素材摘抄

素材摘抄篇一：素材摘抄

教授打人 谁都没有豁免权

北航教授韩德强，就因为和一位老人争论爱国问题时，一言不合两记耳光扇在老人脸上，引来一阵口水互喷。一言不合，扇人耳光，这是连骂街泼妇都不屑干的蛮夫之举。它表面上是斯文扫地实际上是对法律的嘲讽是对民主的羞辱。用耳光强迫别人遵从自己的信仰与崇尚，表面上是站在爱国的高地，实际上是身处道德的低洼而不自知。

路口拐点，人性拐点

参加保钓游行的李昭在发现游行人群疯狂地打砸日系车后，手持一块纸板站在路口。纸板上写着“前方砸车，日系掉头”。

西安接口的那个“拐点”——市民的日系车经提醒后掉头，避免被砸毁，也描摹着李昭内心的“拐点”——从兴奋地参加爱国游行，专为关切同胞的财产与人身安全，他身上表现出的理智与良善，构成了社会的基石，构成足以对抗社会狂热与丑恶的“拐点”。

素材摘抄篇二：写作课素材(大英百科全书摘抄)

Effects of television viewing on child development

ARTICLE from the Encyclop?dia Britannica

Effects of television viewing on child development, highly contested topic within child development and psychology involving the consequences for children from the content of and the duration of their exposure to television (TV) programming. The effects of television viewing on child development have aroused a range of reactions from researchers, parents, and politicians that has fueled a debate that extends back to the medium’s inception in the 1940s.

It is difficult to argue that youths are not affected by what is broadcast on television. However, it is equally difficult to pinpoint particular shows or gees of programming as causing specific behaviours in children without considering the innumerable amount of alternate influences that may have an effect on their actions. Some have argued that television clearly has negative effects on youths—such as violent programming resulting in children who are more fearful, more aggressive, or more insensitive to the suffering of

others—whereas others believe that such effects are, at best, ambiguous. Although it is uncertain which perspective is right or wrong, it is quite certain that the debate continues to galvanize social scientists, parents, and politicians in the United States and elsewhere.

Early findings

As commercial television began to flourish in the United States in the 1940s, television’s effects on the first generation of individuals raised

alongside the new medium became a topic of interest. In 1949 the Columbia Broadcasting System (CBS) sponsored a study conducted by Rutgers

University that found that television increased family unity and cohesion, did not promote viewer passivity, and did not replace other valued diversions, such as outdoor activities and social interactions. That landmark report was one of the first and most widely disseminated of its kind, and several more would

follow in the forthcoming decade. Soon, however, questions were raised about whether television viewing decreased dialogue between children and parents and whether children could be expected to maintain academic progress as their average total viewing time increased to more than 20 hours a week. Eventually, broadcasters capitalized upon those youthful watchers by

developing targeted programs such as puppet shows and Saturday morning cartoons. Although those were highly popular, many children—especially those from households that provided minimal parental involvement in viewing choices—were also watching wrestling shows, TV westerns, and

mystery-crime dramas, all of which incorporated a significant amount of

violence into their story lines. That, in turn, raised even more concerns about the impact of television on American youth.

Effects of television violence

In several studies in the 1960s and ’70s, American psychologist Albert Bandura found that children learn from and imitate the behaviour of individuals they observe, specifically when the individual is rewarded for aggressive acts. That finding corroborated the admonitions of those who suggested that children who constantly witnessed their favorite TV “heroes” being praised for beating up or killing the “bad guy” would, in turn, incorporate aggressive acts into their own repertoire of behaviours for use in situations characterized by conflict. Throughout the following decades, psychologists, sociologists, criminologists, and other social scientists have argued a number of different perspectives with respect to whether television violence facilitates or triggers violent behaviours in children. Some believe that watching violence on television likely causes a significant number of children to behave violently. Others have agreed that this may be true but that it is so only with children already susceptible to exhibiting violence. As a result, some have argued for tighter controls, either voluntary or legislative, concerning what should be allowed on the airwaves. Alternately, some have blamed parents instead of the broadcast industry and contended that parents are ultimately to blame for their children’s viewing habits. A general point of agreement (or compromise) among the research community is that television can have effects on children’s

behaviour but that it must be considered as one of many determinants that may cause a child to act in a particular manner.

