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下列各项属五行之土者为
辛
咸
甘
酸
下列关于中国古代的阴阳五行说法中正确的有________
相互对立或消长的两种现象、事物和联系都可用阴和阳来表示
“五行”指金、木、水、火、土
五行中的金对应五方中的北
阴阳说认为日属阳；月属阴；天属阳，地属阴
依照中国传统的五行观玄武位于方五行属
下列各项属五行之土者为
酸
苦
甘
辛
下列各项属五行之土者为
肝
心
脾
肺
属五行之火者为
目
舌
口
耳
下列各项属五行中水者为
风
寒
暑
燥
按五行属性分类五化属土者是
生
长
化
收
藏
关于我国古代的阴阳五行说法正确的是
相互对立或消长的两种现象、事物和联系都可用阴和阳来表示
“五行”指金、木、水、火、土
五行中的金对应五方中的北
阴阳说认为：日属阳，月属阴；天属阳，地属阴
下列各项属五行之木者为
目
舌
口
耳
按五行属性分类五化属木者是
生
长
化
收
藏
下列各项属五行之金者为
胆
小肠
胃
大肠
下列各项属于五行之水的是
肾
膀胱
咸
青
依中国的阴阳五行论五行之中如A生B当1AB同为阴或同为阳时则A是B的偏印B是A的食神2当AB为一阴一
下列各项属于五行之水者为
五体之皮毛
五味之咸
五志之喜
六腑之胆
下列各项属五行之水者为
骨
筋
皮
肉
按五行属性分类五化属土者是
生
长
化
收
藏
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1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
Themythologyofaculturecanprovidesomevitalinsightsintothebeliefsandvaluesofthatculture.1Byusingfantasticandsometimesincrediblestoriestocreateanoraltraditionbywhichtoexplainthewondersofthenaturalworldandteachlessonstoyoungergenerationsasocietyexposesthoseideasandconceptsheldmostimportant.2Justasimportantasthefinallessontobegatheredfromthestorieshoweverarethecharactersandtherolestheyplayinconveyingthatmessage.3PerhapstheepitomeofmythologyanditsuseasatooltopassonculturalvaluescanbefoundinAesop’sFablestoldandretoldduringtheeraoftheGreekEmpire.Aesopaslavewhowonthefavorofthecourtthroughhisimaginativeanddescriptivetalesalmostexclusivelyusedanimalstofilltherolesinhisshortstories.Humanswhenatallpresentalmostalwaysplayedthepartofbumblingfoolsstrugglingtolearnthelessonbeingpresented.ThischoiceofcharacterizationallowsustoseethattheGreeksplacedwisdomonalevelslightlybeyondhumansimplyingthatdeepwisdomandunderstandingisauniversalqualitysoughtbyratherthansteanningfromhumanbeings.Aesop’sfablesillustratedthecentralthemesofhumilityandself-reliancereflectingtheimportanceofthosetraitsinearlyGreeksociety.Thefollyofhumanswasusedtocontrastagainsttheultimategoalofattainingahigherlevelofunderstandingandawarenessoftruthsaboutnatureandhumanity.Forexampleonenotablefablefeaturesafoxrepeatedlytryingtoreachabunchofgrapesonaveryhighvine.Afterfailingatseveralattemptsthefoxgivesupmakingupitsmindthatthegrapeswereprobablysouranyway.4Thefable’slessonthatweoftenplaydownthatwhichwecan’tachievesoastomakeourselvesfeelbetterteachesthereaderorlistenerinanentertainingwayaboutoneoftheweaknessesofthehumanpsyche.5ThemythologyofotherculturesandsocietiesrevealtheunderlyingtraitsoftheirrespectiveculturesjustasAesop’sfablesdid.ThestoriesofRomangodsAztecghostsandEuropeanelvesallservedtotrainancientgenerationsthoselessonsconsideredmostimportanttotheircommunityandtodaytheyofferapowerfullookingglassbywhichtoevaluateandconsiderthecontextualenvironmentinwhichthosecultureexisted.
