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[单选题]

Religion, politics or ethnic background should be touched on().

A.cautiously

B.cautiousness

C.cautious

D.caution

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更多“Religion, politics or ethnic background should be touched on().”相关的问题

第1题

Mankind must first of all eat, drink, have shelter and clothing______ it can pursue politi
cs, science, art, religion, etc.

A.later

B.before

C.when

D.if

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第2题

According to the author, under the two-party system, the two parties will ______ .A.hold o

According to the author, under the two-party system, the two parties will ______ .

A.hold opposing stands in each and every issue

B.cooperate with each other to hold the power in their hands

C.insult each other in politics and in life

D.respect each other on an equal basis

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第3题

The situation of the Muslims in Europe is what the following state except ______.A.Their o

The situation of the Muslims in Europe is what the following state except ______.

A.Their own religion is looked down upon.

B.They are satisfied with the economic success.

C.They are alienated in culture, history and religion.

D.The independence of women has an impact on the future of their family.

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第4题

Studies of friendship seem to implicate more complex factors. For example, one function fr
iend-ship seems to fulfill is 【C1】______ it supports the image we have【C2】______ ourselves, and【C3】______ the value of the attitudes we hold. Certainly we appear to【C4】______ ourselves onto our friends; several studies have shown that we judge them to be more like us than【C5】______. This suggests that we ought to choose friends who are similar to us【C6】______ than those who would be【C7】______ ("opposites attract"), a prediction which is supported by【C8】______ evidence, at least so【C9】______ as attitudes and beliefs are【C10】______. In one experiment, some developing friendships were【C11】______ amongst first-year students living in the same hostel. It was found that similarity of【C12】______(towards politics, religion and aesthetics) was a good predictor of【C13】______ friendship would be established by the end of four months, though it had less to do with initial【C14】______—not surprisingly, since attitudes may not be obvious on first inspection.

The difficulty of linking friendship【C15】______ similarity of personality probably【C16】______ the complexity of our personalities; we have many【C17】______ and therefore require a disparate group of friends to support us. This of course can explain why we may have two close friends who have little in【C18】______, and indeed dislike each other. By【C19】______ large, though, it looks as though we would do well to choose friends who【C20】______ us.

【C1】

A.that

B.which

C.what

D.if

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第5题

The Ancient Greek OlympicsToday's Olympic Games are based on what took place at Olympia, i

The Ancient Greek Olympics

Today's Olympic Games are based on what took place at Olympia, in Greece, nearly three millennia ago. What were the ancient Olympics like, and how different were they from those of modern times?

Origins

Traditionally it has always been said that the Games started at Olympia in 776 BC, about the time that Homer was born. But for several centuries before that date Olympia had been a cult(祭祀仪式) site for the worship of Zeus, a numinous (精神上的) location away from human dwellings, overlooked by a hill, with the sacred River Alph flowing through it.

What was it that caused people to change from honouring Zeus solely with dedicatory offerings, to honouring him through athletics? Several factors seem to have been involved. One is the rise of the Greek polls(城邦), or city-state. As city-states in different locations grew, each wanted a means of asserting its supremacy, so would send representatives to Olympia to become supreme in physical competition.

Connected with this is the development of military training. The Games were an attractive means of getting men fit. Another factor is the traditional Greek view that the gods championed a winner, so by establishing a competition aimed at producing supreme winners, they were thereby asserting the power and influence on humans of the supreme god, Zeus.

Earliest Races

For the first 13 Olympics there was only one event, the stadium race, which was a running race up one length of the stadium. How long this race was is a matter for conjecture(猜想), as the ancient stadium, 192 meters long, visible at Olympia now, did not exist then.

Boxing, wrestling, and the pancration (the ' all-power' race, combining all types of physical attack) soon followed, along with the pentathlon (五项全能), and horse-and-chariot racing. A race while wearing armour was introduced in 520 BC, and even a mule race (in 500 BC, but it was not generally popular).

Religion and Politics

Religion pervaded the ancient Olympics. Zeus was thought to look down on the competitors, favouring some and denying victory to others. ' You could spur on a man with natural talent to strive to wards great glory with the help of the gods', says Pindar in a victory-ode. If an athlete was fined for cheating or bribery (human nature stays much the same over a few millennia) , the money exacted was used to make a cult statue of Zeus.

A grand sacrifice of 100 oxen was made to Zeus during the Games. Olympia was home to one of Greece's great oracles, an oracle to Zeus, with an altar to him consisting of the bonfire-heap created by burnt sacrificial offerings. As the offerings were burnt, they were examined by a priest, who pronounced an oracle -- an enigmatic and often ambiguous prediction of the future -- according to his interpretation of what he saw. Some athletes consulted the oracle to learn what their chances in the Games were. The Greeks tried to keep some aspects of politics out of the Olympics, but their efforts met then, as such efforts do now, with limited success. The Olympic truce was meant to lead to a cessation of hostilities throughout Greece, to allow competitors to travel and participate safely, but it was not al ways observed.

