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When I was growing up, the whole world was Jewish. The heroes were Jewish and the villains

were Jewish. The landlord, the doctor, the grocer, your best friend, the village idiot, the neighborhood bully: all Jewish. We were working class and immigrants as well, but that just came with the territory. Essentially we were Jews on the streets of New York. We learned to be kind, cruel, smart and feeling in a mixture of language and gesture that was part street slang, part grade-school English, part kitchen Yiddish.

One Sunday evening when I was eight years old my parents and I were riding in the back seat of my rich uncle's car. We had been out for a ride and now we were back in the Bronx, headed for home. Suddenly, another car sideswiped us. My mother and aunt shrieked. My uncle swore softly. My father, in whose lap I was sitting, said out the window at the speeding car, "That's all right. Nothing but a few Jews in here." In an instant I knew everything. I knew there was a world beyond our streets, and in that world my father was a hu- miliated man, without power or standing.

When I was sixteen a girl in the next building had her nose straightened; we all went together to see Selma Shapiro lying in state, wrapped in bandages from which would emerge a person fit for life beyond the block. Three buildings away a boy went downtown for a job, and on his application he wrote "Anold Brown" instead of "Anold Braunowiitz." The newsswept through the neighborhood like a wild fire. A nose job? A name change? What was happening here? It was awful; it was wonderful. It was frightening; it was delicious. Whatever it was, it wasn't standstill. Things felt lively and active. Self-confidence was on the rise, passivity on the wane. We were going to experience challenges. That's what it meant to be in the new world. For the first time we could imagine ourselves out there.

But who exactly do I mean when I say we? I mean Arnie, not Selma. I mean my brother, not me. I mean the boys, not the girls. My mother stood behind me, pushing me forward. "The girl goes to college, too," she said. And I did. But my going to college would not mean the same thing as my brother's going to college, and we all knew it. For my brother, college meant going from the Bronx to Manhattan. But for me? From the time I was fourteen I yearned to get out of the Bronx, but get out into what? I did not actually imagine myself a working person alone in Manhattan and nobody else did either. What I did imagine was that I would marry, and that the man I married would get me downtown. He would brave the perils of class and race, and somehow I'd be there alongside him.

In the passage, we can find the author was_______.

A.quite satisfied with her life

B.a poor Jewish girl

C.born in a middle-class family

D.a resident in a rich area in New York

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更多“When I was growing up, the who…”相关的问题
第1题
When my brother and I were growing up, we()summers with mygrandparents in Brazil.
When my brother and I were growing up, we()summers with mygrandparents in Brazil.

A.are used to spending

B.would use to spend

C.used to spend

D.got used to spend

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第2题

Michael’s mother read him ()stories about flying that described the land from a bird’s-eye view when he was growing up.

A.numbered

B.numerical

C.numerous

D.numerable

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第3题
The kids are hanging out. I pass small bands of students in my way to work these mornings.
They have become a familiar part of the summer landscape.

These kids are not old enough for jobs. Nor are they rich enough for camp. They are school children without school. The calendar called the school year ran out on them a few weeks ago. Once supervised by teachers and principals, they now appear to be "self care".

Passing them is like passing through a time zone. For much of our history, after all, Americans arranged the school year around the needs of work and family. In 19th-century cities, schools were open seven or eight hours a day, 11 months a year. In rural America, the year was arranged around the growing season. Now, only 3 percent of families follow the agricultural model, but nearly all schools are scheduled as if our children went home early to milk the cows and took months off to work the crops. Now, three-quarters of the mothers of school-age children work, but the calendar is written as if they were home waiting for the school bus.

The six-hour day, the 180-day school year is regarded as something holy. But when parents work an eight-hour day and a 240-day year, it means something different. It means that many kids go home to empty houses. It means that, in the summer, they hang out.

"We have a huge mismatch between the school calendar and realities of family life," says Dr. Ernest Boye, head of the Carnegie Foundation for the Advancement of Teaching.

Dr. Boyer is one of many who believe that a radical revision of the school calendar is inevitable. "School, whether we like it or not, is educational. It always has been. "

His is not popular idea. Schools are routinely burdened with the job of solving all our social problems. Can they be asked to meet the needs of our work and family lives?

It may be easier to promote a longer school year on its educational merits and, indeed, the educational case is compelling. Despite the complaints and studies about our kids' lack of learning, the United State still has a shorter school year than any industrial nation. In most of Europe, the school year is 220 days. In Japan, it is 240 days long. While classroom time alone doesn't produce a well-educated child, learning takes time and more learning takes more time. The long summers of forgetting take a toll.

The opposition to a longer school year comes from families that want to and can provide other experiences for their children. It comes from teachers. It comes from tradition. And surely from kids. But the most important part of the conflict has been over the money.

The current American school calendar was developed in the 19th century according to ______.

A.the growing season on the nation's farm

B.the labor demands of the industrial age

C.teachers'demands for more vacation time

D.parents'demands for other experiences for their kids

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第4题
有U(电压),I(电流),R(电阻)这3个物理量。关于欧姆定律,以下公式正确的是()

A.U=I·R;I=U/R,R=U/I

B.I=U·R;U=I/R,R=I/U

C.R=I·U;I=R/U,U=R/I

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第5题
电路欧姆定律的计算公式是()。

A.I=U/r

B.I=U/R

C.I=U/XL

D.I=U/XC

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第6题
局部电路欧姆定律的数字式是()。

A.I=U/R

B.I=R/U

C.U=R/I

D.U=I/R

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第7题
h__sp__t__l()

A.o, i, a

B.o, i

C.u, i, a

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第8题
补充音节:z __ 做,t __ 甜,y __ 颜()

A.uò ;ián ;án

B.òu ;ián ;ián

C.uò ;án ;ián

D.òu ;án ;án

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第9题
欧姆定律最基本的表示形式是公式()。

A.R=U/I

B.I=U/(R+r)

C.U=RI

D.I=U/R

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第10题
根据欧姆定律,电阻R、电流I、电压U关系表述正确的是()

A.R=U/I

B.U=IR

C.I=R/U

D.R=I/U

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第11题
p—()—pu

A.u

B.i

C.o

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