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The American educational system is based on the idea that as many people as possible should have access to as much education as possible. This fact alone distinguishes the U.S. system from most others, since in most others the objective is as much to screen people out as it is to keep them in. The U.S. system has no standardized examinations whose results systematically prevent students from going on to higher levels of study, as the British and many other systems do. Through secondary school and sometimes in post-secondary institutions as well, the American system tries to accommodate students even if their academic aspirations and aptitudes are not high, even if they are physically (and in some cases mentally) handicapped, and even if their native language is not English.The idea that as many people as possible should have as much eductaion as possible is, of course, an outcome of the Americans’ assumptions about equality among people. These assumptions do not mean that everyone has an equal opportunity to enter Harvard, Stanford, or other highly competitive post-secondary institutions. Admission to such institutions is generally restricted to the most academically able. The less able can usaully matriculate in a post-secondary institution, as the Malaysians observed, but one of lower quality.As of March 1982, only 3 percent of all Americans aged 25 or more had completed less than five years of elementary school. Seventy-one percent of those 25 or more had completed four years of high school or gone beyond that, and 17.7 percent had completed four or more year of post-secondary education. The median number of school years completed was 12.6. The number of tertiary (that is, post-secondary) students per 100,000 inhabitants was 5,355. Some contrasts: the number of tertiary students per 100,000 in the population was 4,006 in Canada, in no other country, according to UNESCO data, was the number of post-secondary students above 2,700 per 100,000. Korea had 2,696 tertiary students per 100,000 inhabitants; Japan, 2,030; the USSR, 1,970; Argentina, 1,890; HongKong, 1,353; Malaysia, 472; and Ethiopia, 48.Naturally, an educational system that retains as many people as the American system does is likely to enroll a broader range of students than a system that seeks to educate only the few who seem especially suited for academic work. In the American system, academic rigor tends to come later than it does in most other systems. In many instances, American students do not face truly demanding educational requirements until they seek a graduate (that is, post-baccalaureate) degree. Many other systems place heavy demands on students as early as their primary years - though college may be far less demanding, as is the case in Japan. In which countries was the numbers of tertiary students above 2,700 per 100,000()
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Immediately after the Civil War, however, the diet began to change. (61) Rail transportation increased the supply and improved the quality of the milk that reached urban centers; cold storage and refrigerator cars made possible the greater consumption of fresh vegetalbes, fresh fruits, and fresh fish; and commercial canning extended the range of appetizing and healthy foods. Subsequently food statistics indicated an increased consumption of dairy products, fresh fruit, fresh vegetables, sugar and syrups, coffee, tea, cocoa, and spices. Decreased consumption was shown for meats, potatoes, and grain products. (62) By and large, the American diet continued to reflect a considerable reliance upon animal products, rather than on grains, which meant that a relatively large acreage was required to feed the American public. Whereas a grain and fish diet, such as in Japan, requires only a quarter of an acre high-yield cropland and no pasture per capita, the American diet requires about two and a half acres of cropland and ten acres of pasture per capita. Also it indicated a shift toward the so-called protective foods, toward those high in vitamins and proteins. (63) This change was greatly furthered by governmental food inspection (the Pure Food and Drug Act was passed in 1906), by the increasing use of mechanical refrigerators in the 1920’s and 1930’s and of freezers for frozen food during recent decades.In the years after World War I, a food revolution took place that was reminscent of the one that occurred after the Civil War. The output of the food-manufacturing industry quadrupled from 1900 to 1940. (64) In that interval, as we have mentioned earlier, home canning gave way to commercial canning, and the labor of housekeeping was lightened.Fortunately most of the major dietary changes that have taken place since the middle of the 19th century have resulted in better nutrition for the population. In part, these shifts have taken place because of a preference for new foods rather than old, but in part, they have been made because the new foods were advocated by nutritionists. Apparently American dietary customs were not so deeply ingrained as to prevent change in the interests of better health. (65) Possibly one factor that has contributed to the readiness of Americans to accept new foods or food preparations is the general familiarity most have with a variety of regional dishes coming from many different lands. Within a small area in New York City or San Francisco, one can find restaruants specializing in French, Italian, German, Turkish, Arabian, or Chinese cuisine. And at a Chinese restaurant in the United States the chef and waiter are as likely as not to be Oriental. This change was greatly furthered by governmental food inspection (the Pure Food and Drug Act was passed in 1906), by the increasing use of mechanical refrigerators in the 1920’s and 1930’s and of freezers for frozen food during recent decades.
Psychologists say the one factor that differentiates people who are creative from those who aren’t is belief-creative people believe they are creative. To be creative, you simply have to believe and act as if you are. Once you believe you are creative, you begin to find ideas and to imagine all kinds of probable and improbable solutions.Here are a few techniques to help you get started looking for ideas you may already have in your mind.Play a different role. Suppose you want to improve your company’s training program. Play the role of another person. Write, from the perspective of that role, what changes the person would make. Record any interesting thoughts or new ideas.Randomly pick something and compare it with your problem. Open a dictionary and randomly, without looking, pick a word. Force yourself to make a comparison between the problem and the word.Suppose you are having a problem with a manager and you randomly pick the word "pencil". You might list the characteristics of the pencil and determine how those characteristics are like your problem.Imagine you have a magic wand (魔杖). Consider what changes or actions you will use the wand to create, especially those that wouldn’t normally be possible. After letting your imagination run, ask yourself what specific features of those wishes particularly appeal to you. Think of some feasible changes of actions that embody some of those specific features.Think outrageously. The more incredible and divergent from conventional thinking an idea is, the greater the possibilities for new twists. A frozen-fish processor used this technique. A line of his frozen fish tasted bland and boring. He tried everything to improve the taste, including keeping the fish alive in holding tanks until he put a predator (食肉动物) in the holding tank with fish. The fish kept moving to escape the predator and they retained their vitality and flavor.Challenge assumptions. Reserve the assumptions you make about problems. List the assumptions and write the opposite. Henry Ford challenged the practice of having workers to go where building materials were kept. In order to build cars, by creating a system that brought the materials to the workers instead. With this reversal, the assembly line was born.Be an artist. Write a poem about your job. Poetry helps give a voice to your wildest imagination, which may lead to new ideas.Try the above methods and test if your creativity might be somewhat improved. All the following things you are advised to do, according to the author, make one creative EXCEPT().
在本节中，你将听到10个简单话语，请从[A]，[B]，[C]三个选项中选出一个最佳应答，并标在试卷的相应位置。每个话语后有20秒停顿，以便选择答案和阅读下一问题。每话语读两遍。
阳明腑证应除外下列哪项( )
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