题目内容
The energy crisis, which is being felt around the world, has dramatized how the careless use of the earth"s resources has brought the whole world to the brink of disaster. The over-development of motor transport, with its increase of more cars, more highways, more pollution, more suburbs, more commuting, has contributed to the near-destruction of our cities, the breakup of the family, and the pollution not only of local air but also of the earth"s atmosphere. The disaster has arrived in the form of the energy crisis. Our present situation is unlike war, revolution or depression. It is also unlike the great natural disasters of the past. Worldwide resources exploitation and energy use have brought us to a state where long-range planning is essential. What we need is not a continuation of our present serious state, which endangers the future of our country, our children, and our earth, but a movement forward to a new norm in order to work rapidly and effectively on planetary problems. This country has been falling back under the continuing exposures of loss morality and the revelation that lawbreaking has reached into the highest places in the land. There is a strong demand for moral revival and for some devotion that is vast enough and yet personal enough to enlist the devotion of all. In the past it has been only in a way in defense of their own country and their own ideals that people have been able to devote themselves wholeheartedly. This is the first time that we have been asked to defend ourselves and what we hold dear in cooperation with all the other inhabitants of this planet, who share with us the same endangered air and the same endangered oceans. There is a common need to reassess our present course, to change that course and to devise new methods through which the world can survive. This is a priceless opportunity. To grasp it we need a widespread understanding of nature if the crisis confronting us and the world is no passing inconvenience, no byproduct of the ambitions of the oil-producing countries, no environmentalists" mere fears, no byproduct of any present system of government. What we face is the outcome of the invention of the last four hundred years. What we need is a transformed life style. This new life style can flow directly from science and technology, but its acceptance depends on a sincere devotion to finding a higher quality of life for the world"s children and future generation. By comparing past problems with present ones, the author draws attention to the
查看答案
搜索结果不匹配？点我反馈
更多问题
Science is the never-ending struggle to find truth. You may dismiss this statement as the rambling of an amateur philosopher, but it holds some practical value. Truth is a temporary phenomenon. It is limited by human communication systems, technology, and skills. For example, during the Dark Ages in Europe, the world was perceived as flat. This flatness was acceptable as "truth" because travel and human knowledge of celestial phenomena were so limited that no other concept was needed. A family lived in a small area and confined its activity to a small region. This region appeared to be flat, so for all practical purposes, the earth was flat, too. When travel and exploration became widespread, and especially when ships were able to sail far out on the Atlantic, the vision of a flat earth had to change. Many observations of stars and planets and of ships" movements at sea led to new principles and to a new truth. Those who were in the position to do so could exploit the new truth about the earth"s shape and turn it into riches. The Spanish, knowing they would not fall off the edge of a flat earth, found the New World and brought gold and silver back to Spain. The situation has not changed much since the Dark Ages. Truth is still sought because it has value, and the scientific method remains the most systematic way of pursuing it. The method starts with a problem. Once the problem is well defined, information that might have an effect on it is gathered. The information is sorted and analyzed, and that which is useful is kept—to be used as a basis for general principles. In the social sciences, the principles are often used to help formulate policies. The policies ultimately are aimed at removing the problem and improving people"s lives. In economics (and in other social sciences), the pursuit of truth is slowed because human behavior cannot be subjected to the kinds of controlled experiments that are possible with white rats and guinea pigs. The economist must follow the steps in a search for new truths about economic behavior, but following them is frustrating and often leads up blind alleys. Nevertheless, problems, facts, principles, and policies must be considered in a systematic way. What does the author mean by "turn it into riches"(Paragraph 1)
At the moment the second plane was slamming into the south tower, President Bush was (1)_____ to the second-graders of Emma E. Booker Elementary in Sarasota FTA. When he arrived at the school he had been whisked (2)_____ a holding room: National Security Advisor Condoleezza Rice needed to (3)_____ to him. But he soon appeared in the classroom and listened (4)_____ as the children went through their reading drill. As he was getting ready to pose (5)_____ pictures with the teachers and kids, chief of staff Andy Card entered the room, walked (6)_____ to the President and whispered in Ms right ear. The President"s face became (7)_____ tense and serious. (8)_____ nodded, Card left and for several minutes the President seemed distracted and somber but then he (9)_____ his interaction with the class. "Really good readers, whew!" he told (10)_____ "These must be six-graders!" Meanwhile, in the room (11)_____ Bush was scheduled to give his remarks, about 200,people, (12)_____ local officials, school personnel and students, waited under the hot lights., Word of the crash began to (13)_____ reporters called their editors, but details were sparse until someone (14)_____ there was a TV in a nearby office. The President finally entered, about 35 minutes later, and (15)_____ his brief comments. "This is a (16)_____ time for America," he began. He ordered a massive (17)_____ to "hunt down the folks (18)_____ committed this act." Meanwhile the bomb dogs took a few extra passes through Air Force One, and an extra fighter escort was added. (19)_____ the President too was going to have trouble (20)_____ home.
The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for offences on the basis of the magnitude of the negative consequences cause. According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of an offence. However, in recent research, Keasey found that six-year-old children not only distinguish between accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage. Keasey"s research raises two key questions for developmental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmful acts that are preventable and those acts that have unforeseen harmful consequences Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor"s actions was justified by public duty: five year olds reacted very differently to "Bonnie wrecks Ann"s pretend house" depending on whether Bonnie did it "so somebody won"t fall over it" or because Bonnie wanted "to make Anne feel bad." Thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified: the constraints of moral absolutism no longer solely guide their judgments. Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the offender cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous. As to the punishment that children under seven are assigned to wrongdoing, Piaget suggests
Science is the never-ending struggle to find truth. You may dismiss this statement as the rambling of an amateur philosopher, but it holds some practical value. Truth is a temporary phenomenon. It is limited by human communication systems, technology, and skills. For example, during the Dark Ages in Europe, the world was perceived as flat. This flatness was acceptable as "truth" because travel and human knowledge of celestial phenomena were so limited that no other concept was needed. A family lived in a small area and confined its activity to a small region. This region appeared to be flat, so for all practical purposes, the earth was flat, too. When travel and exploration became widespread, and especially when ships were able to sail far out on the Atlantic, the vision of a flat earth had to change. Many observations of stars and planets and of ships" movements at sea led to new principles and to a new truth. Those who were in the position to do so could exploit the new truth about the earth"s shape and turn it into riches. The Spanish, knowing they would not fall off the edge of a flat earth, found the New World and brought gold and silver back to Spain. The situation has not changed much since the Dark Ages. Truth is still sought because it has value, and the scientific method remains the most systematic way of pursuing it. The method starts with a problem. Once the problem is well defined, information that might have an effect on it is gathered. The information is sorted and analyzed, and that which is useful is kept—to be used as a basis for general principles. In the social sciences, the principles are often used to help formulate policies. The policies ultimately are aimed at removing the problem and improving people"s lives. In economics (and in other social sciences), the pursuit of truth is slowed because human behavior cannot be subjected to the kinds of controlled experiments that are possible with white rats and guinea pigs. The economist must follow the steps in a search for new truths about economic behavior, but following them is frustrating and often leads up blind alleys. Nevertheless, problems, facts, principles, and policies must be considered in a systematic way. What can we infer from the fact that the world was perceived as flat
微信支付 
支付宝支付