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對烹鲎心有深切研究之围禳苏家特別股行
(14)
vault,
育教僑華
stones for (15) ing across those ribs. And
and more
arch
now in (16)
1978
agės (17): --
course of concrete
「中學會考試題預習專欄
明德社主
英文(十八)
魯榮光
has returned to play its part în (18)
of (19)
history
architecture.
What is this new material
which is helping to form
·(20)
crete is (1) of (22)
new style? Con-
mixture.
Articles --2
FIGLISH (18)
General English
Exercise B
0)
$13 million
65-room luxury
resort complex, including (2)
hotel and heated swimming pool, will be built on (3)
Cheung Chau (4)
next year. (5)
East Organisation, (6)
Far
powder called. cement, made from (23) clay and chalk, and water, sand, and (24)
brick or gravel.
Answers Comprehension
Passage C
Articles
broken
sister company of (7)
Far East Consortium Ltd,
Exercise A
which has (8)
real
1. the
2. the
3. X
4. the
estite in Hong Kong and owne
5. X
6. the
two hotels in (9)'.
7. the
9. X
Indesin, is handling (10)
11. X
project.
13. the
10. the 12. the 14 the
Exercise
(1)
most severe
and crippling form of (2)
smallpox has been benighed
1. A
2. a
3. X
4. X
The
6. a
7. the
8. X
9. X
10, the
from (3)
face of
(4).
Barth, (5)
Exercise C
head of (6)
1. The
World.
3. the
4. the
5. the
6. the
7. E
B. the
9. X
10. An
(7)
mark was speaking in Dacca, d ceremony confirn-
11 X
12. &
13. X
14. the
15. X
16. X
ing (8)
eradication
Asia
世界歷史 十七 胡應亮
Health Organisation said today.
Dr Halfdan Mahler of Den-
of all smallpox in (9)
(10)
comission of (11)
medical experts,
after (12)
international.
two-year
coses,
search for (13)
Bed what he called '(14)
of (15) (16)
dentli certificate of
smallpox in
Asia.
Exercise (D)
You have read the following passage before. See how many you can score correct.
And there is (1) another material, name(2) concrete, which gives
men of today fresh chances of
(4):
ty in (5)
expressing beau-
architecture.
very old
naed by (7)
Romans and known
Itin (6)
long before. (8)
Ro-
na made great concrete roofs, supported only by (9)
walls on which they rested; But in (10)
Middle Ages
this art was lost, and roofs were made with (11).
mltitude of (12)
small stones (13)
--- stones for
arched ribs of
HISTORY (17).
What was the educational
development in Meiji Japan? Discuss its effects on
pan.
During the Tokugawa period (1603-1868), only the samurai clasa (1.8. warrior class, rulers of society) had the opportunity of receiving education. Confu- cian learnings were taught. And Confucian morality was given strong emphasie. It was true that there were some "temple schools" run by Buddhist monks for the common people, but such "temple schools" were limit- ed in numbers. Education, in short, was far from popular.
After the Meiji Restora- tion (1868), however, the Meiji Leaders understood that a modern educational system was an important.... part of successful moderni- zation, which the nation mized at achieving. A literate citizenry would greatly help in the develop- ment of a new industrial s society. To make possible the long-term development of Industrialization, Western knowledge rather than Confu- cian traditional learnings should be taught. At the sane time, the people, after sone elementary education, would lead a better life. The standard of living in society would be raised.
Thus the Melja govern- ment sought to establish a national educational system and enforce uniform educaś tional standards. In the Education Act of 1872, for
of example, & Morty In
Education was created. 1873, a system of universal ́education was introduced to popularize education among all the Japanese people. It was based partly on the French system. Accordingly, Japan was divided into 8 educational regions, each
of which had a university, some middle-schools, normal schools, technical schools, and primary schools, They were all run on Western lines. The plan laid down ambitious- ly that for every 600 people there would at least be one primary school. Progresa was rapid. By 1880, for example, there were as many as 28,000 primary schools, which took care of about 4% of children at school age.
As could be expected, there were problems. First, there were not qualified: teachers. To overcome the difficulty, foreign teachers were employed for the time being, while Japanese teachers were being trained,
· Secondly, funds were lacking. Thus parents had to pay for Part of their children's school fees (when theoretically all education was free), Thirdly, people feared that the educational program would give the govern- ment an excuse to increase taxation Eduortional centralization, on the other hand, aroused the suspicions. of local Japanese leaders who were eager to protect. their local interests. More- over, many ignorant people disliked things Western and refused to accept Western compulsory education. Yet, with determination and enthusiasm, the Meiji govern- ment gradually succeeded in solving these problems.
In the 1880s, the educa-
1880 tional system was run by the Education Minister, Mori Arinori. His ideas about
education were more liberal.
