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提问人：网友陈银桑 发布时间：2022-01-07
[主观题]

To begin with, moral values in America are like those in any culture. But the stories

and traditions that teach them are unique to each culture. Not only that, but culture has an effect on how people show these virtues.

One of the most basic moral values for Americans is honesty. The wall-known legend about George Washington and a cherry tree teaches this value clearly.

Another virtue Americans respect is perseverance. Remember Aesop’s fable about the turtle and the rabbit that had a race The rabbit thought he could win easily, so he took a sleep. But the turtle finally won because he did not give up.

Compassion(同情心)may be the queen of American virtues. In 1992, people in Iowa sent truckloads of water to help Floridians hit by a hurricane. The next summer, during the mid-west of flooding, Florida returned the favor.

There are more moral values honored by Americans. Courage, responsibility, loyalty, gratitude and many others could be discussed. But no matter how long or short the list is, moral values are invaluable. They are the foundation of American cultures--and any culture.

1.The morality that Americans honor most is () .

A.honesty

B. perseverance

C. compassion

D. gratitude

2.What conclusion may you come to from the paragraph？

A.Moral values for Americans are like those of other people

C B.Virtues of people are connected with certain culture

C. Morality of a nation has an effect on its culture

D. Stories and tradition can teach the people virtues

3.What is not described in detail in the text？

A.The story, Washington and a cherry tree, is often used to teach children to be honest

B. The story, the turtle and the rabbit, makes us determined

C.Compassion, sometimes recycles (循环) well among people

D.Moral values are the base of any culture

4.Which of the following has the closest meaning to the underlined word "invaluable"()

A.useless

B.valueless

C.priceless

D.unvalued

5.Which of the following might be the best title for the passage？

A.Moral virtues are worth nothing

B. Moral values are important

C.Nothing can take the place of moral virtues

D.Moral values for Americans

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更多“To begin with, moral values in America are like those in any culture. But the stories ”相关的问题
第1题
What does the author imply in the last sentence of the whole passage？A．As video garners ga

What does the author imply in the last sentence of the whole passage？

A．As video garners gain age, games will threaten their younger generation rather than them.

B．As video garners gain age, they will begin to worry about other new things as well.

C．Video games will destroy the younger generation's moral fiber.

D．Video garners will become a moral threat to the society.

点击查看答案
第2题
The age at which young children begin to make mora...

The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others have been the focus of research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for transgressions on the basis of the magnitude of the negative consequences caused. According to Piaget, children under age seven copay the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of a transgression. However, in recent research, Keasey found that six-year-old children not only distinguish between accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage. Keasey’s research raises two key questions for developmental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmful acts that are preventable and those acts that have unforeseen harmful consequences？ Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor’s action was justified by public duty: five years olds reacted very differently “Bonnie wrecks Ann’s pretend house” depending on whether Bonnie did it “so somebody won’t fall over it” or because Bonnie wanted “to make Anne feel bad.” Thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgements. Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the perpetrator cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous. Which of the following best describes the passage as a whole？

A、A confirmation of an established authority’s theory.

B、An expanded definition of commonly misunderstood terms.

C、An analysis of a dispute between two theories.

D、A discussion of research findings in an ongoing inquiry.

点击查看答案
第3题
Some politicians are scurrying about with much zest and anticipation. It is time, their po
lls inform. them, to find the quick fix for what they have determined is a society plagued by the irregular heartbeat of deficient values.

But there are contradictions that intrude on this denunciatory atmosphere. If there are moral omissions in the society, they cannot be sealed by instant, slenderly based attacks on entertainment. The plain fact is we are rearranging our priorities in the wrong way.

We are today misplacing our energies and our funding by directing all sorts of incentives to high schools and colleges. That is too late. The moral scaffolding has been built by then, for better or for worse. How then to begin this revision of life conduct？ We must introduce in pre-school, and keep alive through grade five, a new school course.

The course could be titled, "What is right, and what is plainly wrong." For 30 minutes each day, the teacher would illuminate for these very young children what William Faulkner labeled "the old verities", the words that construct and implement the daily moral grind in every durable society must engage if it is to be judged a "just" society.

