第1题
第2题
A.get by
B.get through
C.get over
D.get across
第3题
A.cell exchange
B.message exchange
C.information exchange
D.packet exchange
第4题
A.controversial
B.accepted
C.proven
D.dangerous
第5题
There are eight principal media for advertising. Perhaps the most basic medium is the newspaper, which offers advertisers a large circulation. Magazines, the other chief print medium, may be of general interest or they may be aimed at specific audiences, such as people interested in outdoor sports, computers or literature. In Western industrial nations the most pervasive media are television and radio because of the size and composition of the audience. The other advertising media include direct mail, which can make a highly detailed and personalized appeal; outdoor billboards and posters; transit advertising, which can reach the millions of users; and miscellaneous media, including dealer displays and promotional items.
(23)
A.In the 15th century.
B.In the 16th century.
C.In the 17th century.
D.In the 18th century.
第6题
A.relieve excessive compressor head pressure
B.produce flash gas at the expansion valve
C.reduce flooding of the receiver at low load
D.defrost the evaporator coils
第7题
A.producing a one-sided picture of an individual's personality and motivation
B.uncovering alternative explanations that might cause them to question their own conclusions
C.offering a consistent interpretation of the impact of personality on historical events
D.recognizing connections between a government's political actions and the aspirations of government leaders
第8题
A.producing a one-sided picture of an individual's personality and motivation
B.uncovering alternative explanations that might cause them to question their own conclusions
C.offering a consistent interpretation of the impact of personality on historical events
D.recognizing connections between a government's political actions and the aspirations of government leaders
第9题
A.cell exchange
B.message exchange
C.information exchange
D.packet exchange
第10题
As argument rages over declining test scores in the nation's schools, an old but explosive issue is reappearing; What is intelligence — and is it determined largely by genetics?
The controversy erupted more than a decade ago when some U. S. scholars saw a racial pattern in the differing scores of students taking intelligence and college-entrance tests.
Now, the racial issue is being joined by others. Teachers, psychologists, scientists and lawyers argue over the question of whether IQ — intelligence quotient — tests actually measure mental ability, or if findings are skewed by such factors as family background, poverty and emotional disorders.
Moreover, some authorities assert that the rise in the number of college-educated Americans and their tendency to marry among themselves are creating a class of supersmart children of brainy parents — and, on the other side of the scale, a lumpenproletariat of children reflecting the supposedly inferior brainpower of their parents. Critics such as Harvard University biologist Richard C. Lewontin disagree. If mental ability were largely determined by inheritance, he says, efforts to enhance intelligence through the betterment of both home and child-rearing environments could only be marginally effective. He comments :
" Genetic determinism could be used to justify existing social injustice as predetermined and inevitable and would render efforts made toward equalitarian goals as useless. "
Supporting Lewontin in this is J. McVicker Hunt, a professor at the University of Illinois, who maintains that IQ levels can be raised significantly by exposing children at an early age to stimulating environments. Hunt's studies show that early help in such areas as education and nutrition can raise a child's IQ by an average of 30 to 35 points.
At stake in the uproar over IQ is the national commitment to improve the capabilities of the poor by investing billions of dollars annually in educational, medical and job programs.
The controversy over IQ tests is reappearing because of
A.the newly found racial pattern underlying students' performance.
B.the worsening students' performance in their studies.
C.the long-standing division in the definition of intelligence.
D.the dubious IQ scales used to measure intelligence.
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