首页 > 成人高考

网友您好，请在下方输入框内输入要搜索的题目：

请输入或粘贴题目内容搜题

搜题

拍照、语音搜题，请扫码下载APP

题目内容（请给出正确答案）

[主观题]

Humanity is a new experiment on planet Earth. For most of its history, life on Earth was r

estricted to the sea. Living things began to populate the land slightly over 400 million years ago. And humans have existed for no more than 3 million years.

One way to represent the evolution of life is to compress the 4. 6-billion-year history of Earth into a 1-year-long film. In such a film, Earth forms as the film begins on January 1, and through all of January and February it cools and is cratered(变成坑状) and the first oceans form. But those oceans remain lifeless until sometime in March or early April, when the first living things develop. The 4-billion-year history of Precambrian (前寒武纪) evolution lasts until the film reaches mid-November, when primitive ocean life begins to evolve into complex organisms such as trilobites(三叶虫).

If we examine the land instead of the oceans, we find a lifeless waste. But once our film shows plant and animal life on the land, about November 28, evolution proceeds rapidly. Dinosaurs, for example, appear on about December 12 and vanish by Christmas Eve, as mammals (哺乳动物) and birds flourish.

Throughout the 1 -year-run of our film there are no humans, and even during the last days of the year as the mammals rise and dominate the landscape, there are no people. On the early evening of December 31, vaguely human forms move through the grasslands, and by late evening they begin making stone tools. The Stone Age lasts until about 11:45 p. m. , and the first signs of civilization, towns and cities, do not appear until 11:54 p. m. The Christian era begins only 14 seconds before the New Year, and the Declaration of Independence is signed with one second to spare.

In comparing all of Earth's geological evolution to one calendar year, the author shows

A．just how recently humanity has arrived on the scene

B．just how simple it is to understand the history of Earth

C．just how early humanity appears on planet Earth

D．just how difficult it is to understand the history of Earth

答案

查看答案

发布时间：2020-09-17

更多“Humanity is a new experiment on planet Earth. For most of its history, life on Earth was r”相关的问题

第1题

下列程序的输出结果是______。 public class Example{ String str=new String（"good"); char c

下列程序的输出结果是______。

public class Example{

String str=new String("good");

char ch[]={'a','b','c');

public static void main(String args[]){

Example ex=new Example();

ex.change(ex.str,ex.ch);

System.out.printin(ex.str"and"ex.ch);

}

public void change(String str,char ch []){

str="test ok"; ch[0]='g';

}

)

A．good and abc B．good and gbc

C．test ok and abc D．test ok and gbc

点击查看答案

第2题

下列程序运行的结果为：public class Example{String str=new String（"good");char[]

下列程序运行的结果为：

public class Example{

String str=new String("good");

char[] ch={'a','b','c'};

public static void main(String args[]){

Example ex=new Example();

ex.change(ex.str,ex.ch);

System.out.print(ex.str+" and ");

Sytem.out.print(ex.ch);

}

public void change(String str,char ch[]){

str="test ok";

ch[0]='g';

}

}

A. good and abc

B. good and gbc

C. test ok and abc

D. test ok and gbc

点击查看答案

第3题

American Museum of Natural History is one of the largest natural and historic museums in t

he world and one of the main natural history research and education centres in the United States, set up in 1869 and located in the west of the Central Park, Manhattan District, New York. It【1】7 hectares in its total area,【2】classical types of buildings. The【3】of ancient creatures and humanity is【4】the first place of all the museums in the world,【5】the representative samples from South America, Africa, Europe, Asia and Australia were collected, besides those from the【6】country, the United States.

In the museum, there are five kinds of exhibits, including astronomy, mineralogy, human history, and animals in the【7】times and those in modern times. There are thirty-eight exhibition halls with different【8】from 500 to 1,500 square metres. Besides these, there is a Roosevelt Memorial Hall in【9】of President Roosevelt who supported the【10】of the museum, which is also used to have a special exhibition, showing the new important【11】on natural sciences and【12】affairs and social problems, and special topics connected closely with the life of the citizens. Besides this, it is also used for avocation【13】to have all kinds of scientific activities in the laboratories, centres of natural science and centres for citizens. There are more than 10【14】research departments mainly 【15】 for collection of samples, research and work of publication.

In the museum, there are【16】 and sub-libraries of Aulspond ancient amniote, with about 300 thousand books and magazines【17】natural history, many of 【18】 are very valuable monographs for the first edition. It has published many expert books and magazines, and a large number of propaganda materials,【19】which are the two magazines, Natural History and Members of Museum that have the biggest【20】of their magazines.

(1)

A．explores

B．demonstrates

C．expands

D．covers

点击查看答案

第4题

How can science be encouraged to flourish and grow？ How can the results of science be used

to the best purpose for the benefit of humanity？ 71. It was to find the answers to these question% which are not merely academic but practical ones, that this whole inquiry into the place of science in society was undertaken. It can be justified only in so far as it helps to find them.

