Flyingoverseas °æ (¾«»ªÇø)
·¢ÐÅÈË: bonjovi (bonjovi), ÐÅÇø: Flyingoverseas
±ê Ìâ: GRE±ÊÊÔÕæÌâNo.4--1â
·¢ÐÅÕ¾: ¹þ¹¤´ó×϶¡Ïã (2001Äê08ÔÂ21ÈÕ18:49:25 ÐÇÆÚ¶þ), Õ¾ÄÚÐżþ
Hydrogen is the ----element of the universe in
that it provides the building blocks from which
the other elements are produced.
steadiest
expendable
lightest
final
fundamental
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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in that: conj.ÒòΪ
building blocks: 1.£¨½¨Öþ£©Æö¿é 2.»ù´¡²ÄÁÏ
expendable: ¿ÉÏû·Ñ£¨ºÄ£©µÄ£¬²»ÖµµÃ±£´æµÄ£¬¿É±»ÎþÉü£¨»ò»ÙÆú£©µÄ
ÇâÆøÊÇÓîÖæµÄÒ»ÖÖ»ù±¾ÔªËØ£¬ÒòΪËüÌṩÁË»ù´¡²ÄÁÏ£¬ÆäËûÔªËؽÔÓɴ˶øÐγɲúÉú¡£
Few of us take the pains to study our cherished
convictions; indeed, we almost have a natural----
doing so.
aptitude for
repugnance to
interest in
ignorance of
reaction after
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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take the pains to: v.½ß¾¡È«Á¦£¨»òÉ··Ñ¿àÐÄ£©µØÈ¥´ÓÊÂijÊÂ
cherished: a.1.Õä°®£¨ÊÓ£©µÄ 2.£¨Ï£Íû¡¢Ïë·¨£¬¸ÐÇéµÈ£©Éî²ØÓÚÐÄÖеÄ
conviction: n.1.¶¨£¨ÅУ©×ï 2.˵£¨ÐÅ£©·þ 3.È·ÐÅ£¬¼á¶¨µÄÐÅÑö 4.×Ô»Ú£¬·þÀí
aptitude: n.1.ÇãÏò£¬Ï°ÐÔ 2.Ìì×Ê£¬´ÏÓ±£¬²ÅÄÜ
repugnance: n.1.Ñá¶ñ£¬Ç¿Áҵķ´¸Ð 2.ì¶Ü£¬µÖ´¥
reaction: n.·´Ó¦£¬Òâ¼û£¬Ì¬ÊÆ
ÎÒÃÇÖм伸ºõûÓÐÈκÎÈË»á·ÑÁ¦È¥Ñо¿ÎÒÃÇÄÇЩÉî²ØÓÚÐÄ»³µÄÐÅÄȷʵ£¬ÎÒÃǶÔÕâÑù
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It is his dubious distinction to have proved what
nobody would think of denying, that Romero at
the age of sixty-four writes with all the
characteristics of----.
maturity
fiction
inventiveness
art
brilliance
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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dubious: a.1.ÒýÆð»³Òɵģ¬²»È·¶¨µÄ£¬º¬ºýµÄ 2.ÒÉ»óµÄ£¬ÓÌÔ¥²»¾öµÄ 3.ÓÐÎÊÌâ2
µÄ£¬¿¿²»×¡µÄ
distinction: n.1.ÊâÑ«£¬ÈÙÓþ£¬ÖøÃû 2.ÓÅÁ¼£¨Ð㣩£¬×¿Ô½½Ü³ö
characteristic: n.ÐÔÖÊ£¬ÌØÕ÷£¬ÌØÉ«
fiction: n.1.С˵ 2.ÄóÔ죬Ðé¹¹£¬ÏëÏó
µÃÒÔÖ¤Ã÷ijһËÒ²²»»áÓèÒÔ·ñÈϵÄÊÂÇ飬¼´ÂÞ÷¡ÔÚÁùÊ®ËÄËêʱËù½øÐеĴ´×÷´øÓÐÈ«²¿
µÄ³ÉÊìÌØÕ÷£¬ÕâÔÚËû¶øÑÔÊÇÒ»ÖÖÁîÈËÖÃÒɵŦÀÍ¡£
The primary criterion for----a school is its
recent performance: critics are----to extend
credit for earlier victories.