These are words like duty, honor, service, integrity, pity, pride, compassion and sacrifice, plus the clear demonstration that violence is wrong. To the teaching of the meaning of those words must be added that cleansing rule of treating other people as you would want them to treat you. And most of all to make sure that these kids understand with growing clarity that home, school and church are the sanctuaries for their later life.

There is a grand simplicity to this kind of school course. It enters a child's mind early, burrowing deep into those recesses of the human brain that even today advanced medical science has not been able to penetrate.

If you ask enough people, you will find that most of us remember our first or second grade teacher. I remember Miss Corbett and Miss Walker, who read to us before we really understood, but the words had weight and allure. We listened and, without really knowing it, we learned and saved what we learned. Perhaps, it was because what we heard in those early school years was the first entry into our learning vessel.

Absent this kind of early instruction, absent the building of this moral shield, no congressional law, no presidential executive order, no fiery rhetoric will salvage a child's conduct nor locate a missing moral core.

According to the author, some politicians attribute the society's deteriorated moral values to ______ .

A．deficient values

B．denunciatory atmosphere

C．improper entertainment

D．wrong priorities

点击查看答案
第4题
The age at which young children begin to make moral discriminations about harmful actions
committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for offences on the basis of the magnitude of the negative consequences cause.

According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of an offence. However, in recent research, Keasey found that six-year-old children not only distinguish between accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage.

Keasey's research raises two key questions for developmental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmful acts that are preventable and those acts that have unforeseen harmful consequences？ Studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor's actions was justified by public duty: five year olds reacted very differently to "Bonnie wrecks Ann's pretend house" depending on whether Bonnie did it "so somebody won't fall over it" or because Bonnie wanted "to make Anne feel bad." Thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified: the constraints of moral absolutism no longer solely guide their judgments.

Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the offender cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous.

As to the punishment that children under seven are assigned to wrongdoing, Piaget suggests

A．the punishment is to be administered immediately following the offence.

B．the more immature a child, the more severe the punishment assigned.

C．the punishment for acts of intentional harm is less severe than it is for acts involving accidental harm.

D．the severity of the assigned punishment is primarily determined by the perceived magnitude of negative consequences.

点击查看答案
第5题
Some politicians are scurrying about with much zest and anticipation. It's time, their pol
ls inform. them, to find the quick fix for what they have determined is a society plagued by the irregular heartbeat of deficient values.

But there are contradictions that intrude on this denunciatory atmosphere. If there are moral omissions in the society, they cannot be sealed by instant, slenderly based attacks on entertainment. The plain fact is we are rearranging our priorities in the wrong way.

We are today misplacing our energies and our funding by directing all sorts of incentives to high schools and colleges. Too late. The moral scaffolding has been built by then, for better or worse. How then to begin this revision of life conduct？ We must introduce in pre-school, and keep alive through grade five, a new school course.

The course could be titled, "What is right, and what is plainly wrong." For 30 minutes each day, the teacher would illuminate for these very young children what William Faulkner labeled "the old verities," the words that construct and implement the daily moral grind in which every durable society must engage if it is to be judged a "just" society.

These are words like duty, honor, service, integrity, pity, pride, compassion and sacrifice, plus the clear admonition that violence is wrong. To the teaching of the meaning of those words must be added that cleansing rule of treating other people as you would want them to treat you. And most of all to make sure that these kids understand with growing clarity that home, school and church are the sanctuaries for their later life.

There is a grand simplicity to this kind of school course. It enters a child's mind early, burrowing deep into those recesses of the human brain that even today advanced medical science has not been able to penetrate.

If you ask 'enough people, you will find that most of us remember our first- or second-grade teacher. I remember Miss Corbett and Miss Walker, who read to us before we really understood, but the words had weight and allure. We listened and, without really knowing it, we learned and saved what we learned. Perhaps it was because what we heard in those early school years was the first entry into our learning vessel.

