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For more than 40 years, a controlling insight in my educational philosophy has been the recognition that no one has ever been -- no one can be -- educated in school or college.46) That would be the case if our schools and colleges were at their very best, which they certainly are not, and even if the students were among the best and the brightest as well as conscientious in the application of their powers.The reason is simply that youth itself -- immaturity -- is an unconquerable obstacle to becoming educated. Schooling is for the young. Education comes later, usually much later. 47) The very best thing for our schools to do is to prepare the young for continued learning in later life by giving them the skills of learning and the love of it. Our schools and colleges are not doing that now, but that is what they should be doing.48) To speak of an educated young person or of a wise young person, rich in the understanding of basic ideas and issues is as much a contradiction in terms as to speak of a round square. The young can be prepared for education in the years to come, but only mature men and women can become educated, beginning the process of their 40s and 50s and reaching some amount of genuine insight, sound judgment and practical wisdom after they have turned 60.This is what no high school or college graduates know or can understand. As a matter of fact, most of their teachers do not seem to know it. 49) In their obsession with covering ground and in the way in which they test or examine their students, they certainly do not act as if they understood that they were only preparing their students for education in later life rather than trying to complete it within the realms of their institutions.There is, of course, some truth in the ancient insight that awareness of ignorance is the beginning of wisdom. But, remember, it is just the beginning. From there on one has to do something about it. 50) And to do it intelligently one must know something of its muses and cures -- why adults need education and what, if anything, they can do about it. That would be the case if our schools and colleges were at their very best, which they certainly are not, and even if the students were among the best and the brightest as well as conscientious in the application of their powers.
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Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) . 7（）
Niall FitzGerald would have liked to leave Unilever in a blaze of glory when he retires at the end of September. The co-chief executive of the Anglo-Dutch consumer-goods group was one of the godfathers of Unilever’s "Path to Growth" strategy of focusing on its brands, which was launched five years ago. But the plan failed to deliver on many of its promises. On September 20th, Unilever warned that it would not report its promised double-digit growth in profits this year. It is a tough time for producers of branded consumer goods. Unilever and its competitors have to cope with pressure on prices and stiff competition from supermarkets’ own brands. Colgate-Palmolive warned of lower profits on the same day. Nestle recently disappointed investors with its latest results. Even so, Unilever admits the bulk of its troubles are self-inflicted. The "Path to Growth" strategy aimed to make the firm more efficient. Unilever saved about 4 billion euro ( $ 4.9 billion) in costs over the past five years and reduced its portfolio of brands from 1,600 to some 450. But it still failed to meet its targets for profit and sales, reporting a sales decline of 0.7% for the second quarter of this year. Andrew Wood at Sanford Bernstein, an investment-research firm, thinks the main problem is under-investment in advertising and marketing, an infatuation with brands and unrealistic performance targets. Unilever cut its ad and marketing expenditure at the worst moment, says Mr. Wood. Com- moditised products are especially: vulnerable to the onslaught of retailers’ own brands. In margarine, for instance, retailers’ own brands now capture as much as one-fifth of the market. Unilever also over-extended some successful brands, for instance Bertolli’s olive oils and pasta sauces. According to Mr. Wood, Unilever can sustainably grow its business about 3% a year; it was shooting for 5-6%. Unilever’s chief financial officer (CFO) counters that consumers look for a product and then buy a brand, so his firm needs to focus on brands. Unilever intends to step up its marketing efforts, although ad spending is supposed to remain at current levels. At present, Unilever spends 14.5% of sales on ads. But even the CFO admits the company has "issues of competitiveness". After seven quarters of disappointing performance, it needs to regain credibility with investors. Over the next few months, management will rethink its strategy for the next five-year plan. Patrick Cescau, a Frenchman who will take over from Mr. FitzGerald, is inheriting a tricky legacy. In the eyes of Unilever, its troubles mainly lie in
某工程计划3个月完成，每月计划完成工程量依次为600m3、1 000m3、800m3，计划单价为20元/m3；工程按计划开工，但工期延长1个月，每月实际完成工程量依次为300 m3， 800m3，900m3，400m3，每月实际单价依次为20元/m3，20元/m3，23元/m3，23元/m3。则对该工程第3月末的投资偏差表述正确的是( )。
Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of clear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , caused a great deal of (20) . 2（）
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