研究生英文课文passage A 4篇

Leisure Activities in the UK

Leisure activities in earlier centuries were largely conditioned by the rural and agricultural nature of British life.Village communities were isolated and transport was either poor or non-existent.People were consequently restricted to their villages and obliged to create their own entertainments.Some of the activities were home-based while others were enjoyed by the whole village.These might be added to by itinerant players,who traveled the countryside and provide a range of alternative spectator entertainments.

Improved transportation and road conditions from the eighteen century onwards enabled the rural population to travel to neighbouring towns where they took advantage of avariety of amusements.Spectator activities increased with the industrialization of the nineteenth century,as theatres,music halls and sports developed and became available to more people.The establishment of railway systems and the formation of bus companies initiated the pattern of cheap one-day trips around the country and to the seaside,which were to grow into the mass charter and package tour of contemporary Britain.The arrival of radio,film and television in the twentieth century resulted in a further huge professional entertainment industry.In all these changes,the mixture of participatory.spectator and home-based leisure activities has continued.

Many contemporary,pursuits have their roots in the cultural and social behavior of the past,such as boxing,wresting,cricket,football,and a wide range of athletic sports.Dancing,amateur theatre and musical events were essential parts of rural life,and were often associated with the changing agricultural seasons.The traditions of hunting,shooting and fishing have long been practiced in British country life,in addition to a number of blood sports, such as dog and cock fighting and bear baiting,which are now illegal.

There is a wide varity of sports in Britain today,which cater for large numbers of spectators and participators.Some of these are minority sports,while others appeal to majority tastes.Amateur and professional football/soccer is played throughout most of the year,and also in the international level.The professional game has developed into a large family-oriented spectator sport,but has suffered in recent years from hooligansim,declining attendances and financial crises.Rugby football is a popular winter pastime,and is divided into two types.Rugby Union is confined to amateur clubs,while Rugby league is played by professional teams mainly in the northf of England.Both types of rugby are also played internationally.Cricket is a summer sport in Britain.but the England team also plays in the winter months in the commonwealth countries.It is both an amateur and professional sport.The senior game is now mainly professional and is largely confined to the English and Welsh countrysides which play in the country championships.

There are many other sports which reflect the diversity of interest in British life.Among these are

golf,horse,racing,hunting,riding,fishing,shooting,tennis,hockey,bowls,darts,snooker,athletics, swimming,sailing,mountaineering,walking,ice sports,motor-car and motor-cycle racing,and rally driving.American football and basketball are increasingly popular due to television exposure.

The sporting notion of “a healthy mind in a healthy body” has long been a principle of British education.All schools are supposed to provide physical recreation,and a reasonable range of sports is usually available to school children.Schools may paly soccer,rugby,hockey or netball during the summer.Some schools may be better provided with sporting facilities tha others,and offer a wider range of sports.However,there have been recent complaints from parents that team games and

competitive sports are declining in state schools,School reorganization and the creation of large comprehensives have reduced the amount of inter-school competition,which used to be a feature of education;some left-wing councils are apparently opposed to competitive expression;there is a short of playing fields;and a lack of equal equipment.The position is particularly acute in the inner city areas,and is of concern to those parents who feel that their children are being prevented from expressing their normal physical natures.They maintain that the state school system is failing to provide sporting provision for children,and some parents turn to the independent sector,which is usually well-provided with sports facilities.

The ”arts”once had a somewhat precious and exclusive image associated with notions of high culture,which were usually the province of the middle and upper classes.The growth of mass and popular culture has increased the potential audience for a wider range of cultural activities,and the availability and scope of the arts has spread to greater numbers of people.Pop concerts,folk and ethnic music,and youth culture pastimes occupy a considerable amount of young people’s leisure time,as well as contributing to trade,exports and British image nationally and internationally.These activities may be amateur or professional and continue the mixture of participatory,spectator and hame-based entertainment.

There is a wide range of museums and art galleries in Britain.Which provide for a variety of tastes.In the past,entry to most of the public museums was free of charge,but in recent years entrance fees have been charged by some institutions.This development has led to less accessibility to national educational and cultural heritage,which should be available to all without charge.But museums and art galleries are also finding it difficult to operate with limited funds,and are dependent on local government grants and Arts Council subsidies.