下列选项中不属于饮证表现的是
Americanstodaydon’tplaceaveryhighvalueonintellect.Ourheroesareathletesentertainersandentrepreneursnotscholars.1Evenourschoolsarewherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge.Symptomsofpervasiveanti-intellectualisminourschoolsaren’tdifficulttofind.SchoolshavealwaysbeeninasocietywherepracticalismoreimportantthanintellectualsayseducationwriterDianeRavitch.Schoolscouldbeacounterbalance.Ravitch’slatestbookLeftBack:ACenturyofFailedSchoolReformstracestherootsofanti-intellectualisminourschoolsconcludingtheyareanythingbutacounterbalancetotheAmericandistasteforintellectualpursuits.Buttheycouldandshouldbe.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol.2Withouttheabilitytothinkcriticallytodefendtheirideasandunderstandtheideasofotherstheycannotfullyparticipateinourdemocracy.ContinuingalongthispathsayswriterEarlShorrisWewillbecomeasecond-ratecountry.Wewillhavealesscivilsociety.IntellectisresentedasaformofpowerorprivilegewriteshistorianandprofessorRichardHofstadterinAnti-IntellectualisminAmericanLifeaPulitzer-Prizewinningbookontherootsofanti-intellectualisminUSpoliticsreligionandeducation.FromthebeginningofourhistorysaysHofstadterourdemocraticandpopulisturgeshavedrivenustorejectanythingthatsmellsofelitism.3Practicalitycommonsenseandnativeintelligencehavebeenconsideredmorenoblequalitiesthananythingyoucouldlearnfromabook.RalphWaldoEmersonandotherTranscendentalistphilosophersthoughtschoolingandrigorousbooklearningputunnaturalrestraintsonchildren4Weareshutupinschoolsandcollegerecitationroomsfor10or15yearsandcomeoutatlastwithabellyfulofwordsanddonotknowathing.MarkTwain’sHuckleberryFinnexemplifiedAmericananti-intellectualism.Itsheroavoidsbeingcivilized—goingtoschoolandlearningtoread—sohecanpreservehisinnategoodness.IntellectaccordingtoHofstadterisdifferentfromnativeintelligenceaqualitywereluctantlyadmire.Intellectisthecriticalcreativeandcontemplativesideofthemind.5Intelligenceseekstograspmanipulatere-orderandadjustwhileintellectexaminesponderswonderstheorizescriticizesandimagines.Schoolremainsaplacewhereintellectismistrusted.Hofstadtersaysourcountry’seducationalsystemisinthegripsofpeoplewhojoyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise./
患者精神抑郁表情淡漠沉默痴呆时时太息言语无序舌红苔白腻脉弦滑治疗应首选
Americanstodaydon’tplaceaveryhighvalueonintellect.Ourheroesareathletesentertainersandentrepreneursnotscholars.1Evenourschoolsarewherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge.Symptomsofpervasiveanti-intellectualisminourschoolsaren’tdifficulttofind.SchoolshavealwaysbeeninasocietywherepracticalismoreimportantthanintellectualsayseducationwriterDianeRavitch.Schoolscouldbeacounterbalance.Ravitch’slatestbookLeftBack:ACenturyofFailedSchoolReformstracestherootsofanti-intellectualisminourschoolsconcludingtheyareanythingbutacounterbalancetotheAmericandistasteforintellectualpursuits.Buttheycouldandshouldbe.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol.2Withouttheabilitytothinkcriticallytodefendtheirideasandunderstandtheideasofotherstheycannotfullyparticipateinourdemocracy.ContinuingalongthispathsayswriterEarlShorrisWewillbecomeasecond-ratecountry.Wewillhavealesscivilsociety.IntellectisresentedasaformofpowerorprivilegewriteshistorianandprofessorRichardHofstadterinAnti-IntellectualisminAmericanLifeaPulitzer-Prizewinningbookontherootsofanti-intellectualisminUSpoliticsreligionandeducation.FromthebeginningofourhistorysaysHofstadterourdemocraticandpopulisturgeshavedrivenustorejectanythingthatsmellsofelitism.3Practicalitycommonsenseandnativeintelligencehavebeenconsideredmorenoblequalitiesthananythingyoucouldlearnfromabook.RalphWaldoEmersonandotherTranscendentalistphilosophersthoughtschoolingandrigorousbooklearningputunnaturalrestraintsonchildren4Weareshutupinschoolsandcollegerecitationroomsfor10or15yearsandcomeoutatlastwithabellyfulofwordsanddonotknowathing.MarkTwain’sHuckleberryFinnexemplifiedAmericananti-intellectualism.Itsheroavoidsbeingcivilized—goingtoschoolandlearningtoread—sohecanpreservehisinnategoodness.IntellectaccordingtoHofstadterisdifferentfromnativeintelligenceaqualitywereluctantlyadmire.Intellectisthecriticalcreativeandcontemplativesideofthemind.5Intelligenceseekstograspmanipulatere-orderandadjustwhileintellectexaminesponderswonderstheorizescriticizesandimagines.Schoolremainsaplacewhereintellectismistrusted.Hofstadtersaysourcountry’seducationalsystemisinthegripsofpeoplewhojoyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise./
1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.译成中文
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
素问·五常政大论说西北之气散而寒之是指
TheinclusionofallchildrenandyouthispartofageneralintegrativetrendthathasacceleratedsinceWorldWarII.Itrelatestosomenewerdevelopmentsaswell.Concernfortheearth’sendangeredenvironmenthasbecomecentralemphasizinginbothintellectualandsociallifetheneedforcooperationratherthancompetitiontheimportanceofunderstandinginterrelationshipsoftheecosystemandtheideathatecologycanbeusedasanorganizingconcept.Inadifferentveintherapiddevelopmentofmicroelectronicsparticularlytheuseofcomputersformultiplefunctionsineducationgoesforbeyondpossibilitiesofearliertechnologicaladvances.1Althoughtechnologyisthoughtofbysomeasantagonistictohumanisticconcernsothersarguethatitmakescommunicationandcomprehensionavailabletoawiderpopulationandencouragessystemthinkingbothultimatelyintegrativeeffects.Thepolarizationofopinionontechnology’seffectsandmostotherimportantissuesisaproblemineducationalpolicydetermination.2Inadditiontothedifficultiesofgoverningincreasinglylargeanddiverseeducationsystemsaswellasthoseofmeetingthenever-endingdemandsofexpandingeducationthechroniclackofconsensusmakesthesystemunabletorespondsatisfactorilytopubliccriticismandunabletoplanforsubstantivelong-rangedevelopment.3Thepoliticalandadministrativeresponsessofarhavebeentoattendtoshort-runefficiencybyimprovingmanagementtechniquesandtoadoptpolarresponsestoaccommodatepolarcriticisms.Thuscommunityandcommunityschoolshavebeenemphasizedalongwithcentralcontrolandstandardizationandinstitutionalalternativeshavebeenopenedwhilethestructureofmaininstitutionshasbecomemorearticulated.Forexamplethefocusofattentionhasbeenplacedonthetransitionstageswhichearlierwerevirtuallyignored:fromhometoschoolfromprimarytosecondarytouppersecondaryfromschooltowork.Tertiaryinstitutionshavebeenreconceivedaspartofaunifiedlevel;testinghasbecomemoresophisticatedandcredentialshavebecomemoredifferentiatedeitherbycertificateorbytranscript.Alternativeteachingstrategieshavebeenencouragedintheorybutbasiccurriculumuniformityhaseffectivelyrestrictedthepracticeofnewmethods.Generaleducationisstillmainlyabstractandsubjectmatterthoughinternallymoredynamicstillrestsonlanguagemathematicsandscience.Therehasbeenanincreasingrelianceontheconstructionofsubjectmattertoguidethemethodofteaching.4Teachersareentrustedwithagreatervarietyoftasksbuttheyarelesstrustedwithknowledgeleadingpoliticalauthoritiestocallforupgradingofteachertrainingteacherinservicetrainingandregularassessmentofteacherperformance.5Recentreformeffortshavebeenfocusedonintegratinggeneralandvocationaleducationandonencouraginglifelongorrecurrenteducationtomeetchangingindividualandsocialneeds.Thusnotonlyhasthenumberofstudentsandinstitutionsincreasedasaresultofinclusionpoliciesbutthescopeofeducationhasalsoexpanded.Thistremendousgrowthhoweverhasraisednewquestionsabouttheproperfunctionsoftheschoolandtheeffectivenessforlifeworkorintellectualadvancementofpresentprogramsandmeansofinstruction.
