Hank Morgan, the hero of Mark Twains A Connecticut Yankee in King Arthurs Court, is a nineteenth-century master mechanic who mysteriously awakening in sixth-century Britain, launches what he hopes will be a peaceful revolution to transform Arthurian Britain into an industrialized modern democracy. The novel, written as a spoof of Thomas Malorys Morte d Arthur, a popular collection of fifteenth-century legends about sixth-century Britain, has been made into three upbeat movies and two musical comedies. None of these translations to screen and stage, however, dramatize the anarchy at the conclusion of A Connecticut Yankee, which ends with the violent overthrow of Morgans three-year-old progressive order and his return to the nineteenth century, where he apparently commits suicide after being labeled a lunatic for his incoherent babblings about drawbridges and battlements. The American public, although enjoying Twains humor, evidently rejected his cynicism about technological advancement and change through peaceful revolution as antithetical to the United States doctrine of progress.
17. According to the passage, which of the following is a true statement about the reception of A Connecticut Yankee in King Arthurs Court by the American public?
The public had too strong a belief in the doctrine of progress to accept the cynicism demonstrated at the conclusion of Twains novel.
Twains novel received little public recognition until the work was adapted for motion pictures and plays.
Although the public enjoyed Twains humor, his use of both sixth-century and nineteenth-century characters confused many people.
The public has continued to enjoy Twains story, but the last part of the novel seems too violent to American minds.
Because of the cynicism at the end of the book, the public rejected Twains work in favor of the work of Thomas Malory.
18. The author uses the examples of three upbeat movies and two musical comedies primarily in order to demonstrate that
well-written novels like A Connecticut Yankee in King Arthurs Court, regardless of their tone or theme, can be translated to the stage and screen
the American public has traditionally been more interested in watching plays and movies than in reading novels like A Connecticut Yankee in King Arthurs Court
Twains overall message in A Connecticut Yankee in King Arthurs Court is one that had a profound impact on the American public
Twains A Connecticut Yankee in King Arthurs Court has been a more popular version of the Arthurian legends than has Malorys Morte d Arthur
A Connecticut Yankee in King Arthurs Court has been accepted as an enjoyable and humorous tale in versions that have omitted the anarchy at the novels conclusion
19. The author of the passage characterizes Thomas Malorys Morte d Arthur as which of the following?
The best-known and most authoritative collection of Arthurian tales written in the English language
A collection of legends that have been used as the basis for three movies and two musical comedies
A historical account of King Arthur, the sixth-century king of Britain
A collection of legends about sixth-century Britain that have existed since at least the fifteenth century
The novel about the life of King Arthur that inspired Twains cynicism about nineteenth-century notions of progress
20. It can be inferred from the passage that Mark Twain would most probably have believed in which of the following statements about societal change?
Revolutions, in order to be successful in changing society, have to be carried out without violence.
Technological advancements are limited in their ability to change society and will likely bring liabilities along with any potential benefits.
The belief in the unmitigated benefits of societal change is antithetical to the American doctrine of progress.
The political system of sixth-century Britain was more conducive to societal change than was the political system of nineteenth-century America.
Technological advances and peaceful revolutions, although sometimes accompanied by unintended violence and resistance to societal change, eventually lead to a more progressive order.
The intensive work of materials scientists and solid-state physicists has given rise to a class of solids known as amorphous metallic alloys, or glassy metals. There is a growing interest among theoretical and applied researchers alike in the structural properties of these materials.
When a molten metal or metallic alloy is cooled to a solid, a crystalline structure is formed that depends on the particular alloy composition. In contrast, molten nonmetallic glass-forming materials, when cooled, do not assume a crystalline structure, but instead retain a structure somewhat like that of the liquidan amorphous structure. At room temperature ), the natural long-term tendency for both types of materials is to assume the crystalline structure. The difference between the two is in the kinetics or rate of formation of the crystalline structure, which is controlled by factors such as the nature of the chemical bonding and the ease with which atoms move relative to each other. Thus, in metals, the kinetics favors rapid formation of a crystalline structure, whereas in nonmetallic glasses the rate of formation is so slow that almost any cooling rate is sufficient to result in an amorphous structure. For glassy metals to be formed, the molten metal must be cooled extremely rapidly so that crystallization is suppressed.
The structure of glassy metals is thought to be similar to that of liquid metals. One of the first attempts to model the structure of a liquid was that by the late J. D. Bernal of the University of London, who packed hard spheres into a rubber vessel in such a way as to obtain the maximum possible density. The resulting dense, random-packed structure was the basis for many attempts to model the structure of glassy metals. Calculations of the density of alloys based on Bernal-type models of the alloys metal component agreed fairly well with the experimentally determined values from measurements on alloys consisting of a noble metal together with a metalloid, such as alloys of palladium and silicon, or alloys consisting of iron, phosphorus, and carbon, although small discrepancies remained. One difference between real alloys and the hard spheres used in Bernal models is that the components of an alloy have different sizes, so that models based on two sizes of spheres are more appropriate for a binary alloy, for example. The smaller metalloid atoms of the alloy might fit into holes in the dense, random-packed structure of the larger metal atoms.