evaluating .. prone
investigating .. hesitant
judging .. reluctant
improving .. eager
administering .. persuaded
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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primary: a.1.×î³õµÄ£¬ÔʼµÄ 2.Ê×ÒªµÄ£¬Ö÷ÒªµÄ 3.»ù´¡µÄ£¬»ù±¾µÄ
criterion: n.1.±ê×¼£¬×¼Ôò£¬³ß¶È 2.ÌØÕ÷£¬Ìصã
performance: n.1.¹¤×÷Çé¿ö£¬±íÏÖ 2.£¨Íê³ÉµÄ£©ÊÂÇ飬³É¼¨
credit: n.1.ÐÅÈÎ 2.ÐÅÓþ£¬ÉùÍû 3.ÔÞÑÈÙÓþ£¬¹¦ÀÍ
evaluate: v.¶Ô¡¹À¼Û¶¨Öµ£¬ÆÀ¼Û£¬¼ø¶¨
prone: a.ÓСÇãÏòµÄ£¬Ò×ÓÚ¡µÄ£¬ºÜ¿ÉÄÜ¡µÄ
administer: v.1.Õƹܣ¬¹ÜÀí 2.ʵʩ£¬Ö´ÐÐ 3.¸øÓ裬Ͷҩ
ÆÀÅÐÒ»ËùѧУµÄ»ù±¾±ê×¼ÊÇËü½ü˹µÄÒµ¼¨£ºÆÀÅÐÕßÃÇÊDz»Ô¸ÒâÒòΪÔçÏȵijɾͶø½«ÔÞÓþ
ÑÓ¶ø¼°½ñµÄ¡£
Number theory is rich in problems of an
especially----sort: they are tantalizingly
simple to state but----difficult to solve.
cryptic.. deceptively
spurious.. equally
abstruse.. ostensibly
elegant.. rarely
vexing ..notoriously
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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number theory: n.¡²Êý¡³ÊýÂÛ
be rich in: v.¸»º¬£¬´óÁ¿°üº¬
sort: n.ÐÔÖÊ£¬Æ·ÖÊ£¬ÐÔ¸ñ£¬Æ·ÐÔ
tantalizing: a.¶ºÒýÐԵģ¬Ìô¶ºÐԵģ¬¿ÉÍû¶ø²»¿É¼´µÄ
cryptic: a.ÓÐÒþÒåµÄ£¬ÉñÃصģ¬£¨¼ò¶Ì¶ø£©ÒâÒ庬ºýµÄ£¬ÁîÈËÀ§»óµÄ
deceptive: a.ÆÈ˵ģ¬ÈÝÒ×ʹÈËÉϵ±µÄ£¬¿¿²»×¡µÄ
spurious: a.1.˽ÉúµÄ 2.¼ÙµÄ£¬Î±ÔìµÄ£¬ÆÛÆÐÔµÄ
abstruse: a.Éî°ÂµÄ£¬ÄѽâµÄ
ostensibly: adv.1.±íÃæÉϵأ¬¼Ù×°µØ£¬¹î³ÆµØ 2.¿É¹«¿ªµØ£¬Ã÷ÏÔµØ
vexing: a.ÈÇÈËÄÕ»ðµÄ£¬Ê¹È˿ࣨ·³£©Äյģ¬ÉËÄÔ½îµÄ
notorious: a.1.³ôÃûÕÑÖøµÄ£¬ÉùÃûÀǽåµÄ 2.ÖøÃûµÄ£¬ÖÚËùÖÜÖªµÄ
ÊýÂÛÖÐËù°üº¬µÄ´óÁ¿ÎÊÌâ¾ßÓÐÒ»ÖÖÌرðÁîÈË¿àÄÕµÄÐÔÖÊ£ºËüÃdzÂÊöÆðÀ´½üºõÓÕÈ˵ؼò
Ò×£¬µ«ÖÚËùÖÜÖªµØ£¬¼«Äѽâ¾ö¡£
In failing to see that the justice's pronouncement
merely----previous decisions rather than actually
establishing a precedent, the novice law clerk---
the scope of the justice's judgment.
