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What is a ghetto according to the passage？
A．It is a community in New York.
B．It is an industrial center in Chicago.
C．It is a place where poor blacks live.
D．It is a nickname for Chinatown.
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Resistance to the 1954 United States Supreme Court decision terminating segregation placed the schools in the middle of a bitter and sometimes violent dispute. By 1965, when a measure of genuine integration had become a reality in many school districts, the schools again found themselves in the eye of a stormy controversy. This time the question was not which children were going to what schools but what kind of education society should provide for the students; the goal of high academic performance, which had been revived by criticisms and reforms of the 1950s and early 1960s, began to be challenged by demands for more liberal and free schooling.
Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated--some of them desperately so--over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform. came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.
The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades.
Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students' social and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternatives to and examples for the traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservatives and liberals.
In 1965, a heated dispute was centered on whether to stop segregation in schools.
A．True
B．False
What will the woman do tomorrow？
A．Give the man some more work.
B．Deliver a brief on the account.
C．Work with the man.
D．Treat the man to lunch.
What can be inferred about the gift certificate？
A．It is valid for three months.
B．It is accepted by a specific airline.
C．It can be exchanged for a cash prize.
D．It will be mailed within one week.
(I’ll Never Escape the Ghetto) The Watts riots give rise to a flourishing of ghetto literature and art.()
Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated--some of them desperately so--over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry, and discrimination. Pressure for reform. came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.
The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades.
Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students' social and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternatives to and examples for tile traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservative and liberals.
The second paragraph is mainly about ______.
A．social evils existing in the 1950s and 1960s
B．reforms carried out in the educational system
C．pressure for reforming the educational system
D．discriminatory practices against the ethnic groups
Many university and some high-school students from all ethnic groups and classes had been growing more and more frustrated—some of them desperately so—over what they felt was a cruel and senseless war in Vietnam and a cruel, discriminatory, competitive, loveless society at home. They demanded curriculum reform, improved teaching methods, and greater stress and action on such problems as overpopulation, pollution, international strife, deadly weaponry., and discrimination. Pressure for reform. came not only from students but also from many educators. While students and educators alike spoke of the greater need for what was taught, opinions as to what was relevant varied greatly.
The blacks wanted new textbooks in which their people were recognized and fairly represented, and some of them wanted courses in black studies. They, and many white educators, also objected to culturally biased intelligence and aptitude tests and to academic college entrance standards and examinations. Such tests, they said, did not take into account the diverse backgrounds of students who belonged to ethnic minorities and whose culture was therefore different from that of the white middle-class student. Whites and blacks alike also wanted a curriculum that touched more closely on contemporary social problems and teaching methods that recognized their existence as individual human beings rather than as faceless robots competing for grades.
Alarmed by the helplessness and hopelessness of the urban ghetto schools, educators began to insist on curricula and teaching methods flexible enough to provide for differences in students' social and ethnic backgrounds. Moreover, for educational reformers the urban ghetto school became a symbol of a general failure of American education to accomplish the goal of individual development. Also reminiscent of those decades were the child-centered schools that sprang up in the later 1960s as alternatives to and examples for the traditional schools. The clash between the academically and the humanistically oriented schools of thought, therefore, was in many ways one more encounter in the continuing battle between conservatives and liberals.
The major dispute in 1954 can be summarized as ______.
A．which children should attend what schools
B．what kind of education schools should provide for children
C．what kind of schooling was the most ideal
D．how schools should achieve high academic performance
(I’ll Never Escape the Ghetto) Racial climate in England, especially at Oxford, remained relaxed until the author wrote this article. ()
In the construction of a diesel engine, what is the purpose of end plates？
A.To provide accessibility to the cylinder liners
B.To add stability to the engine block
C.To add rigidity to the block and a surface for attaching other parts
D.To make a surface for the base
What can we infer from Bahcall's comment？
A．WMAP's findings are quite convincing and he accepted them.
B．WMAP will solve all the problems that have puzzled cosmologists.
C．WMAP's findings accord with Einstein's concept of space-time.
D．We may ignore some strange measurements in WMAP's data.
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