Physical life, which has often been depreciated from the moral point of view, is not indeed by itself supreme, but it is certain that much evil charged to a bad will is due to morbid or defective conditions of the physical organism. One would be ashamed to write such a truism were it not that our juvenile courts and our prison investigations show how far we are from having sensed it in the past. And our present labor conditions show how far our organization of industry is from any decent provision for a healthy, sound, vigorous life of all the people. This war is shocking in its destruction, but it is doubtful if it can do the harm to Great Britain that her factory system has done. And if life is in one respect less than ideals, in another respect it is greater; for it provides the possibility not only of carrying out existing ideals but of the birth of new and higher ideals. Social interaction likewise has been much discussed but is still very inadequately realized. The great possibilities of cooperation have long been utilized in war. With the factory and commercial organization of the past century we have hints of their economic power. Our schools, books, newspapers, are removing some of the barriers. But how far different social classes are from any knowledge, not to say appreciation, of each other! How far different races are apart! How easy to inculcate national hatred and distrust! The fourth great problem which baffles Wells’s hero in the Research Magnificent is yet far from solution. The great danger to morality in America lies not in any theory as to the subjectivity of the moral judgment, but in the conflict of classes and races. Intelligence and reason are in certain respects advancing. The social sciences are finding tools and methods. We are learning to think of much of our moral inertia, our waste of life, our narrowness, our muddling and blundering in social arrangements, as stupid — we do not like to be called stupid even if we scorn the imputation of claiming to be “good”. But we do not organize peace as effectively as war. We shrink before the thought of expending for scientific investigation sums comparable with those used for military purposes. And is scholarship entitled to shift the blame entirely upon other interests? Perhaps if it conceived its tasks in greater terms and addressed itself to them more energetically it would find greater support. And finally the process of judgment and appraisal, of examination and revaluation. To judge for the sake of judging, to analyze and evaluate for the sake of the process hardly seems worthwhile. But if we supply the process with the new factors of increased life, physical, social, intelligent, we shall be compelled to new valuations. Such has been the course of moral development; we may expect this to be repeated. The great war and the changes that emerge ought to set new tasks for ethical students. As medievalism, the century of enlightenment, and the century of industrial revolution, each had its ethics, so the century that follows ought to have its ethics, roused by the problem of dealing fundamentally with economic, social, racial, and national relations, and using the resources of better scientific method than belonged to the ethical systems which served well their time.1. “The war” the author refers to in the passage is （ ）.2.Which of the following proverbs / sayings best expresses the meaning of the writer’s opinion?3.The last great problem which baffles Wells’s hero in The Research Magnificent is（ ）.4.According to the author, moral progress involves （ ）.5.From the text we may deduce that the author views moral development in the future with （ ）.
A.the civil war B.World War I C.World War II D.the war in Vietnam
问题2：
A.A man’s reach should exceed its grasp. B.A healthy mind is in a healthy body. C.Destiny is in your own hands. D.None of the above.
问题3：
A.sex B.jealousy C.prejudice D.fear
问题4：
A.a process of logical deduction B.insight into the nature of things as they are C.the conviction that moral life is a process involving social inter
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Alexander the Great’s conquests in the Eastern Mediterranean initiated a series of profound cultural transformations in the ancient centers of urban civilization of the Fertile Crescent. The final destruction of native rule and the imposition of an alien elite culture instigated a cultural discourse—Hellenism—which irrevocably marked all participants, both conquerors and the conquered. This discourse was particularly characterized by a transformation of indigenous cultural traditions, necessitated by their need to negotiate their place in a new social order. As Bowerstock has argued，the process of Hellenization did not accomplish the wholesale replacement of indigenous cultural traditions with Greek civilization. Instead, it provided a new cultural vocabulary through which much pre-existing cultural tradition was often able to find new expression. This phenomenon is especially intriguing as it relates to language and literacy. The ancient civilizations of the Syro-Mesopotamian and Egyptian cultural spheres were, of course, literate, possessing indigenous literary traditions already of great antiquity at the time of the Macedonian conquests. The disenfranchisement of traditional elites by the imposition of Greek rule had the related effect of displacing many of the traditional social structures where in indigenous literacy functioned and was taught—in particular，the institutions of the palace and the temple. A new language of power, Greek, replaced the traditional language of these institutions. This had the unavoidable effect of displacing the traditional writing systems associated with these indigenous languages. Traditional literacy’s longstanding association with the centers of social and political authority began to be eroded.