One of the most promising properties of glassy metals is their high strength combined with high malleability. In usual crystalline materials, one finds an inverse relation between the two properties, whereas for many practical applications simultaneous presence of both properties is desirable. One residual obstacle to practical applications that is likely to be overcome is the fact that glassy metals will crystallize at relatively low temperatures when heated slightly.
21. The author is primarily concerned with discussing
crystalline solids and their behavior at different temperatures
molten materials and the kinetics of the formation of their crystalline structure
glassy metals and their structural characteristics
metallic alloys and problems in determining their density
amorphous materials and their practical utilization
22. The author implies that the rate at which the molten materials discussed in the passage are cooled is a determinant of the
chemical composition of the resulting solids
strength of the chemical bonds that are formed
kinetics of the materials crystalline structure
structure the materials assume
stability of the materials crystalline structure
23. The authors speculation about the appropriateness of models using spheres of two sizes for binary alloys would be strongly supported if models using spheres of two sizes yielded
values for density identical to values yielded by one-sphere models using the smaller spheres only
values for density agreeing nearly perfectly with experimentally determined values
values for density agreeing nearly perfectly with values yielded by models using spheres of three sizes
significantly different values for density depending on the size ratio between the two kinds of spheres used
the same values for density as the values for appropriately chosen models that use only medium-sized spheres
24. The authors attitude toward the prospects for the economic utilization of glassy metals is one of
disinterest
impatience
optimism
apprehension
skepticism
25. According to the passage, which of the following determines the crystalline structure of a metallic alloy?
At what rate the molten alloy is cooled
How rapid the rate of formation of the crystalline phase is
How the different-sized atoms fit into a dense, random-packed structure
What the alloy consists of and in what ratios
At what temperature the molten alloy becomes solid
26. Which of the following best describes the relationship between the structure of liquid metals and the structure of glassy metals, as it is presented in the passage?
The latter is an illustrative example of the former.
The latter is a large-scale version of the former.
The former is a structural elaboration of the latter.
The former provides an instructive contrast to the latter.
The former is a fair approximation of the latter.
27. It can be inferred from the passage that, theoretically, molten nonmetallic glasses assume a crystalline structure rather than an amorphous structure only if they are cooled
very evenly, regardless of the rate
rapidly, followed by gentle heating
extremely slowly
to room temperature
to extremely low temperatures
答案:17-27:AEDBCDBCDEC
上一篇: gre考试阅读真题解析(B)
下一篇: gre考试阅读真题解析(B)
人教(新版)英语四下《Unit 1 welcome to my new home》(lesson4)flash课件之一
人教(新版)英语四下《Unit 2 It is time to get up》(lesson11)ppt课件
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson34)flash课件
人教(新版)英语四下《Unit 2 It is time to get up》(lesson8)flash课件
人教(新版)英语四下《Unit 4 there are seven days in a week》(lesson20)flash课件
人教(新版)英语四下《Unit 1 welcome to my new home》(lesson2)flash课件之一
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson33)ppt课件
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson35)flash课件之一
人教(新版)英语四下《Unit 5 what will you do this weekend》(lesson26)flash课件之一
人教(新版)英语四下《Unit 2 It is time to get up》(lesson7)ppt课件
人教(新版)英语四下《Unit 2 It is time to get up》(lesson12)flash课件
四年级下册-Would you like to take a trip?-Lesson 34
人教(新版)英语四下《Unit 3 How many classes do you have》(lesson14)flash课件
人教(新版)英语四下《Unit 2 It is time to get up》(Lesson 12)ppt课件
人教(新版)英语四下《Unit 5 what will you do this weekend》(lesson25)flash课件之一
人教(新版)英语四下《Unit 3 How many classes do you have》(lesson15)flash课件
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson36)flash课件之一
人教(新版)英语四下《Unit 5 what will you do this weekend》(lesson26)flash课件
人教(新版)英语四下《Unit 4 there are seven days in a week》(lesson19)ppt课件
人教(新版)英语四下《Unit 6 would you like to take a trip》(Lesson 32)ppt课件
人教(新版)英语四下《Unit 1 welcome to my new home》(lesson5)flash课件之一
人教(新版)英语四下《Unit 5 what will you do this weekend》(lesson27)flash课件之一
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson32)flash课件
人教(新版)英语四下《Unit 5 what will you do this weekend》(lesson29)flash课件
四年级下册-Would you like to take a trip?-Lesson 36
人教(新版)英语四下《Unit 6 would you like to take a trip》(lesson32)flash课件之一
人教(新版)英语四下《Unit 2 It is time to get up》(lesson10)flash课件
人教(新版)英语四下《Unit 1 welcome to my new home》(Lesson3)flash课件
人教(新版)英语四下《Unit 1 welcome to my new home》(lesson3)flash课件之一
人教(新版)英语四下《Unit 2 It is time to get up》(lesson7)flash课件