1977-01-31 — Page 23

育教僑费 頁三第張六第 日三十月二十年辰丙歷

1977中學會考試題預習專欄

明德社主編

· 世界歷史(十二)

胡應亮·

WORLD HISTORY (12)* What were the consequences of the First World War (1914-1918) on Europe?

The consequences of the First World War on Europe can be described in terms of five aspects: political, economic, social, diplomatic and military/technological.

Politically speaking, the First World War destroyed two empires, the Austro-Hungarian and the Turkisk, and greatly diminished two others. the German and the Russian.. New nations were created, after 1919, in their places, under the influence of the democratic principle of national self-determination, 01 d monarchies of the past were replaced by new republice, many of them un- stable.. In short, the traditional European Balance of Power, which no matter how delicate was maintained by the presence and mutual adjust- ment of the five great powers, was now. destroyed. With the Austrian Empire gone, so was her traditional etablizing function in Central Europe. With America, a non- European power, participating in European affairs in 1917 but quickly retreating from them after 1919, the European. Balance gained more com- plexities but lost a great power to. cope with them. With both France and Britain, weakened by war, in positions of relative decline, with. Britain unwilling to be involved in the problem of European reconstruc- tion after the War and France, too. weak to do so, Europe was left to the small newly created nations, especially in the Balkans. Political chaos thus created prepared the way for Hitler and Mussolini, and there- fore for another, "bloodier.war.

Most importantly, the Pirat World War brought Europe two revo- lutions. Une vas in Russia in 1917, which in the end turned Russia socialist, the first socialist power in history. Certainly the Russian Revolution grew out of domestic conditions of its own, but the Tsar's defeat in the First

World War at least in part hastened his collapse. Misunderstanding and hidden distrust between Bolshevik Russia and the other capitalist poyers were evident in the 1920s and 19308. The lack of real co-operation between them, the fear of/Communisa in general and Russia in particular famong the capitalist countries, all

facilitated the rise of fascians later..

The other revolution was the German Revolution in 1918. "Democracy was thereby planted in Germany after. But just as the 1918 Revolution was caused by defeat in war more than desire for real liberal democracy, the Weinar Republic proved in the 1920s to be shallow in its founde- tion, to be overthrown by Hitler in the 1930s.

From a broader angle, however, the First World War signaled the end of Europe's supremacy in the world. When empires fell and new independ- ent states emerged, European colon- 1allem and imperialism were dissol- ving. Europe ceased to be the center of the world; she was merely part of it.

Economically, the First World War dislocated greatly the pre-1914 *European economy. Currencies were

unstable, and international exchange of capital and goods was hindered Pro- by political uncertainties. tectionist policies were then in- Pereasingly favoured by governments to deal with unfavourable balance of trade further aggravating the. already disintegrating European network of economic and financial relations. As the Europeans concen- trated on war production during the war, consumer-goods industry had taken root in other parts of the world, notably Japan, who benefitted greatly from developing these

WAH KIU YAT PO

報日僑

cos 3x= -sinex

are

=

Alternative method:

sin(-2x) cos(1-(-2x)) for x2

一期星

the required roDES Ans.

日一卅月一年七七九一公年六十六國民中

passage,

hut

some times

6x2+ 1

= 0

it is quite subtle. In

the latter case,

VOU

***

cps(+ 2x)

Put x = ran

2

then

cal interference, wete rond. Now the atate began to alcune more and more the responsibility of regulating the economy, which was necessitated by military demands during the war and reconstruction after it. Totalitar-. ism and the death of freedom were not far away.

On the social level, divisions of social classes were cut deep, with antagonisme between them heightened. As the war created financial diffi- culties, they in turn created social discontent. A psychological sense of pessimism pervaded society, replac- ing the pre-1914 faith in science and belief in progress. Partly as a result of the promises of democratic self-determination, partly because of war propaganda that preached and required national unity, nationalism grew to a new height, and political conscioueness among the people was increased.