Absent this kind of early instruction, absent the building of this moral shield, no congressional law, no presidential executive order, no fiery rhetoric will salvage a child's conduct nor locate a missing moral core.

According to the author, some politicians attribute the society's deteriorated moral values to ______.

A．deficient values

B．denunciatory atmosphere

C．improper entertainment

D．wrong priorities

点击查看答案
第6题
根据短文回答 41～45 题。 Valuing Childhood The value of childhood is easily blurred （

根据短文回答 41～45 题。

Valuing Childhood

The value of childhood is easily blurred (变得模糊不清) in today's world. Consider some recent developments: The child-murderers in the Jonesboro, Ark. Schoolyard shooting case were convicted and sentenced. Two boys, 7 and 8, were charged in the murder of an 11-year-old girl in Chicago.

Children who commit horrible crimes appear to act of their own will. Yet, as legal proceedings in Jonesboro showed, the one boy who was able to address the court couldn't begin to explain his acts, though he tried to apologize. There may have been a motive w youthful jealousy (妒忌) and resentment. But a deeper question remains: Why did these boys and others in similar trouble apparently lack any inner, moral restraint？

That question echoes for the accused in Chicago, young as they are. They wanted the girl's bicycle, a selfish impulse common enough among kids.

Redemption (拯救) s a practical necessity. How can value be restored to young lives ! dist0rted (扭曲) by acts of violence？ The boys in Jonesboro and in Chicago will be confined in institutions for a relatively short time. Despite horror at what was done,

children are not cannot be dealt with as adults, not if a people wants to consider itself civilized. That's why politicians' cries for adult treatment of youthful criminals ultimately miss the point.

But the moral void (真空) that invites violence has many sources. Family instability (不稳定) contributes. So does economic stress. That void, however, can be filled. The增长work starts with parents, who have to ask themselves whether they're doing enough to give their children a firm sense of right and wrong. Are they really monitoring their activities and their developing processes of thought？

Schools, too, have a role in building character. So do youth organizations. So do law enforcement agencies, which can do more to inform. the young about laws, their meaning, and their observance (遵守).

The goal, ultimately, is to allow all children a normal passage from childhood to adulthood (成年), so that tragic gaps in moral judgment are less likely to occur. The relative few who fill such gaps with acts of violence hint at many others who don't go that far, but who lack the moral foundations childhood should provide -- and which progressive human society relies on.

第 41 题 The two boys in Chicago were（）

A．shot

B．murdered

C．accused.

D．sentenced.

点击查看答案
第7题
Perhaps there are far （1) wives than I imagine who...

Perhaps there are far (1) wives than I imagine who take it for (2) that housework is neither satisfying nor even important once the basic demands of hygiene and feeding have been (3) But home and family is the one realm in (4) it is really difficult to shake free of one&39;s upbringing and (5) new values. My parents&39; house was impeccably kept; cleanliness was a moral and social virtue, and personal untidiness, visibly old clothes, or long male hair provoked biting jocularity. If that (6) been all, maybe I could have adapted myself (7) housework on an easy-going, utilitarian basis, refusing the moral overtones (8) still believing in it as something constructive (9) it is part of creating a home. But at the same time my mother (10) to resent doing it, called it drudgery, and convinced me that it wasn&39;t a fit activity for an intelligent being. I was the only child, and once I was at school there was no (11) why she should have continued (12) her will to remain housebound, unless, as I suspect, my father would not hear of her having a job of her own.

I can now begin to (13) why a woman in a small suburban house, with no infants to look after, who does not (14) reading because she has not had much of an education, and who is intelligent (15) to find neighborly chit-chat boring, should carry the pursuit of microscopic specks of dust to the (16) of fanaticism in an (17) to fill hours and salvage her serf-respect. My parents had not even the status-seeking impetus to send me to university that Joe&39;s had; my mother (18) me to be "a nice quiet person who wouldn&39;t be (19) in a crowd", and it was feared that university education (20) in ingratitude (independence).

点击查看答案
第8题
Valuing ChildhoodThe value of childhood is easily hurried （变得模糊不清) in today's world.

