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In his book The Tipping Point, Malcolm Gladwell argues that " social epidemics" are driven in large part by the actions of a tiny minority of special individuals, often called influential, who are unusually informed, persuasive, or well-connected. The idea is intuitively compelling, but it doesn't explain how ideas actually spread.The supposed importance of influentials derives from a plausible-sounding but largely untested theory called the "two-step flow of communication" : Information flows from the media to the influentials and from them to everyone else. Marketers have embraced the two-step flow because it suggests that if they can just find and influence the influentials, those select people will do most of the work for them. The theory also seems to explain the sudden and unexpected popularity of certain looks, brands, or neighborhoods. In many such cases, a cursory search for causes finds that some small group of people was wearing, promoting, or developing whatever it is before anyone else paid attention. Anecdotal evidence of this kind fits nicely with the idea that only certain special people can drive trends.In their recent work, however, some researchers have come up with the finding that influentials have far less impact on social epidemics than is generally supposed. In fact, they don't seem to be required at all.The researchers' argument stems from a simple observation about social influence: With the exception of a few celebrities like Oprah Winfrey—whose outsize presence is primarily a function of media, not interpersonal, influence—even the most influential members of a population simply don' t interact with that many others. Yet it is precisely these non-celebrity influentials who, according to the two-step-flow theory, are supposed to drive social epidemics, by influencing their friends and colleagues directly. For a social epidemic to occur, however, each person so affected must then influence his or her own acquaintances, who must in turn influence theirs, and so on; and just how many others pay attention to each of these people has little to do with the initial influential. If people in the network just two degrees removed from the initial influential prove resistant, for example, the cascade of change won't propagate very far or affect many people.Building on the basic truth about interpersonal influence, the researchers studied the dynamics of social influence by conducting thousands of computer simulations of populations, manipulating a number of variables relating to people's ability to influence others and their tendency to be influenced. They found that the principal requirement for what is called "global cascades"—the widespread propagation of influence through networks—is the presence not of a few influentials but, rather, of a critical mass of easily influenced people.By citing the book The Tipping Point, the author intends to ().

A.analyze the consequences of social epidemics.

B.discuss influentials' function in spreading ideas.

C.exemplify people' s intuitive response to social epidemics.

D.describe the essential characteristics of influentials.

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更多“In his book The Tipping Point,…”相关的问题
第1题
In Hollywood there is a company that publishes children's books with the 【B1】 of computers
. Although other book companies also publish that 【B2】 , this particular company is very 【B3】 . It "personalizes" the books 【B4】 having the computer make the reader the leading 【B5】 in the story. Here is 【B6】 they do it. Let us say 【B7】 child is named Jenny.

She lives on Oak Drive in St. Louis, has a dog named Spot, a cat named Tabby, and three playmates 【B8】 names are Betsy, Sandy, and Jody. The computer uses this information to fill 【B9】 a story that has 【B10】 been prepared and illustrated. The story is then 【B11】 with standard equipment as a hardcover 【B12】 . A child who receives such a book might say, "This book is 【B13】 me." The company, therefore, 【B14】 itself the "Me-Books Publishing Company".

Children like the me-books 【B15】 they like to see 【B16】 print their own names and the names of their 【B17】 and their pets. But more important, "personalization" has been found an important tool in 【B18】 enthusiasm for reading. Me-books are 【B19】 helping a child to learn how to read, by appealing to that natural desire to see his 【B20】 name in print.

【B1】

A.use

B.aid

C.instruction

D.guide

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第2题
If you were to begin a new job tomorrow, you would bring with you some basic strengths and
weaknesses. Success or【C1】______ in your work would depend, to【C2】______ great extent,【C3】______ your ability to use your strengths and weaknesses to the best advantage.【C4】______ the utmost importance is your attitude. A person【C5】______ begins a job convinced that he isn't going to like it or is【C6】______ that he is going to fail is exhibiting a weakness which can only hinder his success. On the other hand, a person who is secure【C7】______ his belief that he is probably as capable【C8】______ doing the work as anyone else and who is willing to make a cheerful attempt【C9】______ it possesses a certain strength of purpose. The chances are that he will do well.【C10】______ the prerequisite skills for a particular job is strength. Lacking those skills is obviously a weakness. A bookkeeper who can't add or a carpenter who can't cut a straight line with a saw【C11】______ hopeless cases. This book has been designed to help you capitalize【C12】______ the strength and overcome the【C13】______ that you bring to the job of learning. But in groups to measure your development, you must first【C14】______ stock of somewhere you stand now.【C15】______ we get further along in the book, we'll be【C16】______ in some detail with specific processes for developing and strengthening【C17】______ skills. However,【C18】______ begin with, you should pause【C19】______ examine your present strengths and weaknesses in three areas that are critical to your success or failure in school: your【C20】______ , your reading and communication skills, and your study habits.

