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TEXT E The relationship between the home and market economies has gone through two distinct stages. Early industrialization began the process of transferring some production processes (e.g., cloth making, sewing and canning foods) from the home to the market place. Although the home economy could still produce these goods, the processes were laborious and the market economy was usually more efficient. Soon, the more important second stage was evident—the marketplace began producing goods and services that had never been produced by the home economy, and the home economy was unable to produce them (e.g., electricity and electrical appliances, the automobile, advanced education, sophisticated medical care). In the second stage, the question of whether the home economy was less efficient in producing these new goods and services was irrelevant; if the family were to enjoy these fruits of industrialization, they would have to be obtained in the marketplace. The traditional ways of taking care of these needs in the home, such as in nursing the sick, became socially unacceptable (and, in most serious cases, probably less successful). Just as the appearance of the automobile made the use of the ’horse-drawn carriage illegal and then impractical, and the appearance of television changed the radio from a source of entertainment to a source of background music, so most of the fruits of economic growth did not increase the options available to the home economy to either produce the goods or services or purchase them in the market. Growth brought with it increased variety in consumer goods, but not increased flexibility for the home economy in obtaining these goods and services. Instead, economic growth brought with it increased consumer reliance on the marketplace. In order to consume these new goods and services, the family had to enter the marketplace as wage earners and consumers. The neoclassical model that views the family as deciding whether to produce goods and services directly or to purchase them in the marketplace is basically a model of the first stage. It cannot accurately be applied to the second stage. It can be seen form the passage that in the second stage ______.
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请补充函数fun()，该函数的功能是：依次取出字符串中所有的小写字母以形成新的字符串，并取代原字符串。 注意：部分源程序给出如下。 请勿改动主函数main和其他函数中的任何内容，仅在函数fun()的横线上填入所编写的若干表达式或语句。 试题程序： #include＜stdio.h＞ #include＜conio.h＞ void fun(char *s) int i=0; char *p=s; while( 【1】 ) if (*p＞=’a’&&*p＜=’z’) s[i]=*p; 【2】 ; p++; s[i]= 【3】 ; main() char str[80]; clrscr(); printf("\nEnter a string:"); gets(str); printf("\n\nThe string is:\%s\n",str); fun(str); printf("\n\nThe string of changing is:\%s\n",str);
TEXT C No one can be a great thinker who does not realize that as a thinker it is her first duty to follow her intellect to whatever conclusions it may lead. Truth gains more even by the errors of one who with due study and preparation thinks for himself, than by the true opinions of those who only hold them because they do not Suffer themselves to think. Note that it is solely, of chiefly, to form great thinkers that freedom of thinking is required. On the contrary, it is as much or even more indispensable to enable average human beings to attain the mental stature which they are capable of. There have been and many again be great individual thinkers in a general atmosphere of mental slavery. But there never has been, nor ever will be, in that atmosphere an intellectually active people. Where any of heterodox speculation was for a time suspended, where there is a tacit convention that principles are not to be disputed: where the discussion of the greatest questions which can occupy humanity is considered to be closed, we cannot hope to find that generally high scale of mental activity which has made some periods of history so remarkable. Never when controversy avoided the subjects which are large and important enough to kindle enthusiasm was the mind of a people stirred up fro9m its foundation and the impulse given which raised even persons of the most ordinary intellect to something of the dignity of thinking beings. She who knows only her own side of the case knows little of that. Her reasons may be food, and no one may have been able to refute them. But if she s equally unable to refute the reasons of the opposite side; if she does not so much as know what they are, she has no ground for preferring either opinion. The rational position for her would be suspension of judgment, and unless she contents herself with that, she is either led by authority, or adopts, like the generality of the world the side to which she feels the most inclination. Nor is it enough that she should heat the arguments of adversaries from her own teachers, presented as they state them, and accompanied by what they offer as refutations, That is not the way to do justice to the arguments, or bring them into real contact with her own mind. She must be able to hear them form persons who actually believe them’; who defend them in earnest, and do their very utmost for them. She must know them in their most plausible and persuasive form; she must feel the whole force of the difficulty which the true view of the subject has to encounter and dispose of; else she will never really possess herself of the portion of truth which meets and removes that difficulty. Ninety-nine in a hundred of what are called educated persons are in this condition; even of those who can argue fluently for their opinions. Their conclusion may be true, but it might be false for anything they know; they have never thrown themselves into the mental position of those who think differently form them and considered what such persons may have to say; and consequently they do not, in any proper sense of the word, know the doctrines which they themselves profess. According to the author, in a great period such as the Renaissance we may expect to find ______.
It looks like a terrible tiger but actually, () of pressed paper, it softens when damp and is washed away in a heavy rain.
Questions 14 to 17 are based on the following passage. At the end of the passage, you will be given 20 seconds to answer the questions. Now listen to the passage. What will the speaker probably do next
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