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Text … In contrast, San Francisco【C1】__Japan of its colonial empire and armed【C2】_

Text

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In contrast, San Francisco【C1】______Japan of its colonial empire and armed【C2】______but sought to cultivate reform【C3】______the nation' s politics, to【C4】______its economy and standard of living, and to bring Japan back into the【C5】______of nations. Keeping Japan【C6】______the US side during the early days of the Cold War was part, but not all, of the American motive.

The five decades of good【C7】______between the two countries is【C8】______in the world today, when there are so many【C9】______and hate between countries, peoples and religions. Japanese believe【C10】______Buddhism while Americans are Christians. Japanese are【C11】______less diverse than Americans. Japanese【C12】______pride in social harmony, Americans in【C13】______. Japanese【C14】______their obligations, Americans to their fights. Japanese seek agreement in【C15】______decisions, Americans decide in an adverserial fashion.

Why, then, a half-century of【C16】______？ The reasons are partly idealistic but【C17】______pragmatic. Japanese share the principles of democracy【C18】______they【C19】____________it quite differently. Culturally many Japanese are【C20】____________by the art, music and some of the lifestyles of Americans. A smaller number of Americans are drawn by what they consider to be the exotic nature of Japan.

…

【C1】

A．took

B．deducted

C．decreased

D．stripped

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更多“Text … In contrast, San Franci…”相关的问题

第1题

What kind of writing techniques does the author use in the text？（)

A.Exemplification

B.Definition

C.comparison and contrast

D.All of the abov

E.

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第2题

Text 4Jill Ker Conway ,president of Smith ,echoes the prevailing view of contemporary tech

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.

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第3题

【B18】A．For contrastB．With contrastC．In contrastD．To contrast

【B18】

A．For contrast

B．With contrast

C．In contrast

D．To contrast

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第4题

______, the lives of girls in well-to-do families were often very sheltered.

A.In contrast

B.In the contrast

C.By a contrast

D.By the contrast

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第5题

【C11】A．With contrastB．In contrastC．On contrastD．For contrast

【C11】

A．With contrast

B．In contrast

C．On contrast

D．For contrast

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第6题

【B11】A．With contrastB．In contrastC．On contrastD．For contrast

【B11】

A．With contrast

B．In contrast

C．On contrast

D．For contrast

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第7题

She had almost failed the exam, but her sister, （) , had done very well.

A.by contrast

B.contrast

C.with contrast

D.contrasting

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第8题

39_____.[A]fact[B]contrast[C]addition[D]consequence

39_____.

[A]fact

[B]contrast

[C]addition

[D]consequence

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第9题

In _________ to the hot days, the nights are bitterly cold.

A.comparison

B.contrast

C.retrospect

D.relevance

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第10题

写出以下单词的中文意思：contrast n.

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