From the viewpoint of diplomacy, the First World War brought profound. changes. For one thing, the author- ity and prestige of traditional professional diplomats in their own countries were undermined, for it vas widely believed, thatrit, wes the

diplomats who caused the war. After 1919, both the politicians and people demanded that foreign policy be re- moved from the hands of the profess- ional diplomats and turned över, to the people. I tead, Inexperienced and unqualified, persons were appoint- ed as diplomatic advisere to the heads of state. These heads of state, be they presidents or kings, some- times even went to foreign capitals for negotiations themselves. Conse- quently, imprecision, confusion and Bistakes were common among these new-cosers. Secondly, the traditional rules of diplomacy,, which stressed tact and compromise and mutual adjustment, could no longer work, as the nations now no longer accepted them. The collapse of d. dynasties like the Habsburgs or the Romanovs and the rise of newly independent nations accounted for this. Russia, for example, rejected all the princi- ples of old diplomacy, with Lenin, and Trobky trying every pos. ible way to deliberately block and obstruct smooth diplomatic negotiations, and Hitler and Mussolini made use of diplomacy to cheat other powers for sake of furthering their own inter- ests. In the past, European problems could be determined and settled by "congresses, like the Congress of

Berlin in 1878. Now, they could no longer be.

From the technological and mili- tary perspective, the First World.. War revolutionized warfare. New weapons like the Big Bertha gun began to demand and change. old. úilitary tactics and strategy. Now techniques of combat, like the combination of well-placed machine guns and barbed wire in resisting massed attacks across an open field, were developed. The use of the Bubmarine on a massive scale, the employment of smoke and poison gas, the use of manned aircraft for reconnaissance, bombing, anti-war or anti-troop combat, the introduction. of the tank, all these greatly in- creased the potential for destruc- tion. This warfare revolution has two. effects. First; it made it increasingly difficult for civilian authorities and officials to con- trol war once it started, since only the military gel, not them, ev and were expert at the new elaborate modern fighting. Second, its power of destruction frightened the average citizen and forced him to give un- critical support to his ova govern-, ment's armament programmes.

Indeed, whereas war before 1914 was limited in scope and sine and confined to between soldiers, war now absorbed the full energies of the societies that engaged in it. The war of 1914 was the first total war in history. Effective mobilizations of the total resources of the fighting countries were made, when even the citizen was caught up in war activi- ties like having had to work in a gun-factory. In contrast to the old vars which only involved the soldiers in the battlefield away from the

Industries and selling to the fight-homeland, German airships now began

ing Allies. After the war, these Hew non-European industries compet- ed with the European ones. Europe's

conomic developments no longer monopolized the world.

the Great

to drop bombs over. London and German submarines began to sink merchant ships, thus affecting the people as well. Patriotic popular passion, moreover, ran high, encouraged by government propagandists who wished to maintain their public fighting morale. Hatred between different nationalities, like that between the German and the French, was harden- ed. Unconditional surrender was demanded. And the scope of war was extended to, not only between. Eovernments, but between peoples.

To finance the war, Powers contracted enormous national debt. The British debt, for instan- se, increased tenfold during the war, while the German one by a factor of farty. To the Allies; America became the only creditor, when in fact she was once the debtor before 1914. The var in this way contributed to the

lse of America in this century. On the other hand, the other Creat Ewers, eroded, as their econoalc foundations were, found, it more difficult to deal with the urgent work of post-var economic reconstruc- It is not enough this time to send tion, especially as the state assumed Thy son. Lord, Thou must come Thy- the burden of war pensions in compen-self." sating the owners of war-damaged properties. Mounting inflation ate away real incomes, both the govern ment's and the people's, adding to social distress. Though econocic teaovery of each of the Great Powers to the pre-1914 level was quick, the overall economic landscape of Europe Vas changed beyond repair. The good old days before 1914, when both domestic and international economies expanded and flew, free from politi

One day in 1919, a man in Europe prayed," Lord, save Thy people. Lord, we are lost unless Thou savest us. Lord, this is no work, for children.

Lord did not come, not even

the

with the coming and passing of Second World War

not until the

Third, perhaps.

附加數學(十二)

岑俊彦·

Additional Mathematics (2)

Solution to Exercise 8

COS3X. =

aj singx +

0

3x

221° - 3-2 2 If tan n2 is a root,

= 2n± (+2x) it must satisfy the equation.

NOW, X

x2-6x+1

3x ± 2n i + ` (1+2×}

X

= (4n +

기품

3x = 2n −(1+2×)

X = (4n-1710.

