About three-quarters of Americans, according to surveys, think the country is on the wrong track. About two-thirds of the public disapprove of the job performance of President Bush, and an even higher number disdain Congress. The media are excited about the prospect of a wealthy businessman running for President as an independent who could tap into broad public disgruntlement with the partisan politicians in Washington. 2007 Yes. But also 1992. The main difference between the two situations is that Michael Bloomberg is richer—and saner—than Ross Perot. But one similarity might be this: the American people were wrong then and may be wrong now. The widespread pessimism in the early 1990s about the course of the country turned out to be unwarranted. The rest of the decade featured impressive economic growth, a falling crime rate, successful reform of the welfare system and a reasonably peaceful world. Perhaps the problems weren’t so bad in the first place, or perhaps the political system produced politicians, like Bill Clinton, Rudy Giuliani and Newt Gingrich, who were able to deal with the problems. But, in any case, the country got back on course. That’s not to say all was well in the 1990s, especially in foreign policy. Responsibilities in places ranging from Bosnia to Rwanda to Afghanistan were shirked, and gathering dangers weren’t dealt with. Still, the sour complaints and dire predictions of 1992—oh, my God, the budget deficit will do us in! —were quickly overtaken by events. What’ s more, the fear of many conservatives that we might be at the mercy of unstoppable forces of social disintegration turned out to be wrong. Indeed, the dire predictions were rendered obsolete so quickly that one wonders whether we were, in 1992, really just indulging in some kind of post-cold-war victory. Sometimes the public mood is…well, moody. Today we’re moody again. We are obviously fighting a difficult and, until recently, badly managed war in Iraq, whose outcome is uncertain. This accounts for much of the pessimism. It also doesn’t help that the political system seems incapable of dealing with big problems like immigration, an energy policy and health care. Still, is the general feeling that everything is going to the dogs any more justified today than it was 15 years ago Not really. Think of it this way: Have events in general gone better or worse than most people would have predicted on Sept. 12, 2001 There’s been no successful second attack here ill the U. S. —and very limited terrorist successes in Europe or even in the Middle East. We’ve had 5 1/2 years of robust economic growth, low unemployment and a stock-market recovery. Social indicators in the U. S. are mostly stable or improving—abortions, teenage births and teenage drug use are down and education scores are up a bit. As for American foreign policy since 9/11, it has not produced the results some of us hoped for, and there are many legitimate criticisms of the Bush Administration’s performance. But, in fact, despite the gloom and doom from critics left and right (including, occasionally, me), the world seems to present the usual mixed bag of difficult problems and heartening developments. The key question, of course, is the fate of Iraq. A decent outcome—the defeat of al-Qaeda in what it has made the central front in the war on terrorism and enough security so there can be peaceful rule by a representative regime—seems to me achievable, if we don’ t lose our nerve here at home. With success in Iraq, progress elsewhere in the Middle East will be easier. The balance sheet is uncertain. But it is by no means necessarily grim. The author’s attitude towards the present situation in the US is
A. confused.
B. uncertain.
C. optimistic.
D. pessimistic.
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In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. (1)处填入()。
A. latter
B. late
C. other
D. first
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. (10)处填入()。
A. formulating
B. labeling
C. patenting
D. licensing
Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk or a headstrong toddler starting to talk. No matter how many times the little ones stumble in their initial efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, around the start of middle or junior high school, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inseparately tied to their children’s success, it can be a bewildering, painful experience. So it is no wonder some parents find themselves hoping that ambition can be taught like any other subject at school.It’s not quite that simple. "Kids can be given the opportunities, but they can’t be forced," says Jaequelynne Eccles, a psychology professor at the University of Michigan who led a study examining what motivated first-and-seventh-graders in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.Dubbed Brainology, the unorthodox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. The message is that everything is within the kids’ control, that their intelligence is malleable.Some experts say our education system, with its strong emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. Some educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. "The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions," says Michael Nakkula, a Harvard education professor who runs a Boston-area mentoring program called Project IF (Inventing the Future), which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to tell them the notion that classwork is irrelevant is not true, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that they have to learn to walk before they can run. The word "bewildering" underlined in Paragraph 1 is closest in meaning to ().
A. puzzling
B. unbelievable
C. unpleasant
D. awkward
用直条表达各组段的频数或频率的是
A. 直条图
B. 圆图
C. 线图
D. 直方图
E. 散点图