And it is clear from the victory odes of Pindar and Bacchylides that the Sicilian tyrants in the fifth century aimed to strengthen their grip on affairs by competing in the equestrian events at the Games, and by commissioning famous poets to compose and publicly perform. odes celebrating their victories.

Nakedness and Women

Sow naked, plough naked, harvest naked', the poet Hesiod (a contemporary of Homer) advises. He might have added ' compete in the Games naked' , for that is usually understood to be the standard practice among the ancient Greeks. Some dispute this, for although the visual evidence for it -- the

A.Y

B.N

C.NG

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第6题

Americans today don't place a very high value on intellect. Our heroes are athletes, enter
tainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education--not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.

"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance. "Ravitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.

But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second rate country. We will have a less civil society."

"Intellect is resented as a form. of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American Life, a Pulizer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.

Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing. "Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized - going to school and learning to read - so he can preserve his innate goodness.

Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, reorder, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines.

School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."

What do American parents expect their children to acquire in school?

A.The habit of thinking independently.

B.Profound knowledge of the world.

C.Practical abilities for future career.

D.The confidence in intellectual pursuits.

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第7题

The biggest religion by followers is ().A、IslamB、HinduismC、ChristianityD、Buddhism

A.Islam

B.Hinduism

C.Christianity

D.Buddhism

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第8题

Which is not the reason why people are religious?()A、Religion is inheritted from parent

Which is not the reason why people are religious?()

A、Religion is inheritted from parents.

B、Religion can help to explain life.

C、Religion helps us to acccept our situation.

D、Religion can make people feel happy.

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第9题

【T16】A.PLAY A SEPARATE ROLE B.WORK OUTSIDE THE HOUSEHOLD C.ELEMENTARY SCHOOL TEAC

【T16】

A.PLAY A SEPARATE ROLE

B.WORK OUTSIDE THE HOUSEHOLD

C.ELEMENTARY SCHOOL TEACHERS

D.OR IN THE LABOR FORCE A.WOMEN WHO WISH TO【T13】______SHOULD NATURALLY FILL THESE JOBS

B.REQUIRE EACH SEX TO【T14】______IN SOCIAL LIFE

C.WHETHER AT HOME【T15】______

D.TO BE EMPLOYED AS NURSES, SOCIAL WORKERS,【T16】______,HOUSEHOLD HELPERS SEX PREJUDICES ARE BASED ON AND JUSTIFIED BY THE IDEOLOGY THAT BIOLOGY IS DESTINY.ACCORDING TO THIS IDEOLOGY, BASIC BIOLOGICAL AND PSYCHOLOGICAL DIFFERENCES EXIST BETWEEN THESEXES.THESE DIFFERENCES【T17】______.WOMEN ARE THE WEAKER SEX BOTH PHYSICALLY ANDEMOTIONALLY.THUS, THEY ARE NATURALLY SUITED, MUCH MORE SO THAN MEN, TO THE PERFORMANCE OF DOMESTIC DUTIES.A WOMAN"S PLACE, UNDER NORMAL CIRCUMSTANCES, IS WITHIN THE PROTECTIVE ENVIRONMENT OF THE HOM

E.NATURE HAS DETERMINED THAT WOMEN PLAY CARETAKER ROLES, SUCH AS WIFE AND MOTHER AND HOMEMAKER.ON THE OTHER HAND, MEN ARE BEST SUITED TO GO OUT INTO THE COMPETITIVE WORLD OF WORK AND POLITICS, WHERE SERIOUS RESPONSIBILITIES MUST BE TAKEN O

N.MEN ARE TO BE THE PROVIDERS; WOMEN AND CHILDREN ARE "DEPENDENTS". THE IDEOLOGY ALSO HOLDS THAT【T18】______THAT ARE IN LINE WITH THE SPECIAL CAPABILITIES OF THEIR SEX.IT IS THUS APPROPRIATE FOR WOMEN, NOT MEN,【T19】______, AND CLERKSAND SECRETARIES.THESE POSITIONS ARE SIMPLY AN EXTENSION OF WOMEN"S DOMESTIC ROL

E.INFORMAL DISTINCTIONS BETWEEN "WOMEN"S WORK" AND "MEN"S WORK" IN THE LABOR FORCE, ACCORDING TO THE IDEOLOGY, ARE SIMPLY A FUNCTIONAL REFLECTION OF THE BASIC DIFFERENCES BETWEEN THE SEXES.FINALLY, THE IDEOLOGY SUGGESTS THAT NATURE HAS WORKED HER WILL IN ANOTHER SIGNIFICANT WAY.FOR THE HUMAN SPECIES TO SURVIVE OVER TIME, ITS MEMBERS MUST REGULARLY REPRODUC

E.THUS, WOMEN MUST,【T20】______,MAKE THE MOST OF THEIR PHYSICAL APPEARANC

E.

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