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It’s very interesting to note where the debate about diversity (多样化) is taking place. It is taking place primarily in political circles. Here at the College Fund, we have a lot of contact with top corporate (公司的) leaders; none of them is talking about getting rid of those instruments that produce diversity. In fact, they say that if their companies are to compete in the global village and in the global market place, diversity is an imperative. They also say that the need for talented, skilled Americans means we have to expand the pool of potential employees. And in looking at where birth rates are growing and at where the population is shifting, corporate America understands that expanding the pool means promoting policies that help provide skills to more minorities, more women and more immigrants. Corporate leaders know that if that doesn’t occur in our society, they will not have the engineers, the scientists, the lawyers, or the business managers they will need. Likewise, I don’t hear people in the academy saying "Let’s go backward. Let’s go back to the good old days, when we had a meritocracy (不拘一格选人才)” (which was never true—we never had a meritocracy, although we’ve come closer to it in the last 30 years). I recently visited a great little college in New York where the campus has doubled its minority population in the last six years. I talked with an African American who has been a professor there for a long time, and she remembers that when she first joined the community, there were fewer than a handful of minorities on campus. Now, all of us feel the university is better because of the diversity. So where we hear this debate is primarily in political circles and in the media—not in corporate board rooms or on college campuses. The author’s attitude towards diversity is______.
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Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened (61) As was discussed before, it was not (62) the 19th century that the newspaper became the dominant pre-electronic (63) , following in the wake of the pamphlet and the book and in the (64) of the periodical. It was during the same time that the communications revolution (65) up, beginning with transport, the railway, and leading (66) through the telegraph, the telephone, radio, and motion pictures (67) the 20th-century world of the motor car and the air plane. Not everyone sees that process in (68) . It is important to do so. It is generally recognized, (69) , that the introduction of the computer in the early 20th century, (70) by the invention of the integrated circuit during the 1960s, radically changed the process, (71) its impact on the media was not immediately (72) . As time went by, computers became smaller and more powerful, and they became "personal" too, as well as (73) , with display becoming sharper and storage (74) increasing. They were thought of, like people, (75) generations, with the distance between generations much smaller. It was within the computer age that the term "information society" began to be widely used to describe the context within which we now live.
Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened (61) As was discussed before, it was not (62) the 19th century that the newspaper became the dominant pre-electronic (63) , following in the wake of the pamphlet and the book and in the (64) of the periodical. It was during the same time that the communications revolution (65) up, beginning with transport, the railway, and leading (66) through the telegraph, the telephone, radio, and motion pictures (67) the 20th-century world of the motor car and the air plane. Not everyone sees that process in (68) . It is important to do so. It is generally recognized, (69) , that the introduction of the computer in the early 20th century, (70) by the invention of the integrated circuit during the 1960s, radically changed the process, (71) its impact on the media was not immediately (72) . As time went by, computers became smaller and more powerful, and they became "personal" too, as well as (73) , with display becoming sharper and storage (74) increasing. They were thought of, like people, (75) generations, with the distance between generations much smaller. It was within the computer age that the term "information society" began to be widely used to describe the context within which we now live.
阅读下面短文，从短文后所给的[A]、[B]、[C]三个选项中选出能填入相应空白处的最佳选项。 As I remember, when I was a child, summers always had a great impression on me. In summer I was always free (41) school, and we were always (42) holiday at a quiet place. I enjoyed (43) in the hills. We usually stayed at a small country house. We had a rest for weeks, and I could do (44) I liked for most of the time. (45) four of my friends and I went on a holiday. We started early in the morning and we wanted to get to (46) small village. The sun was shining hot and the road seemed too long. One of my friends said that he knew a shorter way (47) the forest. We all agreed (48) go through the unknown forest. We had a very good walk there. We walked in the forest. We heard the birds (49) and we saw small animals. I will always remember childhood memories (50) this.
There is no denying that students should learn something about how computers work, just as we expect them at least to understand that the internal combustion engine (内燃机) has something to do with burning fuel, expanding gases and pistons (活塞) being driven. For people should have some basic idea of how the things that they use do what they do. Further, students might be helped by a course that considers the computer’s impact on society. But that is not what is meant by computer literacy. For computer literacy is not a form of literacy (读写能力) ; it is a trade skill that should not be taught as a liberal art. Learning how to use a computer and learning how to program one are two distinct activities. A case might be made that the competent citizens of tomorrow should free themselves from their fear of computers. But this is quite different from saying that all ought to know how to program one. Leave that to people who have chosen programming as a career. While programming can be lots of fun, and while our society needs some people who are experts at it, the same is true of auto repair and violin-making. Learning how to use a computer is not that difficult, and it gets easier all the time as programs become more "user-friendly". Let us assume that in the future everyone is going to have to know how to use a computer to be a competent citizen. What does the phrase "learning to use a computer" mean It sounds like "learning to drive a car", that is, it sounds as if there is some set of definite skills that, once acquired, enable one to use a computer. In fact, "learning to use a computer" is much more like "learning to play a game", but learning the rules of one game may not help you play a second game, whose rules may not be the same. There is no such a thing as teaching someone how to use a computer. One can only teach people to use this or that program and generally that is easily accomplished. According to the author, which of the following sentence is NOT true
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