【C1】

A.improvement

B.victory

C.failure

D.achievement

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第3题
Some people were just born to rebel; Charles Darwin was one of them.【21】______Nicholas Cop
ernicus, Benjamin Franklin and Bill Gates. They were【22】______"laterborns" -that is, they had【23】______one older sibling — brother or sister — when they were born.

【24】______, laterborns are up to 15 times more likely than firstborns to【25】______authority and break new【26】______, says Frank J. Sulloway, a researcher scholar at the Massachusetts Institute of Technology.

In his book"Born To Rebel"being【27】______this week, Sulloway claims that【28】______someone is an older or younger sibling is the most important【29】______shaping personality - more significant than gender, race, nationality【30】______class.

He spent 26 years【31】______the lives - and birth orders - of 6, 566 historical【32】______to reach his conclusions.

A laterborn himself, Sulloway first【33】______how birth order affected personality【34】______a scholar of Darwin at Harvard University.

" How could a somewhat【35】______student at Cambridge become the most【36】______thinker in the 19th century?" he said.

Darwin, the first to【37】______the belief that God created the world with his theory of evolution, was the fifth of six children. Most of his【38】______were firstborns.

Sulloway's theory held【39】______with Copernicus, the first astronomer to【40】______that the Sun was the center of the universe, and computer revolutionary Gates of Microsoft.

【21】

A.Likewise

B.Likely

C.Alike

D.Unlike

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第4题
听力原文:W: Hi, Frank. What are you up to? Is that really a French grammar book?M: Well, I

听力原文:W: Hi, Frank. What are you up to? Is that really a French grammar book?

M: Well, I'm trying to teach myself some French. When I go to Montreal next semester, I don't want to sound like just another tourist. Most of the people there are bilingual.

W: Leave Boston to go to Montreal? I didn't know this university had a program in Canada.

M: It doesn't. I'm planning to take a short leave of absence from school, so I can go there on my own.

W: What's the reason for this sudden interest in Canada? M: Well, actually I've been thinking about going for some time now. I know someone there who's been wanting me to visit.

W: A relative?

M: An old friend of my uncle's runs a chemical engineering department there. So, I'm hoping he can help me enroll in some interesting courses.

W: If you want those credits transferred back here later on, you'd better arrange for it before you leave. Don't forget what happened to Susan after she came back from Rome.

M: Yeah, but her situation was different. I already have all the credits I need to graduate.

W: So you'll be taking courses just for the sake of learning.

M: That will be a nice change of pace, won't it?

What was Frank doing at the beginning of the conversation?

A.Planning a sightseeing tour.

B.Writing to his uncle.

C.Arranging his class schedule.

D.Looking through a language textbook.

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第5题
In The Disuniting of America: Reflections on a Multicultural Society, Revised and Enlarged
Edition (W. W. Norton) Schlesinger provides deep insights into the crises of nationhood in America. A new chapter assesses the impact both of radical multiculturalism and radical monoculturalism on the Bill of rights. Written with his usual clarity and force, the book brings a noted historian' s wisdom and perspective to bear on America' s "culture wars".

Schlesinger addresses the questions: What holds a nation together? And what does it mean to be an American? Describing the emerging cult of ethnicity, Schlesinger praises its healthy effect on a nation long shamed by a history of prejudice and narrow-mindedness. But he warns against the campaign of multicultural advocates to divide the nation into separate ethnic and racial communities. From the start, he observes, the United States has been a multicultural nation, rich in its diversity but held together by a shared commitment to the democratic process and by the freedom of intermarriage. It was this national talent for assimilation that impressed foreign visitors like Alexis de Tocqueyille and James Bryce, and it is this historic goal that Schlesinger champions as the best hope for the future. Schlesinger analyzes what he sees as grim consequences of identity politics: the widening of differences. Attacks on the First Amendment, he argues, threaten intellectual freedom and, ultimately, the future of the ethnic groups. His criticisms are not limited to the left. As a former target of McCarthyism, be understands that the radical right is even more willing than the radical left to re strict and weaken the Bill of Rights.

The author does not minimize the injustices concealed by the "melting pot" dream. The Disuniting of America is both academic and personal, forceful in argument, balanced in judgment. It is a book that will no doubt anger some readers, but it will surely make all of them think again. The winner of Pulitzer Prizes for history and for biography, an authoritative voice of American liberalism, Schlesinger is uniquely positioned to bring bold answers and healing wisdom to this passionate debate over who we are and what we should become.