synthesized.. limited
overturned.. misunderstood
endorsed.. nullified
qualified.. overemphasized
recapitulated.. defined
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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justice: n.1.˾·¨£¬ÉóÅУ¬·¨ÂÉÖƲà 2.·¨¹Ù
pronouncement: n.1.ÉùÃ÷£¬¹«²¼ 2.¿´·¨£¬Òâ¼û£¬¾ö¶¨ 3.ÐûÅУ¬ÐûÊÄ
precedent: n.1.ÏÈ£¨Ç°£©Àý£¬ÅÐÀý 2.¹ßÀý
novice: n.1.У¨Éú£©ÊÖ£¬³õѧÕß 2.¼ûÏ°ÐÞÊ¿£¨Å®£©£¬ÐÂÐÅͽ
clerk: n.°ìÊÂÔ±£¬Ö°Ô±£¬ÎÄÊ飬Êé¼ÇÔ±£¬¼ÇÕÊÔ±
law clerk: n.ÂÉʦÖúÀí£¬·¨ÔºÊé¼ÇÔ±
scope:n.1.·¶Î§ 2.Ñ۽磬¼ûʶ£¬Àí½â·¶Î§ 3.»î¶¯ÓàµØ£¬»ú»á
judgment: n.ÉóÅУ¬²Ã¾ö£¬Åоö
synthesize: v.×ۺϣ¬Ê¹ºÏ³É
overturn: v.1.ʹ·×ª£¬Ê¹Ç㸲 2.µß¸²£¬ÍÆ·£¬·Ï³ý£¬Ê¹ÎÞЧ
endorse: v.1.ÔÚ±³Ãæ¼ø×Ö 2.ÔÞͬ£¬ÈÏ¿É£¬Ö§³Ö
nullify: v.ʹÎÞЧ£¬·Ï³ý£¬È¡Ïû
qualify: v.1.Ö¤Ã÷¡ºÏ¸ñ£¬×¼Óè 2.ÏÞ¶¨£¬ÐÞÕý£¬Ê¹»ººÏ
overemphasize: v.¹ý·ÖÇ¿µ÷
recapitulate: v.¶óÒªÖØÊö£¬¸ÅÊö£¨À¨£©£¬×ܽá
ÓÉÓÚûÄÜŪÇå³þ¼´·¨¹ÙµÄÐûÅнö½öÊÇÐÞÕýÁËÏÈÇ°µÄ¾ö¶¨¶ø·Çʵ¼ÊÉϽ¨Á¢ÁËijÖÖÏÈÀý£¬Òò
¶ø£¬ÐÂÉÏÈεķ¨ÔºÊé¼ÇÔ±¹ý·ÖÇ¿µ÷ÁË·¨¹ÙÅоöµÄ·¶Î§¡£
When theories formerly considered to be----in
their scientific objectivity are found instead to
reflect a consistent observational and evaluative
bias, then the presumed neutrality of science
gives way to the recognition that categories of
knowledge are human----.
disinterested.. constructions
callous.. errors
verifiable.. prejudices
convincing.. imperatives
unassailable.. fantasies
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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objectivity: n.¿Í¹Û£¬¿Í¹ÛÐÔ
reflect: v.ÕÛÉ䣬·´Ó³
consistent: a.Ò»¹áµÄ£¬×ÔʼÖÁÖÕµÄ
evaluative: a.ÆÀ¹ÀµÄ£¬ÆÀ¼ÛµÄ
bias: n.1.£¨Ö¯ÎïµÄ£©Ð±ÎÆ 2.Æ«¼û£¬Æ«ÐÄ£¬Æ«Ì»
presumed: a.¼Ù¶¨µÄ£¬ÍƲâµÄ
neutrality: n.ÖÐÁ¢£¨µØ룩£¬²»Æ«²»ÒÀÖÐÐÔ
give way to: v.ÈÃλÓÚ£¬Èò½¸ø£¬Çü·þÓÚ
recognition: n.ÈÏʶ£¬Ê¶±ð£¬³ÐÈÏ£¬È·ÈÏ
category: n.1.Àà±ð 2.·¶³ë
disinterested: a.1.ÎÞ˽µÄ£¬¹«ÕýµÄ 2.²»¸ÐÐËȤµÄ£¬ÀäÄ®µÄ
callous: a.1.³¤ÀϼëµÄ£¬ºñÓ²µÄ 2.Âéľ²»Èʵģ¬Àä¿áÎÞÇéµÄ
verifiable: a.¿É֤ʵµÄ£¬¿ÉºËʵµÄ
imperative: n.1.±ØÒª£¨½ô¼±£©µÄÊ 2.ÃüÁ¹æÔò
unassailable: a.1.¹¥²»ÆÆµÄ 2.²»ÈÝ»³Òɵģ¬ÎÞи¿É»÷µÄ
µ±Ä³Ð©ÔÚÆä¿Æѧ¿Í¹ÛÐÔ·½Ãæ±»ÊÓΪÊǹ«ÕýÎÞÆ«µÄÀíÂÛÏà·´È´±»·¢ÏÖ·´Ó³×ÅÒ»ÖÖ×ÔʼÖÁÖÕ
µÄ¹Û²ìÓëÆÀ¼ÛÆ«Ãýʱ£¬ÕâÑùÒ»À´£¬¿ÆѧµÄÄÇÖÖ¼ÙÉèµÄÖÐÁ¢ÐÔ¾ÍÈÃλÓÚÕâÑùÒ»ÖÖ¿ÉÈÏʶ£¬
¼´Öª
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CHOIR: SINGER::
election: voter
anthology: poet
cast: actor
orchestra: composer
convention: speaker
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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Ñ¡Ôñ:ͶƱÈË
Ê«¼¯(Îļ¯):Ê«ÈË
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¹ÜÏÒÀÖÍÅ:×÷Çú¼Ò
´ó»á(´«Í³£¬¹«Ô¼):Ñݽ²Õß
GLARING: BRIGHT::
iridescent: colorful
perceptible: visible
discordant: harmonious
peppery: salty
deafening: loud
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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²ÊºçÉ«µÄ:¶à²ÊµÄ