以痛为腧指的穴位是
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
以调节气机升降为主要作用的脏腑是
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween译成中文
治疗肝气犯胃所致呕吐应首选
Nocompanylikestobetolditiscontributingtothemoraldeclineofanation.IsthiswhatyouintendedtoaccomplishwithyourcareersSenatorRobertDoleaskedTimeWarnerexecutiveslastweek.YouhavesoldyoursoulsbutmustyoucorruptournationandthreatenourchildrenaswellAtTimeWarnerhoweversuchquestionsaresimplythelatestmanifestationofthesoul-searchingthathasinvolvedthecompanyeversincethecompanywasbornin1990.1It’saself-examinationthathasatvarioustimesinvolvedissuesofresponsibilitycreativefreedomandthecorporatebottomline.AtthecoreofthisdebateischairmanGeraldLevin56whotookoverforthelateSteveRossin1992.2OnthefinancialfrontLevinisunderpressuretoraisethestockpriceandreducethecompany’smountainousdebtwhichwillincreaseto$17.3billionaftertwonewcabledealsclose.Hehaspromisedtoselloffsomeofthepropertyandrestructurethecompanybutinvestorsarewaitingimpatiently.3TheflapoverrapisnotmakinglifeanyeasierforhimLevinhasconsistentlydefendedthecompany’srapmusiconthegroundsofexpression.In1992whenTimeWarnerwasunderfireforreleasingIce-T’sviolentrapsongCopKillerLevindescribedrapaslawfulexpressionofstreetculturewhichdeservesanoutlet.4ThetestofanydemocraticsocietyhewroteinaWallStreetJournalcolumnliesnotinhowwellitcancontrolexpressionbutinwhetheritgivesfreedomofthoughtandexpressionthewidestpossiblelatitudehoweverdisputableorirritatingtheresultsmaysometimesbe.Wewon’tretreatinthefaceofanythreats.Levinwouldnotcommentonthedebatelastweekbutthereweresignsthatthechairmanwasbackingoffhishard-linestandatleasttosomeextent.Duringthediscussionofrocksingingversesatlastmonth’sstockholders’meeting.Levinassertedthatmusicisnotthecauseofsociety’sillsandevencitedhissonateacherintheBronxNewYorkwhousesraptocommunicatewithstudents.5Buthetalkedaswellaboutthebalancedstrugglebetweencreativefreedomandsocialresponsibilityandheannouncedthatthecompanywouldlaunchadrivetodevelopstandardsfordistributionandlabelingofpotentiallyobjectionablemusic.The15-memberTimeWarnerboardisgenerallysupportiveofLevinandhiscorporatestrategy.Butinsiderssayseveralofthemhaveshowntheirconcernsinthismatter.SomeofushaveknownformanymanyyearsthatthefreedomsundertheFirstAmendmentarenottotallyunlimitedsaysLuce.Ithinkitisperhapsthecasethatsomepeopleassociatedwiththecompanyhaveonlyrecentlycometorealizethis.
