请输入或粘贴题目内容
搜题
拍照、语音搜题，请扫码下载APP
题目内容
（请给出正确答案）
What is the paradox of American culture according to the author？
A．The American road to success is full of nightmares．
B．Status symbols are not a real indicator of a person’s wealth．
C．The American Dream is nothing but an empty dream．
D．What Americans strive after often contradicts their beliefs．
答案
更多“What is the paradox of American culture according to the author？ A．The American ro”相关的问题
第1题
A) paradox
B) junction
C) dilemma
D) premise
第2题
A.Pains do not necessarily lead to gains.
B.What is learned is rarely applicable in life.
C.Failure more often than not breeds success.
D.The more is taught, the less is learnt.
第3题
The word "paradox" in paragraph 1 is ______.
A．a parenthetical expression
B．a difficult puzzle
C．an abnormal condition
D．a self-contradiction
第4题
In this passage, "the American paradox" probably means ______ (Line 1, Para. 4).
A．the American characteristic
B．the American contradiction
C．the American miracle
D．the American phenomenon
第5题
It is a （） that in some odd way world peace appears to depend on our spending millions of pounds on weapons that can kill us all.
A.paradox
B.contradict
C.perspective
D.manipulation
第6题
"We found again and again that people who perform. poorly relative to their peers tended to think that they did rather well," Justin Kruger, co-author of a study on the subject, said in a telephone interview.
Kruger and co-author David Dunning found that when it came to a variety of skills—logical reasoning, grammar, even sense of humor—people who essentially were inept never realized it, while those who had some ability were self-critical.
It had little to do with innate modesty, Kruger said, but rather with a central paradox: Incompetents lack the basic skills to evaluate their performance realistically. Once they get those skills, they know where they stand, even if that is at the bottom.
Americans and Western Europeans especially had an unrealistically sunny assessment of their own capabilities, Dunning said by telephone in a separate interview, while Japanese and Koreans tended to give a reasonable assessment of their performance. In certain areas, such as athletic performance, which can be easily quantified, there is less self-delusion, the researchers said. But even in some cases in which the failure should seem obvious, the perpetrator is blithely unaware of the problem.
This was especially tree in the area of logical reasoning, where research subjects—students at Cornell University, where the two researchers were based—often rated themselves highly even when they flubbed all questions in a reasoning test.
Later, when the students were instructed in logical reasoning, they scored better on a test but rated themselves lower, having learned what constituted competence in this area.
Grammar was another area in which objective knowledge was helpful in determining competence, but the more subjective area of humor posed different challenges, the researchers said.
Participants were asked to rate how funny certain jokes were, and compare their responses with what an expert panel of comedians thought. On average, participants overestimated their sense of humor by about 16 percentage points.
This might be thought of as the "above-average effect", the notion that most Americans would rate themselves as above average, a statistical impossibility.
The researchers also conducted pilot studies of doctors and gun enthusiasts. The doctors overestimated how well they had performed on a test of medical diagnoses and the gun fanciers thought they knew more than they actually did about gun safety.
So who should be trusted: The person who admits incompetence or the one who shows confidence？ Neither, according to Dunning. "You can't take them at their word. You've got to take a look at their performance," Dunning added.
Incompetent people rarely know the depths of their own incompetence because they ______.
A．are too dull to know what competence is
B．are not skillful at logical reasoning, grammar, and sense of humor
C．lack the basic skills to evaluate their performance realistically
D．have some ability to overcriticize themselves
第7题
根据以下内容，回答下列各题。 What You Really Need to Know A． A paradox (悖论．of American higher education is this: The expectations of leading universities do much to define what secondary schools teach, and much to establish a sample for what it means to be an educated man or woman. College campuses are seen as the source for the newest thinking and for the generation of new ideas, as societys cutting edge. B． And the world is changing very rapidly. Think social networking or stem cells. Most companies look nothing like they did 50 years ago. Think General Motors, AT&T or Goldman Sachs. C． Yet undergraduate education changes remarkably little over time. My predecessor as Harvard President, Derek Bok, famously compared the difficulty of reforming a curriculum with the difficulty of moving a cemetery (公墓). With few exceptions, just as in the middle of the 20th century, students take four courses a term, each meeting for about three hours a week, usually with a teacher standing in front of the room. Students are evaluated on the basis of examination essays handwritten in blue books and relatively short research papers. Instructors are organized into departments, most of whichbear the same names they did when the grandparents of todays students were undergraduates. A vastmajority of students still major in one or two disciplines centered on a particular department. D． It may be that inertia (惯性．is appropriate. Part of universities function is to keep alive mansgreatest creations, passing them from generation to generation. Certainly anyone urging reform. doeswell to remember that in higher education the United States remains an example to the world, and thatAmerican universities compete for foreign students more successfully than almost any other Americanindustry competes for foreign customers. E．Nonetheless, it is interesting to speculate: Suppose the educational system is drastically altered torefleot the structure of society and what we now understand about how people learn. How will whatuniversities teach be different？ Here are some guesses and hopes. F．1. Education will be more about how to process and use information and less about instructing it. Thisis a consequence of both the explosion of knowledge--and how much of it any student can truly absorb--and changes in technology. Before the printing press, scholars might have had to memorize The Canterbury Tales to have continuing access to them. This seems a bit ridiculous to us today. Bu tin a world where the entire Library of Congress will soon be accessible on a mobile device with search procedures that are vastly better than any card catalog, factual mastery will become less and less important. G．