¿É¸ÐÖªµÄ:¿´µÃ¼ûµÄ
²»ºÍг(´Ì¶úµÄ):ºÍгµÄ
ÐÁÀ±µÄ(±©ÔêµÄ):Ï̵Ä
Õð¶úÓûÁûµÄ:´óÉùµÄ
MAVERICK: CONFORMITY::
renegade: ambition
extrovert: reserve
reprobate: humility
zealot: loyalty
strategist: decisiveness
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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¶éÂ人(³âÔð):Ç«Ñ·
¿ñÈÈ·Ö×Ó(ÈÈÐÄÕß):ÖÒ³Ï
Õ½ÂÔ¼Ò:¹û¶Ï
SLITHER: SNAKE::
perch: eagle
bask: lizard
waddle: duck
circle: hawk
croak: frog
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ɹ̫Ñô:òáòæ
Ò¡°ÚµØ×ß:ÌïѼ
»·ÈÆ:èͷӥ
ÍÜÃù:ÇàÍÜ
COUNTENANCE: TOLERATION::
defer: ignorance
renounce: mistrust
encroach: jealousy
demur: objection
reject: disappointment
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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ÒìÒé:·´¶Ô
Å×Æú:ʧÍû
PROCTOR: SUPERVISE::
prophet: rule
profiteer: consume
profligate: demand
prodigal: squander
prodigy: wonder
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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»Ó»ôÕß:ÒªÇó
»Ó»ôÕß:»Ó»ô
Ìì²Å:Ææ¹Û
REDOLENT: SMELL::
curious: knowledge
lucid: sight
torpid: motion
ephemeral: touch
piquant: taste
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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ÐÁÀ±µÄ:ζµÀ(Ʒζ)
TORQUE: ROTATION::
centrifuge: axis
osmosis: membrane
tension: elongation
elasticity: variation
gas: propulsion
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SUBSIDY: SUPPORT::
assistance: endowment
funds: fellowship
credit: payment
debt: obligation
loan: note
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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¡¡¡¡¡¡By the time the American colonists
¡¡¡¡took up arms against Great Britain in
¡¡¡¡order to secure their independence, the
¡¡¡¡institution of Black slavery was deeply
(5) entrenched. But the contradiction
¡¡¡¡inherent in this situation was, for
¡¡¡¡many, a source of constant
¡¡¡¡embarrassment. "It always appeared a
¡¡¡¡most iniquitous scheme to me," Abigail
(10) Adams wrote her husband in 1774, "to
¡¡¡¡fight ourselves for what we are daily
¡¡¡¡robbing and plundering from those who
¡¡¡¡have as good a right to freedom as we
¡¡¡¡have."
(15) ¡¡Many Americans besides Abigail
¡¡¡¡Adams were struck by the inconsistency
¡¡¡¡of their stand during the War of
¡¡¡¡Independence, and they were not averse
¡¡¡¡to making moves to emancipate the
(20) slaves. Quakers and other religious
¡¡¡¡groups organized antislavery societies,
¡¡¡¡while numerous individuals manumitted
¡¡¡¡their slaves. In fact, within several
¡¡¡¡years of the end of the War of
(25) Independence, most of the Eastern states
¡¡¡¡had made provisions for the gradual
¡¡¡¡emancipation of slaves.
