题目内容
The author believes that the important thing wouldn't have happened if it had not been for
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【C1】
It was from his father that my friend got the news that his baby boy suddenly fell ill and
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
No matter how large or notable the U. S. travel industry is or may become, it will always be members of a broader world society. The charge facing all of us is to appropriately en gage poverty. Poverty is certainly not new but the means at our disposal to address poverty are improving by the day. Fortunately, the $ 3.3 trillion world travel industry is uniquely suited to address poverty in regions where it is most entrenched. In the course of making a case for harnessing travel and tourism for poverty reduction, the travel and tourism industry already exists in every region of the globe and is a proven job producer and sustainer of native culture.
That travel and tourism creates good jobs is indisputable. In the U. S. , the Industrial Age economy is in transition to a service economy, and travel and tourism is responsible for one in every seven workers in the U. S. civilian workforce, directly or indirectly. But by no means is this phenomenon limited to the U. S. The World Travel and Tourism Council re ports tourism employs almost 200 million people worldwide -- 1 in every 13 jobs worldwide today.
There are many important differences between building an industrial based economy and one that relies largely on tourism. One of the historical barriers to industrialization has been a shortage of capital to build an industrial infrastructure or a lack of industrial specific facilities such al deep water ports. But we don't need to build factories for tourism. Nor do we need the traditional resources of the Industrial Age to build new tourism economies. The essential raw materials for our industry include rich cultures, unique natural environments and willing hosts. And those raw materials exist already in abundance in every nation.
Only travel brings us face to face with people from different cities, different nations, and different outlooks. CNN can take us on a virtual world tour. We can be touched by images we see in the media but it is only when we shake hands with people from other nations and other cultures that we learn how things really are. And despite the many wonders of technology, we only truly touch one another when we travel and embrace one another's culture, stature, and dreams.
From the first paragraph we learn that the travel industry.
It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their understanding of life within this environment, it is not surprising that they should picture education as feeding this goal'
In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbours, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demand is, of course, nothing new. A number of factors come together to provide the motive force for making education the handmaiden of the job market. For those with economic blinkers, such concentration makes good sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints.
The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail with ultimate occupational destinations. The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country's cultural heritage while other child-centred advocates see the curriculum as based on each individual child's experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form. of being top ic or problem based.
Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself.
According to the text, it is not surprising that.
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