搜题请搜索小程序“爱下问搜题”
问题 单项选择题

某高层住宅楼(丙类建筑)，设有两层地下室，地面以上为16层，房屋高度45.60m，室内外高差0.30m，首层层高3.3m，标准层层高为2.8m。建于8度地震区(设计基本地震加速为0.2g，设计地震分组为第一组，Ⅱ类建筑场地)。采用短肢剪力墙较多的剪力墙结构，1～3层墙体厚度均为250mm，地上其余层墙体厚度均为200mm，在规定水平地震作用下其短肢剪力墙承担的第一振型底部地震倾覆力矩占结构底部总地震倾覆力矩的45%。其中一榀剪力墙一至三层截面如图1-18所示。墙体混凝土强度等级7层楼板面以下为C35(fc=16.7N/mm2，ft=1.57N/mm2)，7层以上为C30，墙体竖向、水平分布钢筋以及墙肢边缘构件的箍筋均采用HRB335级钢筋，墙肢边缘构件的纵向受力钢筋采用HRB400级钢筋。


第三层墙肢2截面尺寸为250mm×1550mm，如图1-18所示。在满足有关规范、规程关于墙肢轴压比限值条件时，其在重力荷载代表值作用下的最大轴向压力设计值(kN)与下列何项数值最为接近

答案

参考答案：A

解析： 墙肢2：[*]
根据《高层建筑混凝土结构技术规程》(JGJ 3—2002)7.1.2条该墙属于短肢剪力墙，
由《高层建筑混凝土结构技术规程》(JGJ 3—2002)4.8.2表及7.1.2-3条，其抗震等级为一级。
根据《高层建筑混凝土结构技术规程》(JGJ 3—002)7.2.16表注3，墙肢2翼墙长度大于其厚度的3倍，即1250mm＞250×3mm=750mm，根据《高层建筑混凝土结构技术规程》(JGJ 3—2002)7.1.24条，墙肢2轴压比限值为0.5。
已知fc=16.7N/mm2，A=1550×250mm2=387500mm2，
则N≤0.5fcA=0.5×16.7×387500N=3235625N=3236kN，故选(A)。

阅读理解与欣赏

阅读欢乐岛。

鸟儿——大自然的朋友

　　春夏时节，那些可爱的小精灵，吟唱着快乐而动听的歌曲。然而冬天，它们很难找到吃的。你听，它们在树枝上叽叽喳喳地叫着，是饿了吧。我决定给鸟儿们送点吃的，为它们做点事。

　　我穿上衣服，走到鸟儿们常栖息的树林。我吹响了怀中的鸟哨，树上“扑啦扑啦”飞起来好多的小鸟，真是“百鸟聚集”。我把事先准备的报纸铺在雪地上，掏出口袋里的小米，轻轻地撒在报纸上，撒完后，我抬头对小鸟说：“快下来吃饭吧。”可是没有一只鸟下来，它们一定是害怕了。我急忙在不远的一棵树旁躲了起来，瞧，小鸟下来吃米了。只见几只小鸟飞到报纸上，把脖子微微低下，小心翼翼地啄了几下，看样子还将信将疑呢。过了一会儿，就有几十只小鸟一起飞到报纸上了，它们迫不及待地啄米，真是一群贪吃鬼！看着它们吃得那么香，我心里别提多高兴了。

　　回到家里，我还美滋滋的呢，我这也算是做了件保护动物的好事吧。动物和人类生活在一个大家庭里，我们应该与它们成为朋友。只有我们和动物和谐相处，我们的生活才会和谐美好。

1．文中“可爱的小精灵”指的是（　　）。

2．“真是一群贪吃鬼”一句中，表达了作者（　　　　）的思想感情。

3．小鸟们是怎样吃食的呢？请你在文中找出有关的句子。（用“____”标出）
查看答案
单项选择题

Lawrence Kohlberg


Born in 1927, Lawrence Kohlberg spent three years as a junior engineer in the merchant marine before entering college. After those years at sea, he was ready to buckle down and push through the rigorous program at Chicago in record time. He completed the four-year B.A. Degree in 1949 after only two years’ work. He clearly demonstrated a great capacity for academic scholarship, and it was natural for him to enroll as a Ph.D. candidate at the same university. He completed his doctorate in 1958; after two years for his undergraduate studies, it took him nine years for the Ph.D. He remarked wryly that it only proved you couldn’t accurately predict human behavior in all cases.
One of the major reasons for delay was his eventual topic, moral development in children and adolescents. A major portion of his doctoral work was in traditional area of clinical psychology and child development, including a traineeship at the famous Children’s Hospital in Boston. A substantial part of his difficulty was that all the time he was learning the traditional theories, including psychoanalytic views, he found in himself a growing skepticism. He began to evolve an alternative set of ideas to explain how children develop moral reasoning. What started as a traditional thesis on the relationship between the superego (the Freudian term for conscience) and moral behavior was transformed into a remarkably original framework for moral development in stages. It is rare for a young Ph.D. candidate to produce truly new insights into human behavior theory. It was uniquely creative for his thesis to force almost a complete revision of moral development theory as well.
With the completion of the thesis, finally, after nine years of work, he accepted an assistant professorship at the University of Chicago in 1962. Just six years later he was offered and accepted a full professorship at Harvard University and joined that faculty to form an innovative graduate program in human development. He was also awarded a special five-year Research Career Award by the National Institute of Mental Health to promote his longitudinal study on stages of moral development in adults as well as in children and adolescents. His major significance derives from the possible applications of the theory to promote psychologically healthy human beings. He is presently developing a series of intervention and teaching procedures that show promise of deliberately improving our level of moral judgment and moral maturity. If we are concerned about improving the quality of interpersonal human relationships, his work at present represents the most helpful insights and processes to help us attain that objective.

It took longer time for Kohlberg to get the Ph. D degree because ______.

A. he had spent more time on clinical psychology than he should.
B. his interest for the doctoral work was in the traditional area of research.
C. he had worked at the Children’s Hospital and wasted some time.
D. he had to shift the focus of his research from clinical studies to a new one.
查看答案