[Problem Solving]
试题详情
题目:
M is the sum of the reciprocals of the consecutive integers from 201 to 300, inclusive. Which of the following is true?
选项:
A、

B、

C、

D、

E、

答案:
A





| Line | Human beings, born with a drive to explore and |
| experiment, thrive on learning. Unfortunately, | |
| corporations are oriented predominantly toward | |
| controlling employees, not fostering their learning. | |
| (5) | Ironically, this orientation creates the very |
| conditions that predestine employees to mediocre | |
| performances. Over time, superior performance | |
| requires superior learning, because long-term | |
| corporate survival depends on continually exploring | |
| (10) | new business and organizational opportunities that |
| can create new sources of growth. | |
| To survive in the future, corporations must | |
| become “learning organizations,” enterprises that | |
| are constantly able to adapt and expand their | |
| (15) | capabilities. To accomplish this, corporations must |
| change how they view employees. The traditional | |
| view that a single charismatic leader should set the | |
| corporation’s direction and make key decisions is | |
| rooted in an individualistic worldview. In an | |
| (20) | increasingly interdependent world, such a view is no |
| longer viable. In learning organizations, thinking and | |
| acting are integrated at all job levels. Corporate | |
| leadership is shared, and leaders become | |
| designers, teachers, and stewards, roles requiring | |
| (25) | new skills: the ability to build shared vision, to |
| reveal and challenge prevailing mental models, and | |
| to foster broader, more integrated patterns of | |
| thinking. In short, leaders in learning organizations | |
| are responsible for building organizations in which | |
| (30) | employees are continually learning new skills and |
| expanding their capabilities to shape their future. |
Which of the following best describes employee behavior encouraged within learning organizations, as such organizations are described in the passage?
| Line | Micro-wear patterns found on the teeth of long- |
| extinct specimens of the primate species | |
| australopithecine may provide evidence about their | |
| diets. For example, on the basis of tooth micro-wear | |
| (5) | patterns, Walker dismisses Jolly’s hypothesis that |
| australopithecines ate hard seeds. He also disputes | |
| Szalay’s suggestion that the heavy enamel of | |
| australopithecine teeth is an adaptation to bone | |
| crunching, since both seed cracking and bone | |
| (10) | crunching produce distinctive micro-wear |
| characteristics on teeth. His conclusion that | |
| australopithecines were frugivores (fruit eaters) is | |
| based upon his observation that the tooth micro- | |
| wear characteristics of east African | |
| (15) | australopithecine specimens are indistinguishable |
| from those of chimpanzees and orangutans, which | |
| are commonly assumed to be frugivorous primates. | |
| However, research on the diets of | |
| contemporary primates suggests that micro-wear | |
| (20) | studies may have limited utility in determining the |
| foods that are actually eaten. For example, insect | |
| eating, which can cause distinct micro-wear | |
| patterns, would not cause much tooth abrasion in | |
| modern baboons, who eat only soft-bodied insects | |
| (25) | rather than hard-bodied insects. In addition, the |
| diets of current omnivorous primates vary | |
| considerably depending on the environments that | |
| different groups within a primate species inhabit; if | |
| australopithecines were omnivores too, we might | |
| (30) | expect to find considerable population variation in |
| their tooth micro-wear patterns. Thus, Walker’s | |
| description of possible australopithecine diets may | |
| need to be expanded to include a much more | |
| diverse diet. |
According to the passage, Walker and Szalay disagree on which of the following points?
| Line | Two works published in 1984 demonstrate |
| contrasting approaches to writing the history of | |
| United States women. Buel and Buels biography | |
| of Mary Fish (1736–1818) makes little effort to | |
| (5) | place her story in the context of recent |
| historiography on women. Lebsock, meanwhile, | |
| attempts not only to write the history of women in | |
| one southern community, but also to redirect two | |
| decades of historiographical debate as to | |
| (10) | whether women gained or lost status in the |
| nineteenth century as compared with the | |
| eighteenth century. Although both books offer the | |
| reader the opportunity to assess this controversy | |
| regarding womens status, only Lebsocks deals with | |
| (15) | it directly. She examines several different aspects |
| of womens status, helping to refine and resolve the | |
| issues. She concludes that while | |
| women gained autonomy in some areas, | |
| especially in the private sphere, they lost it in | |
| (20) | many aspects of the economic sphere. More |
| importantly, she shows that the debate itself | |
| depends on frame of reference: in many respects, | |
| women lost power in relation to men, for example, | |
| as certain jobs (delivering babies, supervising | |
| (25) | schools) were taken over by men. Yet women also |
| gained power in comparison with their previous | |
| status, owning a higher proportion of real estate, | |
| for example. In contrast, Buel and Buels | |
| biography provides ample raw material for | |
| (30) | questioning the myth, fostered by some |
| historians, of a colonial golden age in the | |
| eighteenth century but does not give the reader | |
| much guidance in analyzing the controversy over | |
| womens status. |
