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试论各国膳食结构的特点。
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Passage One Just 30 years ago some 700 million people lived in cities. Today the number stands at 1,800 million, and by the end of the century it will be up to 3,000 million-more than half the world’s estimated population. By the year 2000 an estimated 650 million people will crowd into 60 cities of five million or more-three quarters of them in the developing world. Only a single First World city-metropolitan Tokyo, which will have 24 million people-is expected to be among the global top five; London, ranked second in 1950 with ten million people, will not even make 2000’s top 25. In places where rates of natural population increase exceed three percent annually-meaning much of the Third World-that alone is enough to double a city’s population within 20 years. But equally powerful are the streams of hopeful migrants from the countryside. What faces and confuses urban planners is the huge scale of these trends. There have never been cities of 30 million people, let alone ones dependent on roads, sewer and water supplies barely adequate for urban areas a tenth that size. And the flood of new arrivals in swelling Third World cities far overtakes the supply of jobs-particularly as modem industries put a premium on technology rather than manpower. So it will be virtually impossible to find permanent employment for 30 to 40 percent of the 1,000 million new city inhabitants expected by the year 2000. Despite the terrible conditions that the city newcomers face, their numbers are growing at rates as much as twice that of the cities themselves-and every step taken to improve their living conditions in the slums only attracts more migrants. The author uses Tokyo as an example mainly to show that ______
假定你是某地的一名政府工作人员，为号召广大网民更好地抵制网络谣言的传播，请根据“给定资料”并联系实际情况拟写一份《抵制网络谣言倡议书》。 [要求] (1)内容具体，符合实际； (2)用语得体，通俗易懂； (3)不必拘泥于格式； (4)字数不超过400字。
Passage Four It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 sixth-graders from low-income homes where English rarely was spoken, and the best reader among them was two years below grade level. So, what the beck, he decided to teach them Shakespeare. Five families agreed to let their children play "Macbeth" for two hours after school. This proved to be so much fun that, within weeks, Esquith had 28 kids happily soaking up the drama of blood and betrayal in medieval Scotland. They were learning many words they had never heard before. But when Esquith asked a school district supervisor for official approval, he received this note: " Mr. Esquith, it is not appropriate that you stay after school to teach Shakespeare. It would be better if you did something with the children that is academic. " It would not be the last time that the narrow thinking of bigcity school administration got in Esquith’s way. Yet the bearded, 6-foot-tall cyclone has proved that a teacher who thinks very big— much harder lessons, larger projects, extra class time—can help disadvantaged children in ways most educators never imagine. This was difficult at first, until he stumbled upon a concept of teaching that is at the core of his success. American children, even those from hardworking immigrant cultures, have in Esquith’s view been wrongly taught that learning should always be fun, by teachers who think hard lessons are bad for kids from low-income homes. When faced with something difficult, such ’students don’t know what to do. The Declaration of Independence says Americans are entitled to the pursuit of happiness, but the emphasis in public schooling has been on the happiness, he believes. "What happened to pursuit" Esquith said. So he has created an entirely new universe in his classroom, cherishing effort and the slogan, "There Are No Shortcuts". As for their own dramatic performances, Esquith got around the original ban on his after-school "Macbeth" rehearsals by switching to Thornton Wilder’s " Our Town. " When that class finally performed the Shakespeare play, a school district supervisor showed up. The high-ranking district administrator came up afterward and shook his hand. "Rare," she said, " I’ve never seen Shakespeare done better. " What is the main idea of the passage
Passage One Just 30 years ago some 700 million people lived in cities. Today the number stands at 1,800 million, and by the end of the century it will be up to 3,000 million-more than half the world’s estimated population. By the year 2000 an estimated 650 million people will crowd into 60 cities of five million or more-three quarters of them in the developing world. Only a single First World city-metropolitan Tokyo, which will have 24 million people-is expected to be among the global top five; London, ranked second in 1950 with ten million people, will not even make 2000’s top 25. In places where rates of natural population increase exceed three percent annually-meaning much of the Third World-that alone is enough to double a city’s population within 20 years. But equally powerful are the streams of hopeful migrants from the countryside. What faces and confuses urban planners is the huge scale of these trends. There have never been cities of 30 million people, let alone ones dependent on roads, sewer and water supplies barely adequate for urban areas a tenth that size. And the flood of new arrivals in swelling Third World cities far overtakes the supply of jobs-particularly as modem industries put a premium on technology rather than manpower. So it will be virtually impossible to find permanent employment for 30 to 40 percent of the 1,000 million new city inhabitants expected by the year 2000. Despite the terrible conditions that the city newcomers face, their numbers are growing at rates as much as twice that of the cities themselves-and every step taken to improve their living conditions in the slums only attracts more migrants. Which of the following is the main topic of this passage
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