According to Schlesinger, the United States is ______.

A.a melting pot

B.a nation with diverse cultures held together by the democratic process

C.a federation of ethnic and racial communities

D.a nation with various ethnic and racial groups

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第6题
Governments that want their people to prosper in the burgeoning world economy should guara
ntee two basic fights: the right to private property and the fight to enforceable contracts, says Mancur Olson in his book Power and Prosperity. Olson was an economics professor at the University of Maryland until his death in 1998.

Some have argued that such rights are merely luxuries that wealthy societies bestow, but Olson turns that argument around and asserts that such rights are essential to creating wealth. "Incomes are low in most of the countries of the world, in short, because the people in those countries do not have secure individual fights," he says.

Certain simple economic activities, such as food gathering and making handicrafts, rely mostly on individual labor; property is not necessary. But more advanced activities, such as the mass production of goods, require machines and factories and offices. This production is often called capital-intensive, but it is really property-intensive, Olson observes.

"No one would normally engage in capital-intensive production if he or she did not have rights that kept the valuable capital from being taken by bandits, whether roving or stationary," he argues. "There is no private property without government—individuals may have possessions, the way a dog possesses a bone, but there is private property only if the society protects and defends a private right to that possession against other private parties and against the government as well."

Would-be entrepreneurs, no matter how small, also need a government and court system that will make sure people honor their contracts. In fact, the banking systems relied on by developed nations are based on just such an enforceable contract system. "We would not deposit our money in banks.., if we could not rely on the bank having to honor its contract with us, and the bank would not be able to make the profits it needs to stay in business if it could not enforce its loan contracts with borrowers," Olson writes.

Other economists have argued that the poor economies of Third World and communist countries are the result of governments setting both prices and the quantities of goods produced rather than letting a free market determine them. Olson agrees there is some merit to this point of view, but he argues that government intervention is not enough to explain the poverty of these countries. Rather, the real problem is lack of individual rights that give people incentive to generate wealth. "If a society has clear and secure individual rights, there are strong incentives(刺激,动力)to produce, invest,, and engage in mutually advantageous trade, and therefore at least some economic advance," Olson concludes.

Which of the following is true about Olson?

A.He was a fiction writer.

B.He edited the book Power and Prosperity.

C.He taught economics at the University of Maryland.

D.He was against the ownership of private property.

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第7题
Thomas Hardy's impulses as a writer, all of which indulged in his novels, were numerous an
d divergent, and they did not always work together in harmony. Hardy was to some degree interested in exploring his characters' psychologies, though impelled less by curiosity than by sympathy. Occasionally he felt the impulse to comedy (in all its detached coldness) as well as the impulse to farce, but he was more often inclined to see tragedy and record it. He was also inclined to literary realism in the several senses of that phrase; He wanted to describe ordinary human beings. He wanted to speculate on their dilemmas rationally (and, unfortunately even schematically); and he wanted to record precisely the material universe. Finally, he wanted to be more than a realist. He wanted to transcend what he considered to be the banality of solely recording things exactly and to express as well his awareness of the occult and the strange.

In his novels these various impulses were sacrificed to each other inevitably and often inevitably, because Hardy did not care in the way that novelists such as Flaubert or James learned, and therefore took paths of least resistance. Thus one impulse often surrendered to a fresher one and, unfortunately, instead of exacting a compromise, simply disappeared. A desire to throw over reality a light that never was might give way abruptly to the desire on the part of what we might consider a novelist scientist to record exactly and concretely the structure and texture of a flower.

In this instance, the new impulse was at least an energetic one. And thus its indulgence did not result in a relaxed style. But on other occasions Hardy abandoned a perilous risky and highly energizing impulse in favor of what was for him the fatally relaxing impulse to classify and schematize abstractly. When a relaxing impulse was indulged, the style—that sure index of an author's literary worth—was certain to become verbose.

Hardy's weakness derived from his apparent inability to control the comings and goings of these divergent impulses and from his unwillingness to cultivate and sustain the energetic and risky ones. He submitted of first one and then another, and the spirit blew where it listed; hence the unevenness of any one of his novels. His most controlled novel, Under the Greenwood Tree, prominently exhibits two different but reconcilable impulses—a desire to be a realist-historian and a desire to be a psychologist of love but the slight interlockings of plot are not enough to bind the two completely together. Thus even this book splits into two distinct parts.