Valuing Childhood

The value of childhood is easily hurried (变得模糊不清) in today's world. Consider some recent developments: The child-murderers in the Jonesboro, Ark. schoolyard shooting case were convicted and sentenced. Two boys, 7 and 8, were charged in the murder of an 11-year-old girl in Chicago.

Children who commit horrible crimes appear to act of their own will. Yet, as legal proceedings in Jonesboro showed, the one boy who was able to address the court couldn't begin to explain his acts, though he tried to apologize. There may have been a motive-youthful jealousy(妒忌) and resentment. But a deeper question remains. Why did these boys and others in similar trouble apparently lack any inner, moral restraint？

That question echoes for the accused in Chicago, young as they are. They wanted the girl's bicycle, a selfish impulse common enough among kids.

Redemption (拯救) is a practical necessity. How can value be restored to young lives distorted by acts of violence？ The boys in Jonesboro and in Chicago will be confined in institutions for a relatively short time. Despite horror at what was done, children are not-cannot be-dealt with as adults, not if a people wants to consider itself civilized. That's why politicians' cries for adult treatment of youthful criminals ultimately miss the point.

But the moral void(真空)that invites violence has many sources. Family instability con-tributes. So does economic stress. That void, however, can be filled. The work starts with parents, who have to ask themselves whether they're doing enough to give their children a firm sense of right and wrong. Are they really monitoring their activities and their developing processes of thought？

Schools, too, have a role in building character. So do youth organizations. So do law enforcement agencies, which can do more to inform. the young about laws, their meaning, and their observance (遵守).

The goal, ultimately, is to allow all children a normal passage from childhood to adulthood (成年), so that tragic gaps in moral judgment are less likely to occur. The relative few who fill such gaps with acts of violence hint at many others who don't go that far, but who lack the moral foundations childhood should provide-and which progressive human society relies on.

The two boys in Chicago were______.

A．shot

B．murdered

C．sentenced

D．accused

点击查看答案
第9题
Valuing Childhood The value of childhood is easily blurred （变得模糊不清) in today's world

Valuing Childhood

The value of childhood is easily blurred (变得模糊不清) in today's world. Consider some recent developments: The child-murderers in the Jonesboro, Ark. schoolyard shooting case were convicted and sentenced. Two boys, 7 and 8, were charged in the murder of an 11-year-old girl in Chicago.

Children who commit horrible crimes appear to act of their own will. Yet, as legal proceedings in Jonesboro showed, the one boy who was able to address the court couldn't begin to explain his acts, though he tried to apologize. There may have been a motive m youthful jealousy (妒忌) and resentment. But a deeper question remains: Why did these boys and others in similar trouble apparently lack any inner, moral restraint？

That question echoes for the accused in Chicago, young as they are. They wanted the girl's bicycle, a selfish impulse common enough among kids.

Redemption (拯救) is a practical necessity. How can value be restored to young lives distorted by acts of violence？ The boys in Jonesboro and in Chicago will be confined in institutions for a relatively short time. Despite horror at what was done, children are not—cannot be m dealt with as adults, not if a people wants to consider itself civilized. That's why politicians' cries for adult treatment of youthful criminals ultimately miss the point.

But the moral void (真空) that invites violence has many sources. Family instability contributes. So does economic stress. That void, however, can be filled. The work starts with parents, who have to ask themselves whether they're doing enough to give their children a firm sense of right and wrong. Are they really monitoring their activities and their developing processes of thought？

Schools, too, have a role in building character. So do youth organizations. So do law enforcement agencies, which can do more to inform. the young about laws, their meaning, and their observance (遵守).

The goal, ultimately, is to allow all children a normal passage from childhood to adulthood (成年), so that tragic gaps in moral judgement are less likely to occur. The relative few who fill such gaps with acts of violence hint at many others who don't go that far, but who lack the moral foundations childhood should provide—and which progressive human society relies on.

The two boys in Chicago were

A．shot.

B．murdered.

C．accused.

D．sentenced.

点击查看答案
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