题目内容
（请给出正确答案）
“It stands to reason” in the third paragraph means “________”.
A) Everyone finds it hard to believe
B) It is obvious to everyone
C) Everyone knows the reason
D) Nobody believes it
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更多““It stands to reason” in the t…”相关的问题
"It stands to reason" in the paragraph means"______".
A．Everyone finds it hard to believe
B．It is obvious to everyone
C．Everyone knows the reason
D．Nobody believes it
英译中
On the dust jacket of this fine book, Stephen Jay Gould says: "This book stands for reason itself." And so it does-and all wound be well were reason the only judge in the creationism/evolution debate.
A．is clear and logical and
B．makes good
C．is not difficult to understand
D．is out of the question
The propositional content of a sentence gets a contextual meaning when it is judged in a given situation or context. This might be a reason, justification, assumption, explanation, or other functions that the sentence might assume from the context. The functional value of a sentence is derived from the writer's intention in using it, and it is identified from the relationship between this sentence and others in the same text. For example, when it stands alone, the proposition I like the thinking process that goes with it just gives the view of the speaker. But when it follows the sentence I'd take several courses in philosophy (Passage B: Line 23), it assumes the function of giving a reason or justification. The writer uses it to explain why he would take philosophy courses. Sometimes, the writer uses signal words to indicate the functional value or contextual meaning. For instance, but, however" or nevertheless are often used to signal a change of thought, and because, since, or therefore to signal an explanation or reasoning.
And if you ask why America is more class-bound in practice than the rest of the Western world, a large part of the reason is that our government falls down on the job of creating equal opportunity.
The failure starts early: in America, the holes in the social safety net mean that both low-income mothers and their children are all too likely to suffer from poor nutrition and receive inadequate health care. It continues once children reach school age, where they encounter a system in which the affluent send their kids to good, well-financed public schools or, if they choose, to private schools, while less-advantaged children get a far worse education.
If you have been lacking energy, try going to bed earlier at night. If you can wake up feeling well-rested, it will be an indication that you are starting to get an appropriate amount of sleep at night. If you sleep more than eight hours every night but still don't feel energetic, you may actually be getting too much sleep.
Once in while, you are bound to have nights where you don't get an adequate amount of sleep. When your schedule permits you can also consider taking a short sleep during the day, for sometimes taking a nap is the perfect way to recharge your batteries.
The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.
This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroёs. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroёs maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.
As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.
第31题：With the Scholastics, the search for new knowledge _____.
［A］ stopped completely
［B］ slowed down
［C］ advanced rapidly
［D］ awaked gradually
The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologian's decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.
This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish Arab philosopher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroe's maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.
As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.
With the Scholastics, the search for new knowledge
A．stopped completely,
B．sped down.
C．advanced rapidly.
D．awaked gradually.
The leaders of the enterprise have to provide direction or a sense of destiny before they can harness the collective talents and skills of everyone to move forward. And unless that reason for existing resonates with the rank-and-file, not much forward momentum will be created.
An organization's sense of purpose has three distinct elements:
First, a sound strategic concept which details why the organization has been formed and what it is hoped it will achieve. This may be articulated in a succinct and applicable mission statement.
For example, Disney's strategic concept is "to deliver a rich customer experience which is full of fun and fantasy delivered in a theatrical environment".
To retain its relevance, the strategic concept should be systematically evaluated each year and updated to reflect new trends, threats or opportunities.
Second, a workable value proposition by which the organization will convert the value it adds for customers into revenue. The value proposition is the organization's promise to the marketplace.
Third, a good business model which will provide the infrastructure by which the value proposition will be executed week-in and week-out.
In an organization where these three elements are under constant evaluation and discussion, the leaders are able to respond to the evolving business environment appropriately.
In practice, strategic vision is the capacity of an organization's leaders to create, evolve and express the purpose of the business enterprise. If the leaders are incapable of evolving that business concept over time, the organization will drift from one idea to the next.
Conversely, strong leaders will have a vibrant and robust strategic concept in place, value proposition and business model. They will bring to the task what can be termed "bifocal vision", that is, strong leaders will have the capacity to respond to the challenges of the present without losing sight of where the organization needs to be heading in the future.
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