrighttorejectit.Themostelementaryformofmoralreasoning―theethicalequivalentoflearningtocrawl―istoweighother’’sinterestsagainstone’’sown.Thisinturnrequiressympathyandimagination:withoutwhichthereisnocapacityformoralthought.Toseeananimalinpainisenoughformosttoengagesympathy.75.Whenthathappensitisnotamistake:itismankind’’sinstinctformoralreasoninginactionaninstinctthatshouldbeencouragedratherthanlaughedat.
培养目标的制定受教育目的的制约
DoanimalshaverightsThisishowthequestionisusuallyput.Itsoundslikeausefulground-clearingwaytostart.71.Actuallyitisn’’tbecauseitassumesthatthereisanagreedaccountofhumanfightswhichissomethingtheworlddoesnothave. Ononeviewofrightstobesureitnecessarilyfollowsthatanimalshavenone.72.Somephilosophersarguethatrightsexistonlywithinasocialcontractaspartofanexchangeofdutiesandentitlements.Thereforeanimalscannothaverights.Theideaofpunishingatigerthatkillssomebodyisabsurdforexactlythesamereasonsoistheideathattigershaverights.Howeverthisisonlyoneaccountandbynomeansanuncontestedone.Itdeniesrightsnotonlytoanimalsbutalsotosomepeople―forinstancetoinfantsthementallyincapableandfuturegenerations.Inadditionitisunclearwhatforceacontractcanhaveforpeoplewhoneverconsentedtoit:howdoyoureplytosomebodywhosaysIdon’’tlikethiscontract Thepointisthis:withoutagreementontherightsofpeoplearguingabouttherightsofanimalsisfruitless.73.Itleadsthediscussiontoextremesattheoutset:itinvitesyoutothinkthatanimalsshouldbetreatedeitherwiththeconsiderationhumansextendtootherhumansorwithnoconsiderationatall.Thisisafalsechoice.Bettertostartwithanothermorefundamentalquestion:isthewaywetreatanimalsamoralissueatall Manydenyit.74.Arguingfromtheviewthathumansaredifferentfromanimalsineveryrelevantrespectextremistsofthiskindthinkthatanimalslieoutsidetheareaofmoralchoice.Anyregardforthesufferingofanimalsisseenatamistake―asentimentaldisplacementoffeelingthatshouldproperlybedirectedtootherhumans. Thisviewwhichholdsthattorturingamonkeyismorallyequivalenttochoppingwoodmayseembravelylogical.Infactitissimplyshallow:theconfusedcentreisrighttorejectit.Themostelementaryformofmoralreasoning―theethicalequivalentoflearningtocrawl―istoweighother’’sinterestsagainstone’’sown.Thisinturnrequiressympathyandimagination:withoutwhichthereisnocapacityformoralthought.Toseeananimalinpainisenoughformosttoengagesympathy.75.Whenthathappensitisnotamistake:itismankind’’sinstinctformoralreasoninginactionaninstinctthatshouldbeencouragedratherthanlaughedat.
简述促进学习迁移的教学原则
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork. Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Intheauthor’’sviewthephilosophyofeducation
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
试述现代科技现代生产和现代商品经济对德育的影响
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
简述裴斯泰洛齐教育心理学化主张的基本含义
本题为必选题请在ⅠⅡ两道试题中选取一道作答 一位普通上海市民花上1000多元购买看足球赛记者问他花这么多钱值不值得他说值得从行为的动机理论看其行为宜用什么理论来解释驱力说强化说观念冲突论还是高层次需要说请说明为什么并阐述这种行为动机理论的基本观点
Whenanewmovementinartattainsacertainfashionitisadvisabletofindoutwhatitsadvocatesareaimingatforhoweverfarfetchedandunreasonabletheirprinciplesmayseemtodayitispossiblethatinyearstocometheymayberegardedasnormal.WithregardtoFuturistpoetryhoweverthecaseisratherdifficultforwhateverFuturistpoetrymaybe--evenadmittingthatthetheoryonwhichitisbasedmayberight--itcanhardlybeclassedasLiterature. ThisinbriefiswhattheFuturistsays:foracenturypastconditionsoflifehavebeenconditionallyspeedinguptillnowweliveinaworldofnoiseandviolenceandspeed.Consequentlyourfeelingsthoughtsandemotionshaveundergoneacorrespondingchange.ThisspeedingupoflifesaystheFuturistrequiresanewformofexpression.Wemustspeedupourliteraturetooifwewanttointerpretmodernstress.Wemustpouroutalargestreamofessentialwordsunhamperedbystopsorqualifyingadjectivesorfiniteverbs.Insteadofdescribingsoundswemustmakeupwordsthatimitatethem;wemustusemanysizesoftypeanddifferentcoloredinksonthesamepageandshortenorlengthenwordsatwill. Certainlytheirdescriptionsofbattlesareconfused.ButitisalittleupsettingtoreadintheexplanatorynotesthatacertainlinedescribesafightbetweenaTurkishandaBulgarianofficeronabridgeoffwhichtheybothfallintotheriver--andthentofindthatthelineconsistsofthenoiseoftheirfallingandtheweightsoftheofficers:Pluff!Pluff!Ahundredandeighty-fivekilograms. ThisthoughitfulfillsthelawsandrequirementsofFuturistpoetrycanhardlybeclassedasLiterature.Allthesamenothinkingmancanrefusetoaccepttheirfirstproposition:thatagreatchangeinouremotionallifecallsforachangeofexpression.Thewholequestionisreallythis:haveweessentiallychanged Whenanovelliteraryideaappearspeopleshouldtryto__________.
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
社会政治经济制度对教育的制约与影响表现在哪些方面
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
Thehumanbraincandoalotofwonderfulthings;manyoftheminclude1masteryofcomplexfeedbacksystemswithlong2Forexampleconsiderhowdifficultraisingachildtrulyis.Manyfactorsare3includingthenutritionalphysicalemotionalandmentalconditionofthechildandthefeedbackofthesefactors4thebehaviorofthoseinvolvedinraisingthechild.To5mattersmanyoftheresponsesofthechild/parentsystemtakeyearsto6themselves.Yetbillionsofparentshavesomehow7tofeedclotheprotectnurturehealteachandlovetheirchildren8successfuladulthood. 9allourintuitivesophisticationindealingwithcomplicatedsituationsit’’sa10toseehowpoorlywedealwithsomenewersystemsmostof11broughtaboutbytechnology. BothraisingchildrenandprotectingEarth’’slife-supportsystemsare12oflifeanddeath;inthelongtermtheyareequallyimportant.But13ourbrainsseemfairlywellpreparedforthelong-termprocessofraisingkidsweseemtohave14built-inskillfortakingcareoftheenvironmentthatsupportsusanychildrenwemighthaveandallother15.Itseemsthatthethinkingpartsofourbrainscan’’tdealwithcomplicatedsystemsandtheirlong-term16andthe17partsofourbrainsthatcandealwithcomplexsystemsdon’’thelpusmuchoutsideoftheir18areas.Oneofthegoalsofsystemsscienceistousemathandcomputerstohelppeoplegetbetter19takingcareofEarth’’slife-supportsystems.Thetaskinvolvesteachingourthinkingbrainsabout20complicatedsystemswork.
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