The way to answer the first question is to find the best conditions, external and internal, which have in the past helped the progress of science and to anticipate the changed needs of the present and future. The answer to the second question, which depends on the first, is set out towards the end of this chapter. Some of the external conditions for the flourishing of science in the past have already been discussed. 72. In essence they are provided only in periods of social and economic advance, when science is given social importance and material means and is continually stimulated to new activity by problems presented to it from the economic and social spheres.

73. Now these problems have been essentially, as we have seen, those that touched the interests of the ruling class of the time, whether real, like navigation, or imaginary, like astrology. The opportunity and the honor given to the practitioners of science at any time are a measure of the degree to which they serve at these interests. They are greatest in periods of active advance, because then the people who are occupied with science are closely in touch with the main economic interests, and are often drawn from the directing classes themselves or are brought into their counsels because of their abilities. We have had many examples in these pages such as: Archimedes, Grosseteste, Leonardo, Galileo, Boyle, Davy, Pasteur, Kelvin.

(71)

点击查看答案

第5题

The relationship between formal education and economic growth in poor countries is widely

misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.

What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.

The author holds in Paragraph 1 that the importance of education in poor countries ______.

A．is subject to groundless doubts

B．has fallen victim of bias

C．is conventionally downgraded

D．has been overestimated

点击查看答案

第6题

根据以下资料，回答{TSE}题。 Up until a few decades ago, our visions of the future were larg

ely - though by no means uniformly - glowingly positive.Science and technology would cure all the ills of humanity, leading to lives of fulfillment and opportunity for all. Now utopia has grown unfashionable, as we have gained a deeper appreciation of the range of threats facing us, from asteroid strike to epidemic flu and to climate change.You might even be tempted to assume that humanity has little future to look forward to. But such gloominess is misplaced.The fossil record shows that many species have endured for millions of years - so why shouldn't we？ Take a broader look at our species' place in the universe, and it becomes clear that we have an excellent chance of surviving for tens, if not hundreds, of thousands of years .Look up Homo sapiens in the "Red List" of threatened species of the International Union for the Conversation of Nature (IUCN) ,and you will read: "Listed as Least Concern as the species is very widely distributed, adaptable, currently increasing, and there are no major threats resulting in an overall population decline." So what does our deep future hold？ A growing number of researchers and organisations are now thinking seriously about that question.For example, the Long Now Foundation has its flagship project a medical clock that is designed to still be marking time thousands of years hence . Perhaps willfully , it may be easier to think about such lengthy timescales than about themore immediate future.The potential evolution of today's technology, and its social consequences, is dazzlingly complicated, and it's perhaps best left to science fiction writers and futurologists to explore the many possibilities we can envisage.That's one reason why we have launched Arc, a new publication dedicated to the near future. But take a longer view and there is a surprising amount that we can say with considerable assurance.As so often, the past holds the key to the future: we have now identified enough of the long-term patterns shaping the history of the planet, and our species, to make evidence-based forecasts about the situations in which our descendants will find themselves. This long perspective makes the pessimistic view of our prospects seem more likely to be a passing fad.To be sure, the future is not all rosy.But we are now knowledgeable enough to reduce many of the risks that threatened the existence of earlier humans, and to improve the lot of those to come. {TS}Our vision of the future used to be inspired by

A. our desire for lives of fulfillment

B. our faith in science and technology

C. our awareness of potential risks

D. our belief in equal opportunity

点击查看答案

第7题

Text 3 The relationship between formal education and economic growth in poor countries i

s widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.

More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

31. The author holds in paragraph 1 that the important of education in poor countries ___________.

[A] is subject groundless doubts

[B] has fallen victim of bias

[C] is conventional downgraded

[D] has been overestimated

点击查看答案

第8题

humanity/hjʊ'mænəti/（）

A.人类;人道

B.仁慈

C.[pl]人文学科

D.证明

点击查看答案

第9题

A．civilizationB．cultureC．societyD．humanity

A.civilization

B.culture

C.society

D.humanity

点击查看答案

第10题

根据下列文章，回答31～35题。The relationship between formal education and economic growth in

poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

点击查看答案

账号：尚未登录

登录没有账号？去注册

购买搜题卡

考试指南全部 >

山东省消防员中级报考条件中级建造师消防员报考条件消防员操作证中级报考条件辽宁消防设施操作员报考时间消防设施操作员报考条件介绍江西2023年消防设施操作员报名条件大连2023年消防设施操作员报考条件山西2023年消防设施操作员报考条件中级消防设施操作员实操考试内容吉林省消防操作员报考条件官网

下载APP

关注公众号

TOP