A more traditional opinion led by Motoda Elfu, however, favoured the more traditional method of education - the old-fashioned Confucian
moralism. When Mori was in control of educational
policy, the liberal approach to education was adopted.. After he died, Motoda's
traditional approach won out. Thereafter, schools were: were increasingly used for teaching the people the importance of loyalty, nationalist spirit, and respect for authority. To case the acceptance of these virtues by the people, Confu- cian Clasalos (e.g. Four Books
or Five Classion £ £2) were once again brought back in the class- room. Schools taught. patriotic values as well as Edu→ technological skills. cation became i′′method of of social control. The Education Act of 1886, for example, laid down for the supremacy of the state at every educationl level. from primary school to university. In 1890, the Imperial Rescript on Eduon- tion was issued by the Emperor. A code of behaviour „and belief for the people
was laid down. The people were told not to give up national traditions like ancestor-worship and filiml piety. The educational aim, the Emperor said, was not the individual's self- betterment but unquestioned service to the State. Public éducation was an instrument in the formation
of national
Japanese
性強迦天
character.
,點
The
national relgion, Shintoism (f), was emphasized.
Higher university educa- tion was developed as a training ground for the. government's officiala. Most of the universities in Meiji Japan were founded by the government. Private ones were set up only rarely. Graduates would become officials in newly establish- ed government ministries.
It was clear, thus, that education in Meiji Japan was far from liberal. AlL teachers were civil servants. On the other hand, university professors had to take an oath of loyalty to the state.
In the long run, therefore, free thinking and question- ing mind were destroyed. As loyalty to the Emperor was emphasized, the ground was laid for the rise of ultra- nationalism, which in the and helped produce militar- iam
In short, education in the Meiji period was an underlying cause of Japanese expansionist aggression in “Asia in the 20th century.
But because of the national system of education, literary in society was. raised. It is true that literary was by no means nation-widet a survey of 22- factories in 1892 showed that about 1/3 of the workers had received no education at all. Yet there can be little doubt that more iterate citizens were produced. The achievement was considerable. On the other hand, through a modern education, Japan could import Western technological know-how and train Japanese people to acquire it themselves. With skilled technicians and engineers, industrialization could be better promoted. and progress at moderniza- tion was great.
A modern political and economic structure, which le impersonal, would be useless If there were no modern citizens to participate and run it. Education in Meiji Japan provided these modern citizens. Only then could one hope to achieve really successful modernization,
附加數學(十七)岑俊彦
Add. Maths. (17)
Differentiation
Worked. Examples:
1. Differentiate with respect
to I:
(a) √x(5x-2)* (b) tanx√1- (c) 2x2+3xy-y2
Solution:
5=0
(1)Let_y=(x(5x-2)2=x*(5x-2
dy.(5x-2) (hr)
(5-2)5)
4
(5x-2)+20x (5x-2)3
2x2
-((5x-2)*++0x (5x-2)3)
(5x-2)2(3x-2+40x)
_{45x+2) (5x-2)3
2x
Ans.
(b)Let y tanx-1=
=tanx(1-coux)† dY (I-eoxx) =(tanx) +tanxai (1-cosx)
-(1-coax), sec2x+ +tanx!}{1-cosx)-
•~(~COBX)
(1-coax)
Coax
•{1-cosx)d, sec x
tanx
2(1−cosx)
灣
Binx
sinx
200sx(1-c08x)=
2(1-cosx)+(sin2x)
cusX
2coa 2(1−cosx)+(1-cos21) COSK
2eos°x{l-cosx).
2 соях-cus x 2cog
-2
(c)2x +3xy-y2+ax−6y-5-0
Ans.
Differentiate with respect to x:
4x+3((1)y+x+(y)] +2(x)
n+6_=(y)=0
4x+3y+3x+2y+a-62-0
• (3x+2y=6)----(4x+3y+8)
~{4x+3y+a)
dx 3x+2y=6
4x+3y+a
6-3x-2y
Find the maximum and minimum values of
Solution:
Let y
x+4
2-3x-2
ABS.
()
dy (1) (2-3x-2x)=(x+4)(-3-6x)
(2-3x-2x2)2
2-3x-2x+4x+19x+12:
(2-3x-222
2x +16x+14
For stationary values, put
2x2 +16x+14
(2-3x-2x
2
(x+1)(x+7)=0
+8x+7=0
x=-1 or -7
y=1
or
(substitute -1,
-7 into (1)})
L
7 R
0
-1 R
0 +
min..
max
'L' means values of x just
less than -7 -1
Beans values of x just greater than -7, -1.
From the table above, we find that
at x-1, y has a minimum value of 1, and
at xp-7, y has a maximun value of
25 Exercise 9
Ans'.
1. Differentiate the following
with respect to x:
()x-√x (b)|1-x
(c)x*sin(3x+4)
·Y-
(x+3)*
14nzy
prove that
dx {x2-4)(x2+3)
3. If x*+y^-4a(xy2+x2y)=0,
show that
dy_ay(y+2x)
dx
ax(x+2y)–
(a) Find the maximum and minium values of
4x-3
2
1 +1
(b) Find the equation of
the tangent, to the curve y at the
x+1
point at which it
crosses the y-axix..
5. Find the equations of the tangent and normal to the ellipse x+3y”-2a"
point (á, 73).
at the