According to the passage, which of the following statements is NOT true?
A. Lithic technology was useful to the understanding of cultural history.
B. Crabtree was always willing to share his knowledge with others.
Crabtree's Law argues that the final finishing state in producing stone artifacts should be barred in fiintknapping.
D. Stone tool analysis mainly consists of investigating the technological processes by which the tools were produced.
Don E. Crabtree was a master craftsman and a dean of American flintknappers. Crabtree's research is important because it pioneered the development of Experimental Archaeology and the application of lithic technology to problems of cultural behavior. and cultural history. Crabtree's participation and involvement in society is apparent. Crabtree was an active person who was not happy merely enrolled in school so he dropped out of college after just one term. Even with his lack of formal education, Crabtree actively shared his knowledge of stone tools with others at the University of California in Berkeley by 1930. In 1939, he discovered he had cancer and this caused a brief lapse in his archaeological studies. Determination could be deterred, however, because he was soon employed by the Lithic Lab at the Ohio State Museum in the early 1940's.
Crabtree was sent to serve his country as a shipbuilding engineer during W6rld War Ⅱ He met his wife and married in 1943. After the war, Crabtree retired to his home state of Idaho. Retirement appeared to serve Crabtree well as many accomplishments of his were obtained during this time. As a retiree Crabtree stayed active as he continued flintknapping, a method by which people work stone into tools, also called flaking or chipping. Flintknapping involves striking or punching carefully controlled flakes off of stone. Many other extraordinary
jobs and awards were obtained throughout Crabtree's later life as well. Between 1964--1975 he was appointed Research Associate in Lithic Technology at Pocatello Museum. In 1966, he was awarded a National Science Foundation grant which allowed him to record on film and publish his experiment results.
Crabtree will be remembered for "Crabtree's Law", which simply states that "the greater the degree of final finishing applied to a stone artifact, whether by flaking, grinding and/or polishing, the harder it is to conclude the lithic reduction process which produced the stone artifact." Crabtree's Law serves as a technological rationale for use in modern scientific studies of lithic sources in correlation with techniques for tracing the distribution of material from their sources to the final location of discard. What Crabtree's Law argues is that the final finishing state in the production of many types of stone artifacts actually erases visible, precious steps in the lithic reduction process. One needs to go beyond and discover the technological processes by which the tools were produced if they want to truly analyze the stone artifact.
Perhaps the most important printed contribution of Crabtree's career was An Introduction to Flintknapping. This well illustrated glossary became a standard reference for most lithic studies scholars in America and overseas. Crabtree's research and generous sharing of knowledge and expertise has advanced the science involved with stone tool analysis. Crabtree was a man who always volunteered his wealth of knowledge to anyone willing to learn.
Crabtree was an archaeologist, a pioneer, and a generous man whose immense energy and curiosity pushed him to world leadership in the study of stone tool analysis. He was a modest, humble man who believed his lack of a formal college education was a reflection of his not really being a scholar.
The word "dean" in the beginning sentence of the first paragraph means______.
A. director
B. pioneer
C. manager
D. principal
On the day after the Japanese attack on Pearl Harbor, Representative Charles A. Eaton, Republican of New Jersey, made his case in the House for why the nation should enter the Second World War.
"Mr. Speaker," his speech began, "yesterday against the roar of Japanese cannon in Hawaii our American people heard a trumpet call; a call to unity; a call to courage; a call to determination once and for all to wipe off of the earth this accursed monster of tyranny and slavery which is casting its black shadow over the hearts and homes of every land.”
Last year, Senator Sam Brownback, Republican of Kansas, made the case for war in Iraq this way: "And if we don't go at Iraq, that our effort in the war on terrorism dwindles down into an intelligence operation," he said. "We go at Iraq and it says to countries that support terrorists, there remain six in the world that are as our definition state sponsors of terrorists, you say to those countries: we are serious about terrorism, we're serious about you not supporting terrorism on your own soil.
The linguist and cultural critic John McWhorter cites these excerpts in his new book. They not only are typical of speeches made in Congress on both occasions, he argues, but also provide a vivid illustration of just how much the language of public discourse has deteriorated.
Riddled with sentence fragments, run-ons and colloquialisms like "go at," Senator Brownback's speech is still intelligible, but in Mr. McWhorter's view, it is emblematic of a creeping casualness that is largely to the nation's detriment.
"We in America now are an anomaly," Mr. McWhorter said over lunch at a restaurant in Midtown Manhattan this week. "We have very little sense of English as something to be dressed up. It's just this thing that comes out of our mouths. We just talk. "
Mr. McWhorter, 38, a professor of linguistics at the University of California at Berkeley, is hardly the first to complain about Americans' brazen disregard for their native tongue. But unlike many others, he says, the problem is not an epidemic of bad grammar.
As a linguist, he says, he knows that grammatical rules are arbitrary and that in casual conversation people have never abided by them. Rather, he argues, the fault lies with the collapse of the distinction between the written and the oral. Where formal, well-honed English was once de rigueur in public life, he argues, it has all but disappeared, supplanted by the indifferent cadences of speech and ultimately impairing our ability to think.
This bleak assessment notwithstanding, Mr. McWhorter, an intense, confident and--perhaps not surprisingly--loquacious man is not a curmudgeon or a fuddy-duddy. Nor, for that matter, a nerd, despite a resume that bristles with intellectual precociousness.
Self-taught in 12 languages--including Russian, Swedish, Swahili, Arabic and Hebrew, which he initially took up as a Philadelphia preschooler when he was 4--he is a respected expert in Creole languages.
A college graduate at 19 and a tenured professor at 33, he has published seven previous books, including the controversial, best seller, "Losing the Race: Self-Sabotage in Black America", in which he accused middle-class blacks of embracing anti-intellectualism and a cult of victimology. An African-American who is an outspoken critic of affirmative action, welfare and reparations, he has aroused the ire of many liberals and earned a reputation as a conservative.
In John McWhorter's view, the speech made by Senator Sam Brownback in Congress is an example of __ public discourse.
A. war-time
B. political
C. critical
D. deteriorated