2. An inevitable consequence of the knowledge explosion is that tasks will be carried out with far more collaboration. As just one example, the fraction of economics papers that are co-authored has more than doubled in the 30 years that I have been an economist. More significant, collaboration is a much greater par,. of what workers do, what businesses do and what governments do. Yet the great superiority of work a student does is done alone at every level in the educational system. Indeed, excessive collaboration with others goes by the name of cheating. H．For most people, school is the last time they will be evaluated on indivividual effort. One leading investment bank has a hiring process in which a candidate must interview with upward of 60 senior members of the firm before receiving an offer. What is the most important specialty theyre looking for？ Not GMAT scores or college transcripts (成绩单), but the ability to work with others. As greater value is placed on collaboration, surely it should be practiced more in our nations classrooms. I．3. New technologies will profoundly alter the way knowledge is conveyed. Electronic readers allow textbooks to be constantly revised, and to mix audio and visual effects. Think of a music text in which you can hear pieces of music as you read, or a history text in which you can see film clips about what you are reading. But there are more profound changes set in train. There was a time when professors had to prepare materials for their students. Then it became clear that it would be a better system if textbooks were written by just a few of the most able: faculty members would be freed up and materials would be improved, as competition drove up textbook quality. J．Similarly, it makes sense for students to watch video of the clearest math teacher or the most distinct analyst of the Revolutionary War rather than having thousands of separate efforts. Professors will have more time for direct discussion with students--not to mention the cost savings--and material will be better presented. In a 2008 survey of first-and second-year medical students at Harvard, those who used accelerated video lectures reported being more focused and learning more material faster than when they attended lectures in person. K．4. As articulated ted (明确有力地表达．by the Nobel Prize-winner Daniel Kahneman in "Thinking, Fast and Slow," we understand the processes of humaa thought much better than we once did. We are not rational calculating machines but collections of modules, each programmed to be skillful at a particular set of tasks. Not everyone learns most effectively in the same way. And yet in the face of all evidence, we rely almost entirely on passive learning. Students listen to lectures or they read and then are evaluated on the basis of their ability to demonstrate content mastery. They arent asked to actively use the knowledge they are acquiring. L．"Active learning classrooms"—which gather students at tables, with furniture that can be rearranged and integrated technology—help professors interact with their students through the use of media and collaborative experiences. Still, with the capacity of modern information technology, there is much more that can be done to promote dynamic learning. M．5. The world is much more open, and events abroad affect the lives of Americans more than ever before. This makes it essential that the educational experience breed cosmopolitanism (国际化)—that students have international experiences, and classes in the social sciences draw on examples from around the world. It seems logical, too, that more in the way of language study be expected of students. I am not so sure. There is no fixed way of effective learning because, people are collections of modules rather than rational calculating machines.
第8题
There is a growing feeling that science, especially what is known as the new physics, provides answers where religion remains vague and faltering. Many people in search of a meaning to their lives are finding enlightenment in the revolutionary developments at the frontiers science. Much to the bewilderment of professional scientists, quasi--religious cults are being formed around such unlikely topics as quantum physics, space--time relativity, black holes and the big bang.
How can physics, with its reputation for cold precision and objective materialism, provide such fertile soil for the mystical？ The truth is that the spirit of scientific enquiry has undergone a remarkable transformation over the past 50 years. The twin revolutions of the Theory of Relativity, with its space--warps and timewarps, and the quantum theory, which reveals the shadowy and unsubstantial nature of atoms, have demolished the classical image of a clockwork universe slavishly unfolding along a predetermined pathway. Replacing this sterile mechanism is a world full of shifting indeterminism and subtle interactions which have no counterpart in daily experience.
To study the new physics is to embark on a journey of wonderment and paradox, to glimpse the universe in a novel perspective, in which subject and object, mind and matter, force and field, become intertwined. Even the creation of the universe itself has fallen within the province of scientific enquiry.
The new cosmology provides, for the first time, a consistent picture of how all physical structures, including space and time, came to exist out of nothing. We are moving towards an understanding in which matter, force, order and creation are unified into a single descriptive theme.
Many of us who work in fundamental physics are deeply impressed by the harmony and order which pervades the physical world. To me the laws of the universe, from quarks to quasars, dovetail (吻合) together so felicitously that the impression there is something behind it all seems overwhelming. The laws of physics are so remarkably clever that they can surely only be a manifestation of genius.
The author says people nowadays find that traditional religion is ______.
A．a form. of reassurance
B．inadequate to their needs
C．responding to scientific progress
D．developing in strange ways
第9题
A、阳性赋义
B、似非而是(paradox)干预
C、隐喻(metaphor)干预
D、心理教育
E、症状处方
第10题
A.there is no rational explanation why people should set a high value on objects such as diamonds, which have little real usefulness.
B.the price obtained from selling any commodity may bear little relationship to the cost of producing it.
C.no one consumer has any control over the price (or value) of a commodity, but consumers collectively do have such control.
D.there is no consistent relationship between the total utility obtained from any commodity and the price charged for it.