In addition to these cultural and sporting pastimes,the British enjoy a variety of other leisure activities.More people have more free time,which results from a 35-40 hours working week,and more and more diversified opportunities are now available.

Do-it-yourself hobbies,such as house painting,decorating and gardening,are very popular,as are going out for meals and visiting the pub.The pub,as an institution,has changed groups and tastes.The licensing hours,which apply to open times for the sale of alcohol,have been liberalized by the government to bring England and wales into line with Scotland.But in recent years,the establishment of wine wars,various forms of clubs,discotheques and dance halls has meant a considerable amount of competition for the traditional pubs.

Holidays and where to spend them have become an important part of British life.accompanied by more leisure time and money for the majority of the people.Many people prefer to organize their own holidays and make use of the good air and sea communications between Britain and the continent.In British itself exist different forms of holiday,from the traditional “Bed&Breakfast”at a seaside boarding house,to hotels,caravan sites and camping.Increased car ownership has allowed greater travel possibilities.Today,more than three-fifths of households have the use of at least one car,and 16 percent have two or more.

A public opinion poll in 1990 showed that Britain’s cultural life was thriving,and that a large number of people participated in a variety of available pastimes.we can report that the nation is in no telly=induced trance.Its tastes mix watching and doing,”high”and “low”cultures,with a richness that contradicts the stereotypes of the British as divided between mindless larger louts and equally money-grubbing consumers.The mix we have found will not please everybody.Not enough football for some,not enough opera for others.But that is what we should expect in the

culture of a whole nation.

“The Apprentice ” a Good Lesson in How to Land Job You Want “The Apprentice”,the NBC reality program headlined by Donald Trump,is more than mere entertainment.

It’s a lesson in high-stakes,cut-throat job interviewing-for potential employees and employers.

The program is compelling collaboration with “Survivor” producer Mark Burnett in which Trump supervises 16 young go-getters competing in a series of business endeavors.The winner will head one of Trump’s companies for a year at a healthy six-figure salary.

Here are some lessons gleaned from the program so far:

1.Don’t rely on generalities.when asked why you should be hired or not fired,back up statements with quantifiable evidence.When asked why they should be retained,jessie and her other team members provided generalities about their leadership skills and character but none offered concrete examples of specific accomplishments.

2.Don’t say bad things about your boss or employees/co-workers.In week 6,both Troy and Kwame kept their comment about the project manager,the soon-to-be fired jessie,very positive.But other team members,Heidi,Jessie and Omarosa,laced their comments with very negative statements about each other and excuses for their own shortcomings.While only Jessie was fired,in the real world all three of the women might have found themselves “out of the suite”,as Trump would say.Certainly,Tammy Lee’s negative and seemingly disloyal statements accelerated her demise in Week 7,the apartment-makeover episode.

3.Likability counts.in a real world interview/performance review.the personal connection established with the interviewer/performance/supervisor (i.e.does he or she like you) could be the overriding factor in determining your employment fate.In an interview,this personal/connection is often established within the first five minutes of the interview,and while a positive connection will not necessary result in a job offer,a negative connection will almost always result in rejection.The lack of likability was a major reason behind the firing of Tammy Lee,who was not to make a positive impression on her teammates,Donald Trump on his advisers.At the other end of the spectrum the positive impressions establishment by Amy Henry have set her far ahead of the other competitors.She seems to be adored by everyone.

4.Dress for success.At first,the women in particular looked more like they were competing for positions with an escort service with a major real estate company.However,they quickly came around and learned that in order to be considered professional one has to dress in professional attire.

5.Rein in emotions.Interviews and performance reviews can be intense.While most interviews are not confrontational in nature,such as those in Trump’s boardroom,performance review certainly can be.Those reviewed are asked to explain their actions,decisions,etc.It’s important in both situations for the one in the spotlight to keep emotional responses in check.Ereka,the project manager leading the losing team in Week 8,the Trump Ice episode,let her emotions get in the way during the project,and in the boardroom with Trump.It was the major reason leading to the decision to fire her.

