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Who is Charles Adams？
A．The mayor
B．A reporter
C．A longtime resident
D．A city councilmember
答案
更多“Who is Charles Adams？A．The mayorB．A reporterC．A longtime residentD．A city councilmember”相关的问题
第1题
It can be inferred that Charles Francis Adams ,Jr.
[A] devoted his later years to classical education.
[B] was an advocate of education in history.
[C] was an opponent to classical education.
[D] regretted diminishing the importance of the distinction.
第2题
It can be inferred that Charles Francis Adams, Jr.
A．devoted his later years to classical education.
B．was an advocate of education in history.
C．was an opponent to classical education.
D．regretted diminishing the importance of the distinction.
第3题
M: It's a pleasure to be here.
W: Now, Dr. Adams, tell us about your new book.
M: Well, the name of it is Learning a Language over Eggs and Toast.
W: Could you tell us about the title？
M: Well, one of the most important keys to learning another language is to establish a regular study program, like planning a few minutes every morning around breakfast time.
W: Now, sorry for saying this, but your ideas may sound a little simplistic to our viewers.
M: Well, I'm not implying that we can become fluent speakers in a matter of a few minutes here and there, but rather following a regular, consistent, and focused course of study can help us on the way to language mastery.
W: So what are some of the basic keys you are suggesting in the book？
M: Well, as I just mentioned, people need to plan out their study by setting realistic and attainable goals from the beginning. And small steps, little by little, are the key. And as I have mentioned in my book, you can maximize your learning potential by learning about your own individual learning style.
W: Well, Dr. Adams. What is your learning style？
M: Well, I'm a very tactile learner.
W: You mean one who learns through hands-on experience？
M: Exactly.
W: So what is my learning style？
M: Well, you're going to have to read my book to find that out.
W: Okay. Thanks for joining us.
M: My pleasure.
(27)
A．At a public forum.
B．In an auditorium.
C．On TV.
D．In a classroom.
第4题
M: Ah, it's a pleasure to be here.
W: Now, Dr. Adams, tell us about your research.
M: Well, one of the most important keys to learning another language is to establish a regular study program, like planning a few minutes every morning around breakfast time.
W: Now, sorry for saying this, but your ideas may sound a little simplistic to our viewers. I mean I took Spanish in high school for four years, and I didn't become a proficient speaker of the language.
M: Well, I think there are many people feeling that way, and that's just it. I'm not implying that we can become fluent speakers in a matter of a few minutes here and there, but rather following a regular, consistent, and focused course of study can help us on the way to the promised land of language mastery, and remember there is a difference between native fluency and proficiency in a language, and I am proposing the latter.
W: So what are some of the basic keys you are suggesting？
M: Well, as I just mentioned, people need to plan out their study by setting realistic and attainable goals from the beginning. I mean, some people get caught up in the craze of learning the language in 30 days, only to become disenchanted when they don't perform. up to their expectations. And small steps, little by little, are the key. For example, planning to learn five new vocabulary words a day and to learn to use them actively is far better than learning 30 and forgetting them the next day.
W: Um-hum. I'm sure your ideas are beneficial to those language learners. Thanks for joining us.
M: My pleasure.
(23)
A．At a public forum.
B．In an auditorium.
C．On TV.
D．In a classroom.
第5题
In contrast to Plato's claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification—religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. " What could man acquire, by virtuous striving, that is more valuable than knowledge？" asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself, " said John Dewey. "It is its own end. "
But what exactly is the corpus of knowledge to be passed on？ In simpler times, it was all included in the medieval universities' Quadrivium (arithmetic, geometry, astronomy, music ) and Trivium(grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorizeand recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt, " said regretfully Charles Francis Adams, Jr. , the Union Pacific Railroad president who devoted his later years to writing history, "that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy. "
The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education
A．wholeheartedly.
B．with reservation.
C．against her own will.
D．with contempt.
