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Albert Einstein once attributed (把......归因于) the creativity of a famous scientist to t

Albert Einstein once attributed (把......归因于) the creativity of a famous scientist to the fact that he "never went to school, and therefore kept the rare gift of thinking freely". There is undoubtedly a truth in Einstein's observation; many artists and geniuses seem to view their schooling as a disadvantage. But such a truth is not a criticism of schools. It is the function of schools to civilize, not to train explorers. The explorer is always a lonely person whether his or her pioneering be in art, music, science, or technology. The creative explorer of unmapped lands shares with tile genius what William James described as the gift for thinking in an unusual way. As schools teach set patterns, they tend to destroy creativity and genius. But if schools could somewhat exist only to cultivate genius, then society would break down. For the social order demands unity and widespread agreement, which r, re destructive to creativity and genius.

Albert Einstein once thought that schools ______.

A.helped develop the creativity of a scientist

B.kept a rare gift for a scientist

C.prevented a scientist from thinking freely

D.contributed a lot to science and technology

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更多“Albert Einstein once attributed (把......归因于) the creativity of a famous scientist to t”相关的问题

第1题

Like the body, the memory improves with use. Unlike the body, the memory can improve with
age.

For many years, doctors have been studying the way the brain works. We all know that the brain has two sides, the left and the right. The right side controls the senses (seeing, hearing, feeling, tasting and smelling), and is the creative and imaginative side. The left side of the brain controls our logical thinking. It processes the information which comes in, and puts it into order, We call the left side the "educated" side of the brain and generally, in western societies, people have developed this side of the brain more than the fight side.

Scientists believe that our brain will work much more efficiently if both the right side and the left side are developed equally. In many schools today, teachers try to educate the children in such a way that both sides of the brain are used. This can be done with logical subjects including mathematics and science as well as with creative subjects such as art and literature. The result achieved by students who are educated in this way is usually better than the result of students who are educated in a more traditional way. Traditional teaching tends to exercise the left side of the brain without paying very much attention to the development of the right side.

great thinkers such as Bertand Russell the Philosopher, and Albert Einstein, the scientist, only in their work, but also in creative and imaginative activities. It was because of their many different interests in life that they were able to achieve the full development of both sides of their brain.

As long as Einstein and Russell lived, their brains functioned efficiently. It was their bodies, finally, which could not go on any longer.

The body improves ______.

A.with age

B.with use

C.with memory

D.with development

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第2题

根据以下资料,回答16~19题。 Like the body, the memory improves with use.Unlike the body, t
he memory can improve with age. For many years, doctors have been studying the way the brain works.We all know that the brain has two sides, the left and the right.The right side controls the senses (seeing, hearing, feeling, tasting and smelling), and is the creative and imaginative side.The left side of the brain controls our logical thinking.It processes the information which comes in, and puts it into order.We call the left side the "educated" side of the brain and generally, in western societies, people have developed this side of the brain more than the right side. Scientists believe that our brain will work much more efficiently if both the right side and the left side are developed equally.In many schools today, teachers try to educate the children in such a way that both sides of the brain are used.This can be done with logical subjects including mathematics and science as well as with creative subjects such as art and literature.The result achieved by students who are educated in this way is usually better than the result of students who are educated in a more traditional way.Traditional teaching tends to exercise the left side of the brain without paying very much attention to the development of the right side. Great thinkers such as Bertand Russell, the philosopher, and Albert Einstein, the scientist, only in their work, but also in creative and imaginative activities.It was because of their many different interests in life that they were able to achieve the full development of both sides of their brain. As long as Einstein and Russell lived, their brains functioned efficiently.It was their bodies, finally, which could not go on any longer. The left side of the brain controls A.the senses B.the right side C.logical thinking D.the action

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第3题

Two or three times a week, she had a customer in【21】she began to take an interest. He was
a middle-aged man【22】spectacles and a brown beard. He spoke English with a strong German accent. His clothes were worn and wrinkled, but he looked neat and had very good manners. He always bought two【23】of stale bread. He never asked for anything【24】stale bread; it cost a lot less than【25】bread. Once Miss Albert noticed a red and brown stain on his finger. She was sure that he was an artist and very poor. No doubt he lived in an attic, where he【26】pictures and ate stale bread and thought of good things to eat in the bakery.