6.Employer come first.While most employers know and understand that candidates and employees have other priorities in their lives outside of work,they do not want to hear about them or see evidence of those other priorities interfering with work.

Despite the situation with Heidi’s mother(the revelation that she was diagnosed with colon cancer),Heidi demonstrated and reiterated in the boardroom to Trump(Week 7) that her commitment to her team would not be lessened by her obvious concern for her mother,which she displays outwardly after the day’s business is done.Omarosa,on the other hand,let a minor bump on the head derail her productivity,which sends a strong massage that the employer will take a back seat even if small issues arise.

7.More than one.You are never interviewed by just one person.Everyone you meet will determine your employment fate.Trump relied on two trusted associates to work with the candidates,and form their own opinions of each.Those opinions were critical in determining wether one candidate had indeed acted unethically as his competitors charged.

8.Limit what you say and never interrupt.Trump quickly upbraided Bill when Bill interrupted him to argue a point with him.Trump told him to stop talking,telling Bill that he would hire no young candidate who did not understand the importance of yielding to his authority.Figure out what the interviewer is seeking and you can answer any type of question.

9.No two interviews are alike in questions asked,but the objectives are always the same :finding someone who is not only qualitied but fits the company culture and will work well with the interviewer and his or her co-workers.Trump does not ask a set of stock interview questions.However,he made it very clear,by his comments to his trusted associates and in his direct comments to the interviewees,exactly the kind of candidate he wants:a sale-driven,hard-nosed,aggressive,smooth,polished executive with a killer instinct.Regardless of the question or test,the candidates must deliver with those expectations in mind.

10.Ask for the job.One of the biggest mistakes many job seekers make is ruining an otherwise successful interview by not actually asking for the job.It might seem unnecessary.After all, the job seeker would not have applied if he or she did not want the job.However,by asking for the job in the interview,the job seeker is sending a strong message to the employer that he or she is interested in the job and is enthusiastic about the opportunity.

In the art gallery episode,Nick,the winning project manager,was granted a unique 10-minute,face-to-face meeting with Trump,which Nick rightfully treated as an interview.Nick’s statement at the end, ”My main goal is to be working for you,” demonstrates the type of interest and enthusiasm that any employer would like to hear from a candidate.

11.Take responsibilities for your decisions.In a performance review and even in some job interviews,particularly for upper management positions,a candidate is often asked to explain or defined actions and decisions.

The employer,before investing money in a new employee,wants to make sure that you recognize problems or failures and,most importantly,that you learned something that will make you a better employee and the company more profitable.When a project leader makes excuses or blames others on the team,it dose not enhance the individual’s image and it does not tell the employer that anything was learned.

Even though he wae the losing project manager in the art gallery episode,Kwame definitely enhanced his image by taking responsibility for going with the riskier artist.Heidi and Omarosa spent their time in the boardroom blaming each other for the team’s poor performance.Saying he was tired of her excuses Trump fired Omarosa,but Heidi certainly did not make a favorable impression on those who will decide her fate.

Most job seekers will not go through an interview process like “The Apprentice”,but the

fundamentals are universal:making a personal connection with the interviewer,demonstrating what qualities you will bring to the position,and setting yourself apart from the competition,hopefully in a positive way.

By watching the program,job seekers can learn a lot about the dynamic between the interviewer and interviewee.Hiring authorities can also learn ways to judge candidates.Clearly,part of Donald Trump’s success is his ability to surround himself with smart and highly driven individuals.

Higher Education in Developing Countries

Higher education institutions clearly need well-designed academic programs and a clear mission.Most important to their success,however,are high-quality faculty,committed and well-prepared students,and sufficient resources.Despite notable exceptions,most higher education institutions in developing countries suffer severe deficiences in each of these areas.As a result,few perform to a consistently high standard.

Faculty Quality

A well-qualified and highly motivated faculty is critical to the quality of higher education institutions.Unfortunately,even at flagship universities in developing countries,many faculty members have little,if any graduate level training.This limits the level of knowledge imparted to students and restricts students’ability to access existing knowledge and generate new ideas.