下列选项中不属于实热证表现的是
TheinclusionofallchildrenandyouthispartofageneralintegrativetrendthathasacceleratedsinceWorldWarII.Itrelatestosomenewerdevelopmentsaswell.Concernfortheearth’sendangeredenvironmenthasbecomecentralemphasizinginbothintellectualandsociallifetheneedforcooperationratherthancompetitiontheimportanceofunderstandinginterrelationshipsoftheecosystemandtheideathatecologycanbeusedasanorganizingconcept.Inadifferentveintherapiddevelopmentofmicroelectronicsparticularlytheuseofcomputersformultiplefunctionsineducationgoesforbeyondpossibilitiesofearliertechnologicaladvances.1Althoughtechnologyisthoughtofbysomeasantagonistictohumanisticconcernsothersarguethatitmakescommunicationandcomprehensionavailabletoawiderpopulationandencouragessystemthinkingbothultimatelyintegrativeeffects.Thepolarizationofopinionontechnology’seffectsandmostotherimportantissuesisaproblemineducationalpolicydetermination.2Inadditiontothedifficultiesofgoverningincreasinglylargeanddiverseeducationsystemsaswellasthoseofmeetingthenever-endingdemandsofexpandingeducationthechroniclackofconsensusmakesthesystemunabletorespondsatisfactorilytopubliccriticismandunabletoplanforsubstantivelong-rangedevelopment.3Thepoliticalandadministrativeresponsessofarhavebeentoattendtoshort-runefficiencybyimprovingmanagementtechniquesandtoadoptpolarresponsestoaccommodatepolarcriticisms.Thuscommunityandcommunityschoolshavebeenemphasizedalongwithcentralcontrolandstandardizationandinstitutionalalternativeshavebeenopenedwhilethestructureofmaininstitutionshasbecomemorearticulated.Forexamplethefocusofattentionhasbeenplacedonthetransitionstageswhichearlierwerevirtuallyignored:fromhometoschoolfromprimarytosecondarytouppersecondaryfromschooltowork.Tertiaryinstitutionshavebeenreconceivedaspartofaunifiedlevel;testinghasbecomemoresophisticatedandcredentialshavebecomemoredifferentiatedeitherbycertificateorbytranscript.Alternativeteachingstrategieshavebeenencouragedintheorybutbasiccurriculumuniformityhaseffectivelyrestrictedthepracticeofnewmethods.Generaleducationisstillmainlyabstractandsubjectmatterthoughinternallymoredynamicstillrestsonlanguagemathematicsandscience.Therehasbeenanincreasingrelianceontheconstructionofsubjectmattertoguidethemethodofteaching.4Teachersareentrustedwithagreatervarietyoftasksbuttheyarelesstrustedwithknowledgeleadingpoliticalauthoritiestocallforupgradingofteachertrainingteacherinservicetrainingandregularassessmentofteacherperformance.5Recentreformeffortshavebeenfocusedonintegratinggeneralandvocationaleducationandonencouraginglifelongorrecurrenteducationtomeetchangingindividualandsocialneeds.Thusnotonlyhasthenumberofstudentsandinstitutionsincreasedasaresultofinclusionpoliciesbutthescopeofeducationhasalsoexpanded.Thistremendousgrowthhoweverhasraisednewquestionsabouttheproperfunctionsoftheschoolandtheeffectivenessforlifeworkorintellectualadvancementofpresentprogramsandmeansofinstruction.
肝肾同源的主要依据是
Nocompanylikestobetolditiscontributingtothemoraldeclineofanation.IsthiswhatyouintendedtoaccomplishwithyourcareersSenatorRobertDoleaskedTimeWarnerexecutiveslastweek.YouhavesoldyoursoulsbutmustyoucorruptournationandthreatenourchildrenaswellAtTimeWarnerhoweversuchquestionsaresimplythelatestmanifestationofthesoul-searchingthathasinvolvedthecompanyeversincethecompanywasbornin1990.1It’saself-examinationthathasatvarioustimesinvolvedissuesofresponsibilitycreativefreedomandthecorporatebottomline.AtthecoreofthisdebateischairmanGeraldLevin56whotookoverforthelateSteveRossin1992.2OnthefinancialfrontLevinisunderpressuretoraisethestockpriceandreducethecompany’smountainousdebtwhichwillincreaseto$17.3billionaftertwonewcabledealsclose.Hehaspromisedtoselloffsomeofthepropertyandrestructurethecompanybutinvestorsarewaitingimpatiently.3TheflapoverrapisnotmakinglifeanyeasierforhimLevinhasconsistentlydefendedthecompany’srapmusiconthegroundsofexpression.In1992whenTimeWarnerwasunderfireforreleasingIce-T’sviolentrapsongCopKillerLevindescribedrapaslawfulexpressionofstreetculturewhichdeservesanoutlet.4ThetestofanydemocraticsocietyhewroteinaWallStreetJournalcolumnliesnotinhowwellitcancontrolexpressionbutinwhetheritgivesfreedomofthoughtandexpressionthewidestpossiblelatitudehoweverdisputableorirritatingtheresultsmaysometimesbe.Wewon’tretreatinthefaceofanythreats.Levinwouldnotcommentonthedebatelastweekbutthereweresignsthatthechairmanwasbackingoffhishard-linestandatleasttosomeextent.Duringthediscussionofrocksingingversesatlastmonth’sstockholders’meeting.Levinassertedthatmusicisnotthecauseofsociety’sillsandevencitedhissonateacherintheBronxNewYorkwhousesraptocommunicatewithstudents.5Buthetalkedaswellaboutthebalancedstrugglebetweencreativefreedomandsocialresponsibilityandheannouncedthatthecompanywouldlaunchadrivetodevelopstandardsfordistributionandlabelingofpotentiallyobjectionablemusic.The15-memberTimeWarnerboardisgenerallysupportiveofLevinandhiscorporatestrategy.Butinsiderssayseveralofthemhaveshowntheirconcernsinthismatter.SomeofushaveknownformanymanyyearsthatthefreedomsundertheFirstAmendmentarenottotallyunlimitedsaysLuce.Ithinkitisperhapsthecasethatsomepeopleassociatedwiththecompanyhaveonlyrecentlycometorealizethis.
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation.译成中文
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
下列证候中不出现耳鸣的是
Themythologyofaculturecanprovidesomevitalinsightsintothebeliefsandvaluesofthatculture.1Byusingfantasticandsometimesincrediblestoriestocreateanoraltraditionbywhichtoexplainthewondersofthenaturalworldandteachlessonstoyoungergenerationsasocietyexposesthoseideasandconceptsheldmostimportant.2Justasimportantasthefinallessontobegatheredfromthestorieshoweverarethecharactersandtherolestheyplayinconveyingthatmessage.3PerhapstheepitomeofmythologyanditsuseasatooltopassonculturalvaluescanbefoundinAesop’sFablestoldandretoldduringtheeraoftheGreekEmpire.Aesopaslavewhowonthefavorofthecourtthroughhisimaginativeanddescriptivetalesalmostexclusivelyusedanimalstofilltherolesinhisshortstories.Humanswhenatallpresentalmostalwaysplayedthepartofbumblingfoolsstrugglingtolearnthelessonbeingpresented.ThischoiceofcharacterizationallowsustoseethattheGreeksplacedwisdomonalevelslightlybeyondhumansimplyingthatdeepwisdomandunderstandingisauniversalqualitysoughtbyratherthansteanningfromhumanbeings.Aesop’sfablesillustratedthecentralthemesofhumilityandself-reliancereflectingtheimportanceofthosetraitsinearlyGreeksociety.Thefollyofhumanswasusedtocontrastagainsttheultimategoalofattainingahigherlevelofunderstandingandawarenessoftruthsaboutnatureandhumanity.Forexampleonenotablefablefeaturesafoxrepeatedlytryingtoreachabunchofgrapesonaveryhighvine.Afterfailingatseveralattemptsthefoxgivesupmakingupitsmindthatthegrapeswereprobablysouranyway.4Thefable’slessonthatweoftenplaydownthatwhichwecan’tachievesoastomakeourselvesfeelbetterteachesthereaderorlistenerinanentertainingwayaboutoneoftheweaknessesofthehumanpsyche.5ThemythologyofotherculturesandsocietiesrevealtheunderlyingtraitsoftheirrespectiveculturesjustasAesop’sfablesdid.ThestoriesofRomangodsAztecghostsandEuropeanelvesallservedtotrainancientgenerationsthoselessonsconsideredmostimportanttotheircommunityandtodaytheyofferapowerfullookingglassbywhichtoevaluateandconsiderthecontextualenvironmentinwhichthosecultureexisted.
1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
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