Often when Miss Albert sat down to her evening meal, she【27】sigh and wish the artist might share her food instead of eating his dry bread. One day the customer came in【28】usual and asked for his stale bread. As the sudden noise of the fire engine made him hurry to the door, Miss Albert【29】her opportunity. She cut each of the loaves with a knife, inserted some butter and, when the customer turned round, she was putting them【30】a paper bag.

(46)

A.whom

B.who

C.which

D.that

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第4题

What makes one person more intelligent than another? What makes one person a genius, like
the brilliant Albert Einstein, and another person a fool? Are people born intelligent or stupid, or is intelligence the result of where and how you live? These are very old question and the answers to them are still not clear.

We know, however, that just being born with a good mind is not enough. In some ways, the mind is like a leg or an arm muscle. It needs exercise. Mental (done with the mind) exercise is particularly important for young children. (78) Many child psychologists (心理学家) think that parents should play with their children more often and give them problems to think about. (79)The children are then more likely to grow up bright and intelligent. If, on the other hand, children are left alone a great deal with nothing to do, they are more likely to become dull and unintelligent.

Parents should also be careful what they say to young children. According to some psychologists, if parents are always telling a child that he or she is a fool or an idiot, then the child is more likely to keep doing silly and foolish things. So it is probably better for parents to say very positive (helpful) things to their children, such as "That was a very clever thing you did." or" You are such a smart child."

The words "intelligent" and "brilliant" in the first paragraph probably mean ______ while "dull" in the second paragraph means ______.

A.bright and splendid... slow in thinking and understanding

B.pretty and handsome... ordinary - looking

C.great and important... common

D.hopeful and helpful... careless

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第5题

It is an astonishing fact that there are laws of nature, rules that summarize conveniently
(1)_____ qualitatively but quantitatively-how the world works. We might (2)_____ a universe in which there are no such laws, in which the 1080 elementary particles that (3)_____ a universe like our own behave with utter and uncompromising abandon. To understand such a universe we would need a brain (4)_____ as massive as the universe. It seems (5)_____ that such a universe could have life and intelligence, because being and brains (6)_____ some degree of internal stability and order. But (7)_____ in a much more random universe there were such beings with an intelligence much (8)_____ than our own, there could not be much knowledge, passion or joy.

(9)_____ for us, we live in a universe that has at least important parts that are knowable. Our common-sense experience and our evolutionary history have (10)_____ us to understand something of the workaday world. When we go into other realms, however, common sense and ordinary intuition (11)_____ highly unreliable guides. It is stunning that as we go close to the speed of light our mass (12)_____ indefinitely, we shrink toward zero thickness (13)_____ the direction of motion, and time for us comes as near to stopping as we would like. Many people think that this is silly, and every week (14)_____ I get a letter from someone who complains to me about it. But it is virtually certain consequence not just of experiment but also of Albert Einstein's (15)_____ analysis of space and time called the Special Theory of Relativity. It does not matter that these effects seem unreasonable to us. We are not (16)_____ the habit of traveling close to the speed of light. The testimony of our common sense is suspect at high velocities.

The idea that the world places restrictions on (17)_____ humans might do is frustrating. Why shouldn't we be able to have intermediate rotational positions? Why can't we (18)_____ faster than the speed of light? But (19)_____ we can tell, this is the way the universe is constructed. Such prohibitions not only (20)_____ us toward a little humility; they also make the world more knowable.

A.just

B.very

C.just not

D.not just

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第6题

Charles Darwin wed his cousin Emma and spawned 10 children, including four brilliant scien
tists. Albert Einstein’s second wife Elsa was his first cousin. Queen Victoria said “I do” to hers. So have millions worldwide. In parts of Saudi Arabia, 39% of all marriages are between first cousins.

In the U. S., though, the practice bears a stigma of inbreeding just this side of incest. The taboo is not only social hut legislative; 24 states ban the marriage of first cousins: five others allow it only if the couple is unable to bear children. A major reason for this ban is the belief that kids of first cousins are tragically susceptible to serious congenital illnesses.

That view may have to change. A comprehensive study published recently in the Journal of Genetic Counseling indicates such children run an only slightly higher risk of significant genetic disorders like congenital heart defects — about two percentage points above the average 3% to 4%. Says the study’s lead author, Robin Bennett, president-elect of the National Society of Genetic Counselors, which funded the study: “Aside from a thorough medical family history, there is no need to offer any genetic testing on the basis of consanguinity alone”.