Which of the following best states
the central idea of the passage?
The War of Independence produced among
many Black Americans a heightened
consciousness of the inequities in
American society.
The War of Independence strengthened the
bonds of slavery of many Black Americans
while intensifying their desire to be free.
The War of Independence exposed to many
Americans the contradiction of slavery in a
country seeking its freedom and resulted in
efforts to resolve that contradiction.
The War of Independence provoked strong
criticisms by many Americans of the
institution of slavery, but produced little
substantive action against it.
The War of Independence renewed the
efforts of many American groups toward
achieving Black emancipation.
¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª¡ª
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ÒѸùÉîµÙ¹Ì¡£È»Ôò£¬¶ÔÐí¶àÈ˶øÑÔ£¬ÕâÒ»ÇéÐÎÖÐËù¹ÌÓеÄì¶ÜʼÖÕ¹¹³ÉÁËÒ»ÖÖ¾½ÆÈÄÑ¿°
Ö®Ô´¡£°¢±È¸Ç¶û¡¤Ñǵ±Ë¹£¨Abigail Adams£©ÔÚ1774ÄêÖÂËýÕÉ·òµÄÐź¯ÖÐдµÀ£º¡°ÔÚÎÒ
¿´À´£¬ÓÐÒ»¼þÊÂÇé×ܷ·ðÊÇÒ»ÖÖ×îΪа¶ñ²»¹«µÄÒõı¡£Õâ¾ÍÊÇ£¬ÎÒÃÇËùΪ֮·Ü¶·µÄ£¬Ç¡
ºÃ¾ÍÊÇÎÒÃÇÿÈÕ´ÓËûÈËÉíÉÏÂÓ¶áºÍÇÀ½ÙµÄ¶«Î÷£¬¶øÕâЩÈËȴͬÎÒÃÇÒ»Ñù£¬¶Ô×ÔÓÉÏíÓÐͬ
µÈ³ä·ÖµÄȨÀû¡£¡±
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¼äËù³ÖÁ¢³¡µÄì¶Ü£¬¶øËûÃDZäÐÀÈ»²ÉÈ¡²½ÖèÀ´½â·ÅÅ«Á¥¡£¹ó¸ñ»á½ÌͽÃÇ£¨Quakers£©ÒÔ
¼°ÆäËü×Ú½ÌÍÅÌå×éÖ¯Æð·´Å«Á¥ÖÆÉçÍÅ£»Óë´Ëͬʱ£¬Ðí¶à¸öÈËÒ²×ÅÊÖ½«ÆäÅ«Á¥ÓèÒÔÊÍ·Å¡£
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ÒÔÖð²½½â·ÅºÚÅ«¡£
The passage contains information that would
support which of the following statements
about the colonies before the War of
Independence?
They contained organized antislavery
societies.
They allowed individuals to own slaves.
They prohibited religious groups from
political action.
They were inconsistent in their legal
definitions of slave status.
They encouraged abolitionist societies
to expand their influence.
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?According to the passage, the War of
Independence was embarrassing to some
Americans for which of the following
reasons?
¡¡I. It involved a struggle for many of the
¡¡¡¡same liberties that Americans were
¡¡¡¡denying to others.
¡¡II. It involved a struggle for independence
¡¡¡¡from the very nation that had founded the
¡¡¡¡colonies.
¡¡III. It involved a struggle based on
¡¡¡¡inconsistencies in the participants'
¡¡¡¡conceptions of freedom.
I only
II only
I and II only
I and III only
I, II, and III
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Which of the following statements regarding
American society in the years immediately
following the War of Independence is best
supported by the passage?
The unexpected successes of the antislavery
societies led to their gradual demise in the
Eastern states.
Some of the newly independent American
states had begun to make progress toward
abolishing slavery.
Americans like Abigail Adams became
disillusioned with the slow progress of
emancipation and gradually abandoned the
cause.
Emancipated slaves gradually were
accepted in the Eastern states as equal
members of American society.
The abolition of slavery in many Eastern
states was the result of close cooperation
between religious groups and free Blacks.