Teaching methods are often outmoded.Rote learning is common,with instructors doing little more in the classroom than copying their notes onto a blackboard.The students,who are frequently unable to afford atextbook,must then transcribe the notes into a notebook,and those students who regurgitate a credible portion of their notes from memory achieve exam success.These passive approaches to teaching have little value in a world where creativity and flexibility are at a premium.A more enlightened view of learning urgently needed,emphasizing active intellectual engagement,participation,and discovery,rather than the passive absorption of facts.

Improving the quality of factually is made more difficult by the ill-conceived incentive structures found in many developing countries.Faculty pay is generally very low in relation to that offered by alternative professional occupations.Pay increases are governed by bureaucratic personnel systems that reward long service rather than success in teaching or research.Market forces,which attempt to reward good performance,are seldom used to determine pay in the higher education sector.

While pay disparities make it difficult to attract talented individuals,recruitment procedures are often found to hinder intellectual growth.Some developing countries have been slow in developing traditions of academic freedom and independent scholarship.Bureaucracy and corruption are common,affecting the selection and treatment of both students and faculty.Favoritism and patronage contribute to academic inbreeding that denies universities the benefit of intellectual cross-fertilization.These problems arise most commonly in politicized academic settings,where power rather than merit weighs most heavily in the marking of important decisions.

Politicization can also have a wide impact on the atmosphere of a system.While political activity on campuses throughout the world has helped address injustice and promote democracy,in many instances it also has inappropriately disrupted campus life.Research,teaching,and learning are extremely difficult when a few faculty members,students,and student groups take up positions

as combative agents of rival political factions.

Highter eduction institutions rely on the commitment of their faculty.Their consistent presence and availability to students and colleagues have an enormous influence in creating an atmosphere that encourages learning.Yet few enormous influence in creating an atmosphere that encourages learning.Yet few institutions in developing countries have structures against moonlighting and excessive absenteeism.Many faculty work part-time at several institutions,devote little attention to researching or to improving their teaching,and play little or no role in the life of the institutions employing them,Faculty members are often more interested in teaching another course--often at an unaccredited school --than in increasing their presence and commitment to the main institution with which they are affiliated.With wages so low,it is difficult to condemn such behavior.

Problems Faced by Students

In many institutions,students face difficult conditions for study.Severely overcrowded classes,inadequate library and laboratory facilities,distracting living conditions,and few, if any,student services are the norm.The financial strains currently faced by most universities are making conditions even worse.

Many students start their studies academically unprepared for higher education.Poor basic and secondary education,combined with a lack of selection in the academic system,lies at the root of this problem.Yet rarely does an institution respond by creating remedial programs for inadequately prepared students.

Cultural traditions and infrastructure limitations also frequently cause students to study subjects,such as humanities and the arts,which offer limited job opportunities and lead to “educated unemployment”.At the same time,there is often unmet demand for qualified science graduates,while in many societies women study subjects that conform to their traditional roles,rather than courses that will maximize their opportunities in the labor market.Better information on the labor market is needed,combined with policies that promote economic growth and labor absorption.Also,many educated people come from wealthier backgrounds and are able to resist taking jobs in locations they consider to be undesirable.Promoting an entrepreneurial culture will encourage the creationof more productive jobs.

Students also face the widespread requirement to choose their area of specialization early in their course,in some cases ahead of matriculation.Once a choice is made,change is frequently difficult or even impossible.Such inflexibility closes off options,with student’s unable to sample courses in different academic areas.Early specialization can prevent costly indecisiveness,but systems that are unforgiving of early “mistakes” do not develop and unleash the true potential of many students.

Insufficient Resources and Autonomy

Many of the problems involving higher education are rooted in a lack of resources.For example,developing countries spend far less than developed countries on each student.But finding new funds is not easy.Although absolute spending is low,developing countries are already spending a higher proportion of their (smaller) incomes than the developed world on higher education,with public spending for education growing more quickly than income or total government spending.Higher education is clearly placing greater demands on public budgets,with the private-sector and international donors taking up only some of the slack.Redirecting money from primary or secondary education is rarely an option,with spending per student on higher

education already considerably higher than is common at other levels of the education system.