第6题
Text 4
Jill Ker Conway ,president of Smith ,echoes the prevailing view of contemporary technology when she says that " anyone in today's world who doesn't understand data processing is not educated. " But she insists that the mcreasing emphasis on these matters leave certain gaps. Says she: "The very strongly utilitarian emphasis in education ,which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots ,which was a sense that literacy and learning were ends in themselves for a demo- cratic republic. "
In contrast to Plato's claim for the social value of education,a quite different idea of intellectu-al purposes was advocated by the Renaissance humanists. Ovejoyed with their rediscovery of the classical leaming that was thought to have disappeared during the Dark Ages,they argued that the imparting of knowledge needs no justification-religious ,social ,economic ,or political. Its purpose,to the extent that it has one ,is to pass on from generation to generation the corpus of knowledge that constitutes civilization. "What could man acquire ,by virtuous striving ,that is more valuable than knowledge？" asked Erasmus ,perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself," said John Dewey. "It is its own end. "
But what exactly is the corpus of knowledge to be passed on？ In simpler times ,it was all included in the medieval universities' Quadrivium (arithmetic, geometry, astronomy, music ) and Trivium(grammar, thetoric ,logic). As recently as the last century ,when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorize and recite various Latin texts,and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt," said regretfully Charles Francis Adams, Jr. ,the Union Pacific Railroad president who devoted his later years to writing history ,"that a classical education was the important distinction between a man who had been to college and a man who had not been to college ,and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy. "
56. The first paragraph shows that Jill Ker Conway accepts utilitarian emphasis in education
[A] wholeheartedly.
[B] with reservation.
[C] against her own will.
[D] with contempt.
第7题
Choose the best title for this passage.
A．Unfit Presidents
B．President Who Set Slavery Free
C．Unknown Presidents
D．Famous President, Adams
第8题
A．George Washington
B．Thomas Jefferson
C．John Adams
D．James Madison
第9题
Who ordered these items？
A．Ms. Cara Lombardi
B．Xerox System Service Co., Ltd.
C．Ms. Linda Adams
D．Sign Q Office Supplies Co., Ltd.
第10题
The Early History of Harvard University
Harvard University, which celebrated its 350th anniversary in 1986, is the oldest institution of higher learning in the United States. Founded 16 years after the arrival of the Pilgrims at Plymouth, the University has grown from nine students with a single master to an enrollment of more than 18,000 degree candidates, including undergraduates and students in 10 principal academic units. An additional 13,000 students are enrolled in one or more courses in the Harvard Extension School.
Over 14,000 people work at Harvard, including more than 2,000 faculty. There are also 7,000 faculty appointments in affiliated teaching hospitals.
Seven presidents of the United States--John Adams, John Quincy Adams, Theodore and Franklin Delano Roosevelt, Rutherford B. Hayes, John Fitzgerald Kennedy and George W. Bush--were graduates of Harvard. Its faculty have produced more than 40 Nobel laureates.
Harvard College was established in 1636 by vote of the Great and General Court of the Massachusetts Bay Colony and was named for its first benefactor, John Harvard of Charlestown, a young minister who, upon his death in 1638, left his library and half his estate to the new institution. Harvard's first scholarship fund was created in 1643 with a girl from Ann Radcliffe, Lady Mowlson.
During its early years, the College offered a classic academic course based on the English university model, but consistent with the prevailing Puritan philosophy of the first colonists. Although many of its early graduates became ministers in Puritan congregations throughout New England, the College was never formally affiliated with a specific religious denomination. An early brochure, published in 1643, justified the College's existence: "To advance Learning and perpetuate it to Posterity; dreading to leave an illiterate Ministry to the Churches."
New Schools and New Houses
The 1708 election of John Leverett, the first president who was not also a clergyman, marked a turning of the College toward intellectual independence from Puritanism. As the College grew in the 18th and 19th centuries, the curriculum was broadened, particularly in the sciences, and the College produced or attracted a long list of famous scholars, including Henry Wadsworth Longfellow, James Russell Lowell, William James, the elder Oliver Wendell Holmes, Louis Agassiz, and Gertrude Stein.
Charles W. Eliot, who served as president from 1869 to 1909, transformed the relatively small provincial institution into a modem university.
During his tenure, the Law and Medical schools were revitalized, and the graduate schools of Business, Dental Medicine, and Arts and Sciences were established. Enrollment rose from 1,000 to 3,000 students, the faculty grew from 49 to 278, and the endowment increased from ＄2.3 million to ＄22.5 million. It was under Eliot's watch that Radcliffe College was established. In the 1870s a group of women closely linked to Harvard faculty were exploring ways to make higher education more accessible to women.
One of this group, Stella S. Gilman, was married to historian and educator Arthur Gilman. In 1878, at the urging of his wife, Gilman proposed the foundation of a college for women to President Eliot. Eliot approved, and seven women were chosen to design the new institution. Among them were Stella Gilman, Alice Mary "Grave Alice" Longfellow, a daughter of the famous poet, and Elizabeth Cary Agassiz, the widow of renowned naturalist Louis Agassiz. In 1879, the "Harvard Annex" for women's instruction by Harvard faculty began operations. And in 1894 the Annex was chartered by the Commonwealth of Massachusetts as Radcliffe College, with Elizabeth Cary Agassiz as its first president.
Under Harvard President A. Lawrence Lowell (1909-33), the undergraduate course of study was redesigne
A．Y
B．N
C．NG