Naturally, the eclipse of traditional, indigenous literacy did not occur overnight. The decline of Cuneiform and Hieroglyphic literacies was a lengthy process. Nor was the nature of their respective declines identical. Akkadian, the ancient language of Mesopotamian court and temple culture, vanished forever, along with cuneiform writing, in the first century CE. Egyptian lived on beyond the disappearance of hieroglyphic in the fourth century CE in the guise of Coptic, to succumb as a living, spoken language of daily social intercourse only after the Islamic conquest of Egypt. Even then, Coptic survives to this day as the liturgical language of the Coptic Orthodox Church. This latter point draws attention to an aspect of the decline of these indigenous literacies worthy of note: it is in the sphere of religion that these literacies are often preserved longest, after they have been superseded in palace circles—the last dated cuneiform text we have is an astrological text; the last dated hieroglyphic text is a votive graffito. This should cause little surprise. The sphere of religion is generally one of the most conservative of cultural subsystems. The local need to negotiate the necessities of daily life and individual and collective identity embodied in traditional religious structures is slow to change and exists in ongoing dialogue with the more readily changeable royal and /or state ideologies that bind various locales together in an institutional framework.The process of “Hellenization” of the ancient cultures of the Eastern Mediterranean provides us, then, with an opportunity to observe the on-going effect on traditional, indigenous literacy of the imposition of a new status language possessed of its own distinct writing system. The cultural politics of written and spoken language-use in such contexts has been much discussed and it is clear that the processes leading to the adoption of a new language—in written form, or spoken form, or both—in some cultural spheres and the retention of traditional languages in others are complex. Factors including the imposition of a new language from above,adoption of a new language of social prestige from below，as well as preservation of older idioms of traditional status in core cultural institutions, must have affected different sectors of a co
Last year, the government asked the University of Nottingham to carry out research on the skills of university students. The findings confirm the disquiet of employers at the lack of basic skills they observe in some graduates. British universities have usually admitted only the best students, so it is surprising to read about these findings.The research showed that less than one university student in five achieves the levels expected of bright 18-year-olds in all three of the key skills of communication, the application of number, and information technology.Some have argued that there are two other key skill areas where students might be expected to show some ability—improving their own learning, and working with others. If we add in these skill areas, the research show that only about a dozen students among nearly two hundred tested across ten universities scored top marks.Not many universities focus on these general, basic skills. Indeed, many universities assume that their highly-qualified incoming students have all these skills. But are they right to assume that? If they are not, then university educators may have to start paying more attention to develop such skills than they have in the past.It is of course possible to get a good degree, even form a top-class university, and not necessarily have all-round skills necessary for operating in employment and everyday situations. Some graduates are not at IT; others have difficulty in the application of number skills. Many are poor in communication skills in speech, or writing, or both. For example, many employers note that even highly-qualified graduates have difficulty in giving a clear explanation of something they understand to a group of people listening.Achievement of these skills is not normally requires in high school; however, one might expect students to be better in these skills than they are.The results from the University of Nottingham survey need to be treated with some care; the sample was small, and we only assessed students who could be present at certain times of the day; we were not able to asses every aspect of every skill. But even if we double the number of students tested who achieved level 3 on our tests—just below the minimum level required by employer—two-thirds of first-year students would not achieve these minimum levels.Each of the students took part in a two-and-a-half hour assessment session. During this session they completed pencil-and-paper tests. They also did a group exercise and presentation during which they had to work with others, and then each in turn present an oral report In addition, they were asked to complete a self-report questionnaire covering their knowledge and experience of IT.Many would argue that being brilliant in any one or two of these skills is not enough; students should really have an all-around ability in all these skill areas. The story is much less encouraging when we look at success in a combination of skills. Only about five percent of those sampled achieved acceptable levels in all five skill areas.The fact is that university courses vary a great deal. In some instances, they allow students to do very well at certain things that are highly valued within their academic field. However, these qualities may not transfer easily to other situations.Many employers go to particular institutions, and particular degree subjects, hoping to fin
He is （ ）of a musician.
A.anybody B.anyone C.somebody D.something
Because of the strong sun the new sitting-room curtains have （ ）from dark blue to grey.
A.fainted B.paled C.bleached D.faded