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¡¡¡¡¡¡The evolution of sex ratios has
¡¡¡¡produced, in most plants and animals
¡¡¡¡with separate sexes, approximately equal
¡¡¡¡numbers of males and females. Why
(5) should this be so? Two main kinds of
¡¡¡¡answers have been offered. One is
¡¡¡¡couched in terms of advantage to
¡¡¡¡population. It is argued that the sex ratio
¡¡¡¡will evolve so as to maximize the number
(10) of meetings between individuals of the
¡¡¡¡opposite sex.This is essentially a "group
¡¡¡¡selection" argument. The other, and in my
¡¡¡¡view correct, type of answer was first
¡¡¡¡put forward by Fisher in 1930. This
(15) "genetic" argument starts from the
¡¡¡¡assumption that genes can influence the
¡¡¡¡relative numbers of male and female
¡¡¡¡offspring produced by an individual
¡¡¡¡carrying the genes. That sex ratio will be
(20) favored which maximizes the number of
¡¡¡¡descendants an individual will have and
¡¡¡¡hence the number of gene copies
¡¡¡¡transmitted. Suppose that the population
¡¡¡¡consisted mostly of females: then an
(25) individual who produced sons only would
¡¡¡¡have more grandchildren. In contrast, if
¡¡¡¡the population consisted mostly of
¡¡¡¡males, it would pay to have daughters.
¡¡¡¡If, however, the population consisted of
(30) equal numbers of males and females,sons
¡¡¡¡and daughters would be equally valuable.
¡¡¡¡Thus a one-to-one sex ratio is the only
¡¡¡¡stable ratio; it is an "evolutionarily
¡¡¡¡stable strategy." Although Fisher wrote
(35) before the mathematical theory of games
¡¡¡¡had been developed, his theory
¡¡¡¡incorporates the essential feature of
¡¡¡¡a game-that the best strategy to adopt
¡¡¡¡depends on what others are doing.
(40) ¡¡Since Fisher's time, it has been
¡¡¡¡realized that genes can sometimes
¡¡¡¡influence the chromosome or gamete in
¡¡¡¡which they find themselves so that the
¡¡¡¡gamete will be more likely to
(45) participate in fertilization. If such a
¡¡¡¡gene occurs on a sex-determining (X or
¡¡¡¡Y) chromosome, then highly aberrant sex
¡¡¡¡ratios can occur. But more immediately
¡¡¡¡relevant to game theory are the sex
(50) ratios in certain parasitic wasp species
¡¡¡¡that have a large excess of females. In
¡¡¡¡these species, fertilized eggs develop
¡¡¡¡into females and unfertilized eggs into
¡¡¡¡males. A female stores sperm and can
(55) determine the sex of each egg she lays
¡¡¡¡by fertilizing it or leaving it
¡¡¡¡unfertilized. By Fisher's argument, it
¡¡¡¡should still pay a female to produce
¡¡¡¡equal numbers of sons and daughters.
(60) Hamilton, noting that the eggs develop
¡¡¡¡within their host-the larva of another
¡¡¡¡insect-and that the newly emerged adult
¡¡¡¡wasps mate immediately and disperse,
¡¡¡¡offered a remarkably cogent analysis.
(65) Since only one female usually lays eggs
¡¡¡¡in a given larva, it would pay her to
¡¡¡¡produce one male only, because this one
¡¡¡¡male could fertilize all his sisters on
¡¡¡¡emergence. Like Fisher, Hamilton looked
(70) for an evolutionarily stable strategy,but
¡¡¡¡he went a step further in recognizing
¡¡¡¡that he was looking for a strategy.
The author suggests that the work of
Fisher and Hamilton was similar in that
both scientists
conducted their research at approximately
the same time
sought to manipulate the sex ratios of some
of the animals they studied
sought an explanation of why certain sex
ratios exist and remain stable
studied game theory, thereby providing
important groundwork for the later
development of strategy theory
studied reproduction in the same animal
species
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It can be inferred from the passage that the
author considers Fisher's work to be
fallacious and unprofessional
definitive and thorough
inaccurate but popular, compared with
Hamilton's work
admirable, but not as up-to-date as
Hamiton's work
accurate, but trivial compared with
Hamilton's work
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The passage contains information that would
answer which of the following questions about
wasps?
¡¡I. How many eggs does the female wasp
¡¡¡¡usually lay in a single host larva?
¡¡II. Can some species of wasp determine
¡¡¡¡sex ratios among their offspring?
¡¡III. What is the approximate sex ratio
¡¡¡¡among the offspring of parasitic
¡¡¡¡wasps?
I only
II only
III only
I and II only
II and III only
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It can be inferred that the author discusses
the genetic theory in greater detail than
the group selection theory primarily
because he believes that the genetic
theory is more
complicated
accurate
popular
comprehensive
accessible
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