试题与答案

井内液柱高度下降,不会使静液压力和井底压力()。

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题目:

井内液柱高度下降,不会使静液压力和井底压力()。

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Bernard Bailyn has recently reinterpreted the early history of the United States by applying new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of pre-industrial North America. His approach rests on four separate propositions.

The first of these asserts that residents of early modern England moved regularly about their countryside.- migrating to the New World was simply a "natural spillover". Although at first the colonies held little positive attraction for the English they would rather have stayed home--by the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in American history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.

Bailyn’s third proposition suggests two general patterns prevailing among the many thousands of migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were driving forces of transatlantic migration, These colonial entrepreneurs helped determine the social character of people who came to pre-industrial North America. At first, thousands of unskilled laborers were recruited: by the 1730’s, however, American employers demanded skilled workers.

Finally, Bailyn argues that the colonies were a half-civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of the Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements of colonial culture. It is true, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture.

Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers. It is not surprising that as soon as they served their time they gave up good wages in the cities and headed west to ensure their personal independence by acquiring land. Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely anti-aristocratic.

The author is primarily concerned with()

A. comparing several current interpretations of early American history

B. providing the theoretical framework that is used by most historians in understanding early American history

C. refuting an argument about early American history that has been proposed by social historians

D. discussing a reinterpretation of early American history that is based on new social research on migration

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In a recent survey, Garber and Holtz concluded that the average half-hour children’s television show contains 47 violent acts. When asked about the survey network television executive Jean Pater responded. "I sure as heck don’t think that Bugs Bunny’s pouring a glass of milk over a chipmunk’s head is violence. " Unfortunately, both Garber and Holtz and Pater beg the question. The real issue is whether children view such acts as Violence.

The violence programming aimed at children almost always appears in the context of fantasy. Cartoon violence generally includes animation, humor, and a remote setting. There is no evidence of direct imitation of television violence by children, though there is evidence that fantasy violence can energize previously learned aggressive response such as a physical attack on another child during play. It is by no means clear, however, that the violence in a portrayal is solely responsible for this energizing effect. Rather, the evidence suggests that any exciting material can trigger subsequent aggressive behavior and that it is the excitation rather than the portrayal of violence that instigates or energizes any subsequent violent behavior. "Cold" imitation of violence by children is extremely rare, and the very occasional evidence of direct, imitative associations between television violence and aggressive behavior has been limited to extremely novel and violent acts by teenagers or adults with already established patterns of deviant behavior. The institutional effect means, in the short term, that exposure to violent portrayals could be dangerous if shoaly after the exposure (within 15 to 20 minutes), the child happens to be in a situation that calls for interpersonal aggression as an appropriate response, for example, an argument between siblings or among peers. This same institutional effect, however, could be produced by other exciting but nonviolent television content or by any other excitational source, including, ironically, a parent’s turning off the set.

So there is no convincing causal evidence of any cumulative instigational effects such as more aggressive or violent dispositions in children. In fact, passivity is a more likely long term result of heavy viewing of television violence. The evidence does not warrant the p conclusions advanced by many critics who tend to use television violence as a scapegoat to draw public attention away from the real causes of violence—causes like abusive spouses and parents and a culture that celebrates violence generally.

According to the author, the immediate effect of TV cartoons on children is that they become ().

A. violent

B. excited

C. imaginative

D. aggressive

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