Most public universities are highly dependent on central governments for their financial resources.Tuition fees are often negligible or non-existent,and attempts to increase their level encounter major resistance.Even when tuition fees are cllected,the funds often bypass the university and go directly into the coffers of ministries of finance or central revenue departments.Budgets must typically be approved by government officials,who may have little understanding of higher education in general,of goals and capabilities of a particular university,or of the local context in which it operates.

In addition,capital and operating budgets are poorly coordinated.Often,major new facilities are built,but then are left with no funds for operation and maintenance.The developing world is littered with deteriorating buildings,inadequate libraries,computer laboratories that are rarely open,and scientific equipment that cannot be used for want of supplies and parts.It is often impossible to carry over unspent funds for use in later years,and difficult to win a budget that is higher than the previous year’s actual expenditure.This creates a “use-it-or-lose-it environment ”,resulting in overspending and misspent resources.

Research universities face an array of especially serious problems,Their role derives from a unique capacity to combine the generation of new knowledge with the transmission of existing knowledge.Recent pressures to expand higher education have in many cases diverted such universities from pursuing research,and their financial situation is further diminishing their research capabilities.Public universities in Africa and Asia often devote up to 80 percent of their budgets to personnel and student maintenance costs,leaving few resources for infrastructure maintenance,libraries,equipment,or supplies--all key ingredients in maintaining a research establishment.

The disappearance of a research agenda from these universities has serious consequences.The inability to pursue research isolates the nation’s elite scholars and scientists,leaving them to keep up with the latest developments in their own fields.As research universities lose their ability to act as reference points for the rest of the education system,countries quickly find it harder to make key decisions about the international issues affecting them.

In addition to being severely underfunded,sometimes despite their best efforts,many higher education institutions in developing countries lack the authority to make key academic,financial,and personnel decisions.They can also be slow in devolving responsibility for decision-making to constituent departments.Poor governance,in other words,dilutes their ability to spend what money they have.

Cuisine of the United States

The cuisine of the United States has a history dating back before the colonial period when the Native Americans had a rich and diverse cooking style fof an equally diverse amount of ingredients.With European colonization,the style of cookery changed vastly,with numerous ingredients introduced from Europe,as well as cooking styles and modern cookbooks.The style of cookery continued to expand into 19th and 20th centuries with the influx of immigrants from various nations across the world.This influx has created a rich diversity and a unique regional character throughout the country.

When the colonists came to America,their initial attempts at survival included planting crops familiar to them from back home in England.In the same way,they farmed animals for clothing and meat in a similar fashion.Through hardships and eventual establishment of trade with

Britain,the west Indies and other regions,the colonists were able to establish themselves in the American colonies with a cuisine similar to their previous British cuisine.There were some exceptions to the diet,such as local vegetation and animals,but the colonists attempted to use these items in the same fashion as they had their equivalents or ignore them if they could.The manner of cooking for the American colonists followed along the lines of British cookery up until the Revolution.

Local cuisine patterns had established by the mid-18th century.A striking difference for the colonists in New England compared to other regions was seasonality.While in the southern colonies,they could farm almost year round,in the northern colonies,the growing seasons were very restricted.In addition,colonists’ close proximity to the ocean gave them a bounty of fresh fish to add to their diet,especially in the northern colonies.Wheat,however, the grain used to bake bread back in England was almost impossible to grow,and imports of wheat were faf from cost productive.Substitutes in cases such as this included cornmeal.

As many of the New Englanders were originally from England,game hunting was often a pastime from back hame that paid off when they immigrated to the New World.Much of the northern colonists depended upon the ability either of themselves to hunt,or for others from which they could purchase game.This was the preferred method for protein consumption over animal husbandry,as it required much less work to defend the kept animals against Native Americans or the French.

The more commonly hunted and eaten game included deer,bear,buffalo and wild turkey.The larger muscles of the animals were roasted and served with currant sauce,while the other smaller portions went into soups,stews,sausages,pies and pasties.In addition to game,mutton was a meat that colonists would enjoy from time to time.The Spanish in Florida originally introduced sheep to the New World,in the north however,the Dutch and English introduced sheep.