Other potential effects

The debate of whether violence on television begets violence in children may be the most-salient issue, but some social scientists argue that television programming has negative effects on children beyond promoting aggressive behaviour. For example, television shows appear to perpetuate gender and racial stereotypes and offer young viewers a distorted perspective of how the world works and how people behave. Several studies have correlated television with deficits in attention and focus and have revealed negative correlations between test scores and the number of hours of programming watched. In addition, parents have complained about the content of certain shows, contending that even the most “child-friendly” programming may present values (especially those regarding sex, alcohol, tobacco, and illicit drug use) that contradict those they wish to pass on to their offspring.

Health care professionals have also weighed in on the television debate. They believe that children who spend more time watching television are going to spend less time engaging in physical activity. That trend, combined with the ubiquity of fast-food advertisements during such programs, may be largely responsible for America’s obesity epidemic. Additionally, psychologists argue

that the large amount of time spent watching TV threatens the cohesiveness of the family. Such negative effects may also include inhibiting children’s social development by diminishing the number of conversations between them and their family members.

Despite all the negative influences attributed to television, some

commentators note that the medium can have a positive effect on youths. For instance, television programs are quite commonly used in school classrooms, and teachers may use educational videos or segments recorded from network broadcasts to accentuate their lessons and provide learning avenues for

children with different learning styles. Also, television has exposed people to a wider array of cultures and societies and has made more young people aware of political and social issues, which in turn may increase their influence on their respective nation’s government.

Policy issues

Because of the television-viewing habits of youths, some legislators have advocated for stricter regulation of what is shown on TV. In the United States in 1996, Congress mandated that V-chips, devices that parents can use to block programming inappropriate for children, be installed in every television set produced after 1999. In 1997 the entertainment industry, pressured by Congress to enact a ratings system to work in conjunction with the V-chip,

素材摘抄篇三：[文章素材]200字精美语段摘抄

[文章素材]200字精美语段摘抄

生命的幸福原来不在于人的环境、人的地位、人所能享受的物质，而在于人的心灵如何与生活对应。因此，幸福不是由外在事物决定的，贫困者有贫困者的幸福，富有者有其幸福，位尊权贵者有其幸福，身份卑微者也自有其幸福。在生命里，人人都是有笑有泪；在生活中，人人都有幸福与忧恼，这是人间世界真实的相貌。

死亡、疾病、伤害、不公平……这些早已存在。而且，以它们为名义的戏剧，正时时刻刻在这个世界上演。一些令人伤心或愤慨的故事，也曾经使我们悲哀落泪，但不久就被抛到九霄云外；一些丑恶的现象。也曾经让我们义愤填膺，但很快又让位于别的什么令人激动的事情。这一切的一切，只不过是因为，它们发生在别人身上，离“我的世界”实在太远；我们的感情于是在空气中冷却．凝固，坠落!你在

那遥远的城市，那于我遥远而陌生的城市，那我即便站在高山之巅也无法眺望的城市。我常想着你，我的朋友。

爱恨是玻璃板上的两滴水；有时混在一起；分不出彼此；有时经过时

间的蒸发；全不见了。

傍晚下起了雪，然后一夜未停。雪花轻柔，落在一只只黑漆斑驳的蜂箱上。蜜蜂正沉睡。在精致的六角的蜂巢内，像被蜡封的秘函。又像提炼完毕的纯金颗粒，被一位丰富的君王所珍藏。其实比金子更贵重，因为蜜蜂是活物，有生命。天底下，它们的梦境最甜美，南方的紫云英、油菜花，北方的槐花、枣花、山荆柯，一层谢了一层又开。却不知今夜繁华的梦乡，是否能出现雪的踪影。如果有一只可爱的蜜蜂在雪的拍打声中悄然醒来，会闻到一缕来自苍穹的清香，圣洁而神奇。可惜没有谁能幸运地复苏，尘世的花朵，已经把它们累坏了。

卜算子苏东坡 缺月挂疏桐；漏断人初静。谁见幽人独住来？飘渺孤鸿影。惊起却回头；有恨无人省。拣尽寒枝不肯栖；寂寞沙洲冷。 正是这种难言的孤独；使他彻底洗去了人生的喧哗；去寻找无言的山水；去寻找远逝的古人。在无法对话的地方寻找对话；于是对话也一定变得异乎寻常；像苏东坡这样的灵魂竟然寂然无声；那么；迟早总会突然冒出一种宏大的奇迹；让这个世界大吃一惊。 寂寞；使苏东坡经历了一次整体意义上的脱胎换骨；也是使他的艺术才能获得了一次蒸