Which of the following is the most appropriate title for the passage, based on its content?

A.Hardy's Novelistic Style. A Literary Light.

B.Hardy's Creative Conflict: Rationalism and Realism.

C.Hardy's Achievements: An Ambiguous Triumph.

D.Hardy's Novelistic Impulses: The Problem of Conflicts.

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第8题
Governments that want their people to prosper in the burgeoning world economy should guara
ntee two basic rights: the right to private property and the right to enforceable contracts, says Mancur Olson in his book Power and Prosperity. Olson was an economics professor at the University of Maryland until his death in 1998.

Some have argued that such rights are merely luxuries that wealthy societies bestow, but Olson turns that argument around and asserts that such rights are essential to creating wealth. "Incomes are low in most of the countries of the world, in short, because the people in those countries do not have secure individual rights," he says.

Certain simple economic activities, such as food gathering and making handicrafts, rely mostly on individual labor; property is not necessary. But more advanced activities, such as the mass production of goods, require machines and factories and offices. This production is often called capital-intensive, but it is really property-intensive, Olson observes.

"No one would normally engage in capital-intensive production if he or she did not have rights that kept the valuable capital from being taken by bandits, whether roving or stationary," he argues. "There is no private property without government--individuals may have possessions, the way a dog possesses a bone, but there is private property only if the society protects and defends a private right to that possession against other private parties and against the government as well."

Would-be entrepreneurs, no matter how small, also need a government and court system that will make sure people honor their contracts. In fact, the banking systems relied on by developed nations are based on just such an enforceable contract system. "We would not deposit our money in banks ... if we could not rely on the bank having to honor its contract with us, and the bank would not be able to make the profits it needs to stay in business if it could not enforce its loan contracts with borrowers," Olson writes.

Other economists have argued that the poor economies of Third World and communist countries are the result of governments setting both prices find the quantities of goods produced rather than letting a free market determine them. Olson agrees that there is some merit to this point of view, but he argues that government intervention is not enough to explain the poverty of these countries. Rather, the real problem is lack of individual rights that give people incentive to generate wealth. "If a society has clear and secure individual rights, there are strong incentives (刺激,动力) to produce, invest, and engage in mutually advantageous trade., and therefore at least some economic advance," Olson concludes.

Which of the following is true about Olson?

A.He was a fiction writer.

B.He edited the book Power and Prosperity.

C.He taught economics at the University of Maryland.

D.He was against the ownership of private property.

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第9题
选词填空:Each human being is born as something new,__ (71)__ that never existed before

Each human being is born as something new,__ (71)__ that never existed before. He is born with__ (72)__ he needs to win at life. Each person in his own__ (73)__ can see,hear,touch,taste, and think__(74)__ himself. Each has his own unique __(75)__ — his capabilities and limitations.__ (76)__ can be a significant,__ (77)__, aware, and creatively __(78)__ person in his own right a winner.

The words “winner” and “loser” have many meanings. When we refer __(79)__ a person as a winner, we do not mean one__ (80)__ beats the other guy__ (81)__ winning over him and __(82)__ him lose. To us, a winner is one who responds authentically by being __ (83)__ , trustworthy, responsive, and genuine,__ (84)__ as an individual and as a member of__ (85)__.

A loser is one who fails to respond authentically. Martin Buber __(86) __this idea as he retells an old story of a rabbi who on his __(87)__ bed sees himself as a loser. The rabbi laments that, in the world to come, he will not be asked why he wasn't Moses; he will be asked why he wasn't __(88)__. Few people are one hundred percent winners or one hundred percent losers. It's a__ (89)__ of degree. However, once a person is on the road to being a winner, his chances are greater for becoming even more __(90)__. This book is intended to facilitate the journey.

71. A) everything B) anything C) something D) thing

72. A) that B) what C) which D) how

73. A) way B) case C) method D) appetite

74. A) of B) to C) for D) about

75. A) possibilities B) abilities C) potentials D) energy

76. A) One B) All C) Every D) Each

77. A) thinking B) think C) thought D) have thought

78. A) produce B) productive C) product D) productivity

79. A) as B) to C) for D) on

80. A) what B) those C) which D) who

81. A) with B) for C) on D) by

82. A) making B) let C) letting D) make

83. A) credit B) believing C) credible D) believed

84. A) all B) both C) which D) each

85. A) society B) group C) community D) party

86. A) takes B) tells C) speaks D) expresses

87. A) die B) death C) dying D) died

88. A) his B) him C) himself D) self

89. A) matter B) case C) thing D) something

90. A) than B) much C) then D) so

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