A number of fats and oils made from animals served to cook much of the colonial foods.Mang homes had a sack made of deerskin filled with bear oil for cooking,while solidified bear fat resembled shortening.Rendered pork fat made the most popular cooking medium,especially from the cooking of bacon.Pork fat was used more often in the southern colonies than the northern colonies as the Spanish introduced pigs earlier to the south.The colonists enjoyed butter in cooking as well,but it was rare prior to the American Revolution,as cattle was not yet plentiful.

Those living near the New England shore often dined on fish,crustaceans,and other animals that originated in the waters.Colonists ate large quantities of turtle,and it was an exportable delicacy for Europe.Cod,in both fresh and salted from was enjoyed,with the salted variation created for long storage.The highest-quality cod was usually dried,however,and exported to the Mediterranean in exchange for fruits not available in the American colonies.Lobsters proliferated in the waters as well,and were extremely common in the New England diet.

A number of vegetables grew in the northern colonies,which included turnips,onions,cabbage,carrots,and parsnips,along with a number of beans,pulses and legumes.These vegetables kept well through the colder months in storage.Other vegetables grew which were salted or pickled for preservation,such as cucumbers.As cucumbers.As control over the northern colonies farming practices came from the seasons,fresh greens consumption occurred only during the summer months.Pumpkins and gourds were other vegetables that grew well in the northern colonies;often used for fodder for animals in addition to human consumption.In addition to the vegetables,a large number of fruits were grown seasonally.Fruits not eaten in season often as

saw their way into preservation methods like jam wet sweetmeats,dried or cooked into pies that could freeze during the winter months.

Prior to the revolution New Englanders consumed large quantities of rum and beer as they had relatively easy access to the goods needed to produce these items from maritime imports.Rum was the distilled spirit of choice as the main ingredient; molasses was readily available from trade with the West Indies.Further into the inferior,one would often find colonists consuming whiskey,as they did not have similar access to the sugar cane.They did have ready access to corn and rye which they used to produce their whiskey. However, up until the Revolution many people considered whiskey to be a coarse alcohol unfit the human consumption, as many believed that it caused the poor to become raucous and unkempt drunkards.One item that was important to the production of beer that did not grow well in colonies however was hops. Hops only grew wild in the New World,and as such, importation from England and elsewhere became essential to beer production.

In comparison to the northern colonies, the southern colonies were quite diverse in their agricultural diet.Unlike the northern colonies, the southern colonies did not have a central region of culture. The uplands and the lowlands made up the two main parts of the southern colonies. The slaves and poor of the south often ate a similar diet, which consisted of many of the indigenous New World crops. Salted or smoked pork often supplemented the vegetable diet. Those on the “rice coast” often are ample amounts of rice, while the grain for the rest of the southern poor and slaves was cornmeal used in breads and porridges. Wheat was not an option for most of those that lived in the southern colonies.

The diet of the uplands often included cabbage, string beans, white potatoes, while most avoided yams and peanuts. Non-poor whites in the uplands avoided crops imported from Africa because of the inferred inferiority of crops of the African slaves. Those who could grow or afford wheat often had biscuits on their table for breakfast, along with healthy portions of work.

The lowlands, which included much of the Acadian French regions of Louisiana and the surrounding area, included a varied diet heavily influenced by Africans and Caribbeans, rather than just the French. As such, rice played a large part of the diet as it played a large part of the diets of the Africans and the Caribbeans. In addition, unlike the uplands, the lowlands subsistence of protein came mostly from coastal seafood and game meats. Much of the diet involved the use of peppers, as it still does today.

One characteristic of American cooking is the fusion of multiple ethnic or regional approaches into completely new cooking styles. The cuisine of the South,for example, has been heavily influenced by immigrants from Africa, France, and Mexico,among others. Asian cooking has played a particularly large role in American fusion cuisine. Similarly, while some dishes considered typically American may have their origins in other countries,American cooks and chefs have substantially altered them over the years, to the degree that the dish as now enjoyed over the world are considered to be American.Hot dogs and hamburgers are both based on traditional German dishes, brought over to America by German immigrants to the United States, but in their modern popular form they can be reasonably considered American dishes, even “All-American”.

