题目内容
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What was the 19th topic related with on the ministerial meeting of WTO？
A．Cotton importation and exportation.
B．Protecting farmers in developing countries.
C．The elimination of trade protection.
D．Food safety and the environment.
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更多“What was the 19th topic relate…”相关的问题
What major development in the 19th century led to a great economic boom for the cowboy？
A．The cow town settlements.
B．The construction of the railroads.
C．The pioneer settlements.
D．The use of modern technology.
How did things get this way？ To answer that we have to go back almost a thousand years. Around 1100, Europe at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics." The effect was rather as if we were visited by beings from another solar system. These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew. During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by 1350 someone who wanted to learn about science could find better teachers than Aristotle in his own era. But schools change slower than scholarship. In the 19th century the study of ancient texts was still the backbone of the curriculum. What tipped the scales, at least in the US, seems to have been the idea that professors should do research as well as teach. This idea was imported from Germany in the late 19th century. Beginning at Johns Hopkins in 1876, the new model spread rapidly. Writing was one of the casualties. Colleges had long taught English composition, But how do you do research on composition？ The professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition？ What should they do research on？ The closest thing seemed to be English literature.
And so in the late 19th century the teaching of writing was inherited by English professors. This had two drawbacks: (a) an expert on literature need not himself be a good writer, any more than an art historian has to be a good painter, and (b) the subject of writing now tends to be literature, since that's what the professor is interested in.
It' s no wonder if this seems to the student a pointless exercise, because we' re now three steps removed from real work: the students are imitating English professors, who are imitating classical scholars, who are merely the inheritors of a tradition growing out of what was, 700 years ago, fascinating and urgently needed work.
The other big difference between a real essay and the things they make you write in school is that a real essay doesn't take a position and then defend it. That principle, like the idea that we ought to be writing about literature, turns out to be another intellectual hangover of long forgotten origins.
It's often mistakenly believed that medieval universities were mostly seminaries. In fact they were more law schools. And at least in our tradition lawyers are advocates, trained to take either side of an argument and make as good a case for it as they can. Whether cause or effect, this spirit pervaded early universities. The study of rhetoric, the art of arguing persuasively, was a third of the undergraduate curriculum. And after the lecture the most common form. of discussion was the disputation. This is at least nominally preserved in our present-day thesis defense: most people treat the words thesis and dissertation as interchangeable, but originally, at least, a thesis was a position one took and the dissertation
A．Y
B．N
C．NG
M: Some of these books aren't so old though. See？ This Mystery was published only six years ago: It cost 75 cents. You can't beat that.
W: Hey, look at this!
M: What! Are you getting interested in 19th century poetry all of a sudden？
W: No. Look here. Someone gave this book as a present and wrote a note on the inside of the front cover. It's dated 1893. Maybe it's worth something.
M: Everything on that shelf is worth 50 cents.
W: But if this is the signature of someone who is well known, it might bring a lot more. I hear Shakespeare's signature is worth about a million dollars.
M: Oh？ I can hardly read what that one says. Who wrote it？
W: The name looks like "Harold Dobson." Maybe "Dobbins"？ Wasn't he a politician or something？ I'm going to buy this book and see if I can find a name like that in the library.
M: Good luck. Your poetry book may make you rich, but I'll bet my 75-cent Mystery is a good buy.
(23)
A．In a library.
B．In a school.
C．In a bookstore.
D．In a publishers' office.
听力原文： Reading to oneself is a modern activity which was almost unknown to the scholars of the classical and medieval worlds, while during the fifteenth century the term "reading" undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.
One should be careful, however, in assuming that silent reading came about simply because reading aloud is a distraction to others. Examination of factors related to the historical development of silent reading reveals that it became the usual mode of reading for most adult reading tasks mainly because the tasks themselves changed in character.
The 19th century saw a steady gradual increase in literacy, and thus in the number of readers. As readers increased, so the number of potential listeners decreased, and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices. There reading aloud would cause distraction to other readers.
Towards the end of 20th century there was still considerable argument over whether books should be used for information, and over whether the reading material such as newspapers was in some way mentally weakening. Indeed this argument remains with us still in education. However, whatever its virtues are, the old shared literacy culture had gone and was replaced by the mass media on the one hand and by books and magazines for a specialized readership on the other. The social, cultural, and technological changes in the century had greatly altered what the term "reading" implied.
26．Why was reading aloud commonplace before the 19th century？
27.What did the development of silent reading during the 19th century indicate？
28.What are educationalists still arguing about？
29.What is the speaker attempting to do？
(33)
A．Silent reading had not been discovered.
B．Few people could read for themselves.
C．People relied on reading for entertainment.
D．There were few places available for private reading.
听力原文： In the 18th century French economists protested the excessive regulation of business by the government. Their motto was laisser faire. Laisser faire means let the people do as they choose. In the economic sense, this meant that while the government should be responsible for things like maintaining peace and protecting property rights, it should not interfere with private business. It shouldn't create regulations that might hinder business growth, nor should it be responsible for providing subsidies to help. In other words, governments should take a hands-off approach to business.