Publication of the study will do more than tweak public awareness; it will enlighten doctors who have urged cousin couples not to have children. “Just this week,” says Bennett, “I saw a 23-year-old woman who had had a tubal ligation because her parents were cousins and her doctor told her she shouldn’t have children.”

The American proscription against cousin marriages grew in the 19th century as wilderness settlers tried to distinguish themselves from the “savage” Indians, says Martin, author of the book Forbidden Relatives: The American Myth of Cousin Marriage. “The truth is that Europeans were marrying their cousins and Native Americans were not.”

And doesn’t God have stern words on the subject? Christie Smith, 37, a Nevada writer, says she felt guilty when she fell in love with her first cousin’s son Mark. “I was trying so hard to convince myself not to have these feelings,” she recalls, “that I went to the Bible looking for confirmation that it was wrong. And what I found was the exact opposite: support for cousin marriages.” The patriarch Jacob married two of his first cousins, Rachel and Leah. Smith married Mark in 1999.

The medical ban is lifted; the social stain may take longer to disappear.

It is suggested in Paragraph 1 and 2 that the cousin marriage

A.resembles incest in nature.

B.puts cousin couples to shame.

C.always causes serious genetic disorders.

D.is a common phenomenon across the world.

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第7题

将登录名Albert作为当前数据库的所有者,并映射到已分配给旧的数据库所有者的Albert现有别名。
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第8题

Einstein was a fair amateur violinist, a great mathematician, and a deeply philosophic
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第9题

根据下列材料,请回答 31~35 题: In the idealized version of how science is done, facts ab

根据下列材料,请回答 31~35 题:

In the idealized version of how science is done, facts about the world are waiting to be observed and collected by objective researchers who use the scientific method to carry out their work. But in the everyday practice of science, discovery frequently follows an ambiguous and complicated route. We aim to be objective, but we cannot escape the context of our unique life experience. Prior knowledge and interest influence what we experience, what we think our experiences mean, and the subsequent actions we take. Opportunities for misinterpretation, error, and self-deception abound.

Consequently, discovery claims should be thought of as protoscience. Similar to newly staked mining claims, they are full of potential. But it takes collective scrutiny and acceptance to transform. a discovery claim into a mature discovery. This is the credibility process, through which the individual researcher’s me, here, now becomes the community’s anyone, anywhere, anytime. Objective knowledge is the goal, not the starting point.

Once a discovery claim becomes public, the discoverer receives intellectual credit. But, unlike with mining claims, the community takes control of what happens next. Within the complex social structure of the scientific community, researchers make discoveries; editors and reviewers act as gatekeepers by controlling the publication process; other scientists use the new finding to suit their own purposes; and finally, the public (including other scientists) receives the new discovery and possibly accompanying technology. As a discovery claim works it through the community, the interaction and confrontation between shared and competing beliefs about the science and the technology involved transforms an individual’s discovery claim into the community’s credible discovery.

Two paradoxes exist throughout this credibility process. First, scientific work tends to focus on some aspect of prevailing Knowledge that is viewed as incomplete or incorrect. Little reward accompanies duplication and confirmation of what is already known and believed. The goal is new-search, not re-search. Not surprisingly, newly published discovery claims and credible discoveries that appear to be important and convincing will always be open to challenge and potential modification or refutation by future researchers. Second, novelty itself frequently provokes disbelief. Nobel Laureate and physiologist Albert Azent-Gyorgyi once described discovery as “seeing what everybody has seen and thinking what nobody has thought.” But thinking what nobody else has thought and telling others what they have missed may not change their views. Sometimes years are required for truly novel discovery claims to be accepted and appreciated.

In the end, credibility “happens” to a discovery claim – a process that corresponds to what philosopher Annette Baier has described as the commons of the mind. “We reason together, challenge, revise, and complete each other’s reasoning and each other’s conceptions of reason.”

第 31 题 According to the first paragraph, the process of discovery is characterized by its

[A] uncertainty and complexity.

[B] misconception and deceptiveness.

[C] logicality and objectivity.

[D] systematicness and regularity.

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第10题

Everything()if Albert hadn't called the fire brigade.

A.had been destroyed

B.was destroyed

C.would be destroyed

D.would have been destroyed

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