Other ethnic groups were not part of the main traditional settlers, indigenous Native Americans, Latin American expatriates,African-American slave class or Creole people; their population numbers were probably not as numerous as the other existing ethnic groups or the subsequent populations of their own respective ethnicities forthcoming during the years until “The Great Transatlantic Migration” and other mass migrations of the 19th Century. The later arrival of many

immigrants into the United States seemingly does not discount their profound impact on the national or regional cuisine. Many other ethnic groups have additionally contributed to cuisine of the United States,some with greater impact and productive success than others.

Today,of the most popular “ethnic”cuisines in the United States, you can see almost everywhere the prevalence of Chinese, Italian and Mexican cuisines in almost every aspect of the food industry. According to the National Restaurant Association, also known as the NRA by industry professionals, of the top three “ethnic cuisines” in the United States...Italian, Mexican and Chinese (Cantonese) cuisines have indeed joined the mainstream. These three cuisines have become so ingrained in the American culture that they are no longer foreign to the American palate. According to the study, more than nine out of 10 consumers are familiar with and have tried these foods, and about half report eating them frequently. The research also indicates that Italian, Mexican and Chinese (Cantonese) have become so adapted to such an extent that “authenticity is no longer a concern to customers”.

Contributions from these ethnic foods have become just as common as traditional “American”fares like hot dogs, hamburgers, beefs steaks, cherry pies, Coca-Cola,milkshakes, fried chicken and so on.Nowadays, Americans also have a ubiquitous consumption of foods like pizza and pasta, tacos and burritos to “General Tso’s Chicken” and Fortune Cookie

硕士研究生毕业面试自我介绍(中英文)

硕士研究生毕业面试自我介绍（中英文）你好，我叫xx，本科和研究生都就读于xx，专业方向是是与系统。 我的职业理想是成为一名优秀的工程师，所以我选择了xx，选择了我现在的专业。我希望在未来成为这方面的专家。为了实现这个梦想，我特别注重与此相关的专业课程的学习，也取得了很好的成绩。并且在教研室里一年半的时间，我积累许多相关领域经验，也锻炼了自己的实际动手能力，使我更进一步接近我的梦想。 在课余时间，我积极参见各种活动，比如歌唱比赛，学校交谊舞会，户外徒步露营，骑自行车旅行，创立研究生英语角……我是一个比较外向的人，喜欢与人交流。同时我是一个有强烈进取心的人，期望每天都能做一个更好的自己，所以常常找出自己的不足，并且加以改进。 我非常喜欢旅行因为我总能在一个新的地方发现有趣和令人兴奋 的事情。我知道这份职业需要大量出差，但是我能享受它。 我认为一份职业要符合自己的兴趣和性格，能充分发挥自己的特长，这样你才能够以全部的热情投入工作，享受你所从事的事业，获得成功。通过对自己的综合分析，我相信我适合这份职业，热爱这份职业并且能干好它。xx又是如此优秀和受人尊敬的公司，我梦想在 这里工作。这就是我来到这里应聘这份工作的原因。谢谢! 英文版 my name is jiang wei. i spent both my undergraduate and postgraduate time in uestc , major at information and system.

i dream of being an excellent engineer ,that’s the reason i chose uestc and my present major. i hope i will be an expert in this field. to achieve this goal , i focused on learning my major courses hardly and got good marks. in the past one and a half years, i aumulated a lot of practical project experiences and skills in the lab . this makes me approach my dream. on campus, i joined in many activities, such as singing contest, dance party, hike, riding bicycle, english corner. i am outgoing and enjoy municating with others. i am a highly-motivated person. i always feel pelled to improve and improve myself again until make myself a better person. i like travelling very much because i always find something interesting and exiting in a new place. i know this job needs you to travel a lot, but i enjoy it. only you really love something then you will put yourself pletely into it and try your best to achieve perfection. through a prehensive analysis to myself , i believe i am suitable for this job and i love it so i can do it well. ericsson is such an excellent and respectable pany and i dream of working here. those above are why i e here to apply for this job. thanks very much!

研究生英文自我介绍

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