题目内容

Directions: The passage below is followed by questions based on its content. Once you have read the passage, select the answer choice that best answers each question. Answer all questions on the basis of what is stated or implied in the passage. For each of Questions 17-20, select one answer choice unless otherwise instructed. Questions 17-18 are based on the following passage. The stability that had marked the Iroquois Confederacy’s generally pro-British position was shattered with the overthrow of James IILine in 1688, the colonial uprisings that followed (5) in Massachusetts, New York, and Maryland, and the commencement of King William’s War against Louis XIV of France. The increasing French threat to English hege- mony in the interior of North America was (10) signalized by French-led or French-inspired attacks on the Iroquois and on outlying colonial settlements in New York and New England. The high point of the Iroquois response was the spectacular raid of August (15) 5, 1689, in which the Iroquois virtually wiped out the French village of Lachine, just outside Montreal. A counter-raid by the French on the English village of Schenectady in March 1690 instilled an appropriate (20) measure of fear among the English and their Iroquois allies. The Iroquois position at the end of the war, which was formalized by treaties made during the summer of 1701 with the British (25) and the French, and which was maintained throughout most of the eighteenth century, was one of "aggressive neutrality" between the two competing European powers. Under the new system the Iroquois initiated a peace (30) policy toward the "far Indians," tightened their control over the nearby tribes, and induced both English and French to support their neutrality toward the European powers by appropriate gifts and concessions. With which of the following statements would the author be LEAST likely to agree

A. The Iroquois were able to respond effectively to French acts of aggression.
B. James Ⅱ’s removal from the throne preceded the outbreak of dissension among the colonies.
C. The French sought to undermine the generally positive relations between the Iroquois and the British.
D. Iroquois negotiations involved playing one side against the other.
E. The Iroquois ceased to receive trade concessions from the European powers early in the eighteenth century.

查看答案
更多问题

Questions 1-6 (Sentence Equivalent) Directions: For each of the following sentences, select the two answers of the six choices given that, when substituted in the sentence, both logically complete the sentence as a whole and create sentences that are equivalent to one another in meaning. Paradoxically, the very admonitions intended to reform the prodigal served only to ______ his wicked ways.

A. turn him from
B. confirm him in
C. distress him about
D. absolve him of
E. reinforce
F. transform

在一个小办公室套间中,六个办公桌一个接一个地安排在一条直线上,有六个人P、Q、R、S、T和U被安排坐这六个办公桌,每人一个办公桌。根据下列条件: (1)P与T的办公桌一定相邻。 (2)Q与S的办公桌一定不能相邻。 (3) R一定被安排在办公桌1或6。 (4) S一定被安排在比U数字低的办公桌。 假如Q被安排在办公桌1,下列哪一个不能是真的

A. P被安排在办公桌3。
B. P被安排在办公桌4。
C. S被安排在办公桌4。
D. T被安排在办公桌2。

慢性疲劳综合征(CFS)这种疾病究竟属于生理方面还是属于心理方面尚未确定。病理学家做了如下实验:第一组患者被指定服用一种草药软膏,并告诉他们这种软膏是在试用过程中,其中30%的人在接受治疗的3个月内被治愈;第二组患者接受同样的草药软膏治疗,但告诉他们这种软膏已经过广泛的临床实验被证明是有效的,结果有85%的人在同样3个月内得到治愈。 图示方法是几何学课程的一种常用方法。这种方法使得这门课比较容易学,因为学生们得到了对几何概念的直观理解,这有助于培养他们处理抽象运算符号的能力。对代数概念进行图解相信会有同样的教学效果,虽然对数学的深刻理解从本质上说是抽象的而非想象的。 上述议论最不可能支持以下哪项判定

A. 通过图示获得直观理解,并不是数学理解的最后步骤。
B. 具有很强的处理抽象运算符号能力的人,不一定具有抽象的数学理解能力。
C. 几何学课程中的图示方法是一种有效的教学方法。
D. 培养处理抽象运算符号的能力是几何学课程的目标之一。

Directions: The next questions are based on the content of the following passage. Read the passage and then determine the best answer choice for each question. Base your choice on what this passage states directly or implies, not on any information you may have gained elsewhere. For each of Questions 7-11, select one answer choice unless otherwise instructed. Questions 7-9 are based on the following passage. James’s first novels used conventional nar- rative techniques: explicit characterization, action that related events in distinctly phasedLine sequences, settings firmly outlined and (5) specifically described. But this method grad- ually gave way to a subtler, more deliberate, more diffuse style of accumulation of minutely discriminated details whose total significance the reader can grasp only by (10) constant attention and sensitive inference. His later novels play down scenes of abrupt and prominent action, and do not so much offer a succession of sharp shocks as slow piecemeal additions of perception. The cur- (15) tain is not suddenly drawn back from shrouded things, but is slowly moved away. Such a technique is suited to James’s essential subject, which is not human action itself but the states of mind that produce and are pro- (20) duced by human actions and interactions. James was less interested in what characters do, than in the moral and psychological antecedents, realizations, and consequences which attend their doings. This is why he (25) more often speaks of "cases" than of actions. His stories, therefore, grow more and more lengthy while the actions they relate grow simpler and less visible; not because they are crammed with adventitious and secondary (30) events, digressive relief, or supernumerary characters, as overstuffed novels of action are; but because he presents in such exhaus- tive detail every nuance of his situation. Commonly the interest of a novel is in the (35) variety and excitement of visible actions building up to a climactic event which will settle the outward destinies of characters with storybook promise of permanence. A James novel, however, possesses its character- (40) istic interest in carrying the reader through a rich analysis of the mental adjustments of characters to the realities of their personal situations as they are slowly revealed to them through exploration and chance discovery. In the context in which it appears, "attend" (line 24) most nearly means

A. take care of
B. watch over
C. pay attention to
D. accompany
E. celebrate

答案查题题库