For a while in the United States, laisser faire was a popular doctrine. But things quickly changed. After the Civil War, politicians rarely opposed the government's generous support of business owners. They were only too glad to support government land grants and loans to railroad owners, for example. Their regulations kept tariffs high and that helped protect American industrialists against foreign competition. Ironically in the late 19th century, a lot of people believed that the laisser faire policy was responsible for the country's industrial growth. It was generally assumed that because business owners did not have a lot of external restrictions placed on them by the government, they could pursue their own interests, and this was what made them so successful. But in fact, many of these individuals would not have been able to meet their objectives if not for government support.
Questions 33 to 35 are based on the passage you have just heard.
33. What does the passage mainly talk about？
34. Who first used the motto laisser faire？
35. What is the principal idea of the laisser faire policy？
(30)
A．Competition in business.
B．Government grants.
C．A type of economic policy.
D．International transportation practices.
听力原文： Today I would like to talk about the early days of movie making in the late 19th and early 20th centuries. Before the pioneering films of D. W. Griffith, film makers were limited by several misguided conventions of the era. According to one, the camera was always fixed at the viewpoint corresponding to that of the spectator in a theater, a position now known as the long shot. It was another convention that the position of the camera never changed in the middle of a scene. In last week's films we saw how Griffith ignored both these limiting conventions and brought the camera closer to the actor. This shot, now known as a full shot, was considered revolutionary at the time, for the Love of Cold was the name of the film in which we saw the first use of the full shot. After progressing from the long shot to the full shot, the next logical step for Griffith was to bring in the camera still closer, in what is now called the close-up. The close-up had been used before, though only rarely and merely as a visual stunt, as for example in Edwin S. Poter's The Great Train Robbery which was made in 1903. But not until 1908, in Griffith's movie called After Many Years was the dramatic potential of the close-up first exploited. In the scene from After Many Years that we're about to see, pay special attention to the close-up of Annie Lee's worried face as she awaits her husband's return. In 1908 this close-up shocked everyone in the Biograph Studio. But Griffith had no time for argument. He had another surprise even more radical to offer. Immediately following the close-up of Annie he inserted a picture of the object of her thoughts, her husband cast away on a desert isle. This cutting from one scene to another without finishing either of them brought a torrent of criticism on the experimenter.
(33)
A．Close-up shots.
B．Full shots.
C．Long shots.
D．Action shots.
The environmental crisis is the result of success in cutting down the morality of infants (which has given us the population explosion), success in increasing farm output sufficiently to prevent mass famine, success in getting people out of the tenements of the 19th century city and into the greenery anti privacy of single family home in the suburbs (which has given us urban sprawl and traffic jams). The environmental crisis, in other words, is the result of doing too much of the right sort of thing at large.
To overcome the problems that success always creates, one mast build on it. But where to start？ Cleaning up the environment requires determined, sustained effort with clear targets and deadlines it needed, above all, concentration of effort. Up to now we have tried to do a little bit of everything, what we ought to do first is to draft a list of priorities.
This passage assumed the desirability of ______.
A．living in comfortable family life-style
B．setting disputes peacefully
C．combating cancer and heart disease with energetic research
D．having greater government involvement in people's daily life
When some 19th New Yorkers said "Harlem", they meant almost
all of Manhattan above 86th Street. Toward the end of the century,
however, a group of citizens in upper Manhattan want, perhaps, to 【S1】______
shape a closer and more precise sense of community designated a
section that they wished to have known as Harlem. The chosen area
was the Harlem which Blacks were moving in the first decades of the 【S2】______
new century as they left their old settlements on the middle and lower
blocks of the West Side.
As the community became predominantly Black, the very word
"Harlem" seemed to lose its old mean. At times it was easy to forget 【S3】______
that "Harlem" was originally the Dutch name "Harlem", the 【S4】______
community it described had been founded by people from Holland,
and that for most of its three centuries-it was first settled in the
sixteen hundreds-it had been preoccupied by White New Yorkers. 【S5】______
"Harlem" became synonymous to Black life and Black style. in 【S6】______
Manhattan. Blacks living there used the word as though they had
coined it on themselves-not only to designate their area of residence 【S7】______
but to express their sense of the various qualities of its life and
atmosphere. As the years passed, "Harlem" asserted an even larger 【S8】______
meaning. In the words of Adam Clayton Powell, Sr., the pastor of the
Abyssinian Baptist Church, Harlem "became the symbol of liberty and
the Promised Land to Negroes everywhere".
By 1919, Harlem's population had grown by several thousand. It
had received its share of wartime migration from the South, the
Caribbean, and parts of colonial Africa. Some of the new arrivals
merely lived in Harlem; it was New York they had come to, looking 【S9】______
for jobs and for all the other legendary opportunities of life in the city.
To others who migrated to Harlem, New York was merely the city
in which they found themselves: Harlem was exactly what they 【S10】______
wished to be.
【S1】