馏和升华。他；真正成熟了----和古今往来往来许多大家一样；成书于一场灾难之后；成熟于灭寂后的重生；成熟与穷乡僻壤；成熟与几乎没有人在他身边的时刻。 成熟是一种明亮而不刺眼的光芒；一种圆润而不腻耳的音响；一种不再需要对别人察言观色的从容；一种终于停止了向四周申诉求告的大气；一种不理会喧闹的微笑；一种洗刷了偏激的淡漠；一种无需声张的厚实；一种并不陡峭的高度；勃郁的豪情发过了酵；尖利的山风收住了近；湍急的细流汇成了湖。

当爱像明媚的阳光一样照彻寒冷的心房时，我们会发现，爱的本身就是一波震颤的弦音，一种花香的弥散，持久，热烈，而又延己及人．从一双手到另一双手，从一个人到另一个人。这是从施爱者灵魂深处飘散出来的温暖，它苏醒着精神世界中一行疲惫的足迹、一颗受了冷漠的心灵，然后，得了爱的人会在自己的心田擦亮火柴般地用一份温暖．去照耀另一颗心，尽管有时是那么微弱。

当爱像明媚的阳光一样照彻寒冷的心房时，我们会发现，爱的本身就

是一波震颤的弦音，一种花香的弥散，持久，热烈，而又延己及人．从一双手到另一双手，从一个人到另一个人。这是从施爱者灵魂深处飘散出来的温暖，它苏醒着精神世界中一行疲惫的足迹、一颗受了冷漠的心灵，然后，得了爱的人会在自己的心田擦亮火柴般地用一份温暖．去照耀另一颗心，尽管有时是那么微弱。

当欢笑淡成沉默；当信心变成失落；我走近梦想的脚步；是否依旧坚定执着；当笑颜流失在心的沙漠；当霜雪冰封了亲情承诺；我无奈的心中；是否依然碧绿鲜活。有谁不渴望收获；有谁没有过苦涩；有谁不希望生命的枝头挂满丰硕；有谁愿意让希望变成梦中的花朵。现实和理想之间；不变的是跋涉；暗淡与辉煌之间；不变的是开拓。甩掉世俗的羁绊；没谁愿意；让一生在碌碌无为中度过。整理你的行装；不同的起点；可以达到同样辉煌的终点。人生没有对错；成功永远属于奋斗者。

当简爱说："我们是平等的；我不是无感情的机器"；我懂得了作为女性的自尊；当裴多菲说："若为自由故；两者皆可抛"；我懂得了作为

人的价值；当鲁迅说："不在沉默中爆发；就在沉默中灭亡"；我懂得人应具有反抗精神；当白朗宁说："拿走爱；世界将变成一座坟墓"；我懂得了为他人奉献爱心的重要。

寂寞的严冬里，到处是单调的枯黄色．四处一片萧瑟，连往日明净的小河也失去了光彩，黯然无神地躲在冰面下恹恹欲睡。有母女俩，在散发着丝丝暖意的阳光．下，母亲在为女儿梳头。她温和的把头发理顺．又轻柔的一缕缕编织着麻花辫。她脸上写满笑意，似乎满心的慈爱永远装不下，溢到嘴边．流到眼角，纺织进长长的．麻花辫。阳光亲吻着长发，像散上了金粉，闪着飘忽的光辉。女儿乖巧地依偎在母亲怀里，不停地说着什么，不时把母亲逗出会心的微笑，甜美的亲情融化了冬的寒冷，使萧索的冬景旋转出春天的美丽。

简言之；幸福就是没有痛苦的时刻。他出现的频率并不比我们想象的少；人们常常只是在幸福的金马车驶过去很远时；捡起地上的金鬃毛说；原来我见过它。 人们喜欢会为幸福的标本；却忽略了幸福披着露水散发清香的时刻。那时候我们往往步履匆匆；瞻前顾后；不知在忙些什么。世上有人预报台风；有人预报蝗虫；有人预报瘟疫；有人

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