74（）

A.looted
B.assigned
C.prodded
D.occupied

参考证券信用评级的结果 

分散投资 

增大投资于债券的比例，减少投资于股票的比例 

投资于证券投资基金

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

Americans had always been preoccupied with reforming their society, with "making it over," and between the 1890s and the end of the First World War, the reform spirit intensified. More and more people tried to address the problem of their time directly, to impose order on a confusing world, and, especially, to create a conflict-free society. Their efforts, inspired by a complicated mixture of calculated self-interest and unselfish benevolence, helped what can be called the Progressive era. The urge for reform had many sources. Industrialization had brought unprecedented productivity, awesome technology, and plenty of consumer goods. But it had also included labor struggle, waste of natural resources, and abuse of corporate power. Rapidly growing cities facilitated the accumulation and distribution of goods, services, and cultural amenities but also magnified problems of poverty, disease, crime, and political corruption. Massive inflows of immigrants and the rise of a new class of managers and professionals shook the foundations of old social classes. And the depression that crippled the nation in the 1890s made many leading citizens realize what working people had known for some time: the central promise of American life was not being kept; equality of opportunity-whether economic, political, or social--was a myth.

Progressives tried to resolve these problems by organizing ideas and actions around three basic themes. First, they sought to end abuses of power. Second, progressives aimed to replace corrupt power with the power of reformed institutions such as schools, charities, medical clinics, and the family. Third, progressives wanted to apply principles of science and efficiency on a nationwide scale to all economic, social, and political institutions, to minimize social and economic disorder and to establish cooperation, especially, between business and government, that would end wasteful competition and labor conflict.

Befitting their name, progressives had strong faith in the ability of humankind to create a better world. More than ever before, Americans looked to government as an agent of the people that could and should intervene in social and economic relations to protect the common good and substitute public interest for self-interest.

第一个

第二个

第三个

第四个

综合医疗保险

普通医疗保险

住院医疗保险

疾病保险

参考证券信用评级的结果 

分散投资 

增大投资于债券的比例，减少投资于股票的比例 

投资于证券投资基金

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

Seventeen-year-old Quantae Williams doesn’t understand why the U. S. Supreme Court struck down his school district’s racial diversity program. He now (61) the prospect of leaving his mixed-race high school in suburban Louisville and (62) to the poor black downtown schools where he (63) in fights. "I’m doing (64) in town. They should just leave it the (65) it is," said Williams, using a fond nickname for suburban Jeffersontown High School, (66) he’s bused every day from his downtown neighborhood. "Everything is (67) , we get along well. If I go where all my friends go, I’ll start getting in trouble again," Williams said as he took a (68) from his summer job (69) clothing (70) for poor families.

Last month’s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court’s decision has left schools (71) the country (72) to find a way to protect (73) in their classrooms. Critics have called the decision the biggest (74) to the ideals of the 1954 Brown vs. Board of Education (75) , which outlawed racial segregation in U. S. public schools. With students already (76) to schools for the (77) year that begins in September, (78) will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years (79) a new plan is (80) place, leaving most students in their current schools.

Americans had always been preoccupied with reforming their society, with "making it over," and between the 1890s and the end of the First World War, the reform spirit intensified. More and more people tried to address the problem of their time directly, to impose order on a confusing world, and, especially, to create a conflict-free society. Their efforts, inspired by a complicated mixture of calculated self-interest and unselfish benevolence, helped what can be called the Progressive era. The urge for reform had many sources. Industrialization had brought unprecedented productivity, awesome technology, and plenty of consumer goods. But it had also included labor struggle, waste of natural resources, and abuse of corporate power. Rapidly growing cities facilitated the accumulation and distribution of goods, services, and cultural amenities but also magnified problems of poverty, disease, crime, and political corruption. Massive inflows of immigrants and the rise of a new class of managers and professionals shook the foundations of old social classes. And the depression that crippled the nation in the 1890s made many leading citizens realize what working people had known for some time: the central promise of American life was not being kept; equality of opportunity-whether economic, political, or social--was a myth.

Progressives tried to resolve these problems by organizing ideas and actions around three basic themes. First, they sought to end abuses of power. Second, progressives aimed to replace corrupt power with the power of reformed institutions such as schools, charities, medical clinics, and the family. Third, progressives wanted to apply principles of science and efficiency on a nationwide scale to all economic, social, and political institutions, to minimize social and economic disorder and to establish cooperation, especially, between business and government, that would end wasteful competition and labor conflict.

Befitting their name, progressives had strong faith in the ability of humankind to create a better world. More than ever before, Americans looked to government as an agent of the people that could and should intervene in social and economic relations to protect the common good and substitute public interest for self-interest.

第一个

第二个

第三个

第四个

综合医疗保险

普通医疗保险

住院医疗保险

疾病保险