--

the general solution

is x

(4n+1) or

(4n-1)+

b) tanx

1.9)

Ans.

cot2x = 0

tanx = cto2x

xTM-n

X**

*

tan (— — 2×)' +(출 - 2x) (2n+1)/

the general solution.

is x

= (2n+1)/

Ans.

COS3X+COSX =

2cos2x

2

2cos(3x+x)cos(3X-X)

+

2 COS2x cOSX - Co sex - 0

о cos2x (cosx-1) =

cos2x = 0 or COSX

2x = 2n +

2

X -

20

. X = (4n+1)

2cos2x

.. the general solutions:

X = 2n or

(4n + 1)

2. a =

4 Ans. sinx +cosy

+

=

(sinx+cosy)2 sin2x+2sinxcosy +cos2y

(cosx-siny

cos x-2sinycos +sin2y b2.

· (sin2x+cos2x)+2( sinxcosy -siny cosx)+(sin2y+cos2y)

= 1 + 2sin(x−y)+1 = 2+2sin

= 2 +

a2 tan 20

R.HUS.

2

+

b2

=

3

3 =

Ans.

1-COS20 .1+cos20

1-(1-2sin20)

1+(2cos 20-1)

2sin 20

2Cos

tan

(3-2-2)2-6(3-2 2)+1.

- 9-12 2+8 FO

tan

n2

18+12 2+1

222 is a root. Ans.

tan2671

Again, Put x =

6x + 1

32 2

(3+2 2)2=6(3+2 2)+1

= 9+12 2+8-18-12 2 + 1 = 0

tan2671 is another root.

4. cos30

<= cos(@ + 29)

Ans.

= cos@cos20 - sinesin20

= cos(2cos20-1)-sino

=

(2sin@cos) cose(2cos20-1)

2sin Ocoso

cos(2cos20-1) -2(1–. cos20) cose

= 2cos3-cose-2c0s0+2cos30

4c039

3 cose.

For the equation

8x3

6x + 10

Ans.

Dut x = cose, we have

8 cos30 6cos✪ + 1

=

O

4cos 30.

-

3coso +2

о

i.e. = 4 cos30 3cose

Comparing this equation with

COS30. =

3 coso We have

Cos30

4cos30

=

है

30 =

2n +

@ = (6n+2)

40°,80°,160° for n = 0, 1, 2/

X =

Cos40° cos80 or cos 160° 0.766, 0.174 or

1940; vybrand.

5. 2cos 01cos20

R.H.S.

S

1+(cos20-sin20)

1+ (cos 0-(1-cos20) = 1+ [250s20-1]

= 2009 0 L.H.S.

From 2c0s?e

====

1+cos20. we have.

1+c0520

2

cos20

.*. cosû

so that

have to be very care-

ful.

2) tiene ra) understanding Sometimes you will be

asked

to pick a 205-

rect choice which best sums up the whole pass nge or a certain para-

graph; sometimes you

are asked to pick ant

the main points of the

passage.

3) Understand the pass-

ទេ a whole

The

writer may deal with several things or devel-

op several ideas or Live contrasted points of

argument in the passage.

If you come across a

e omprehension passage

of this type, you should'

exercise particular-eare

to analyse its content,

You have to find out how

all the idens are related.

4) Vocabulary. Very of

you are asked

meaning of n

F

often,

to give the

certain word

a certain phrase as

used in the passage. We

all know that even a very

simple word may have dif-

ferent meanings if it, is

used in another context.

In giving your answers, it is essential that you

Live the meaning.in the

context.

Comprehension

Questions

1...

In the examination,

you will be given

several choices, among which you are required

to choose the correct` answer. Both the quest- ion and the choices require careful, reading, Since you have to pick

the choice which answers the specific question, all the words in the question will be important. Don't? let even one word escape

your eye, or you pick

1+cos20

2

Putting =

cos20 = 14

cos

1+cos

1+12

2

2 +

1-cos45°

4

1+cos45°

+

Ans.

2-1

2+1

英文“(十三). 番榮光

the wrong choice.

= L.H.S.

ii) futting 0 = 221 intoi)

tan

in 22210

+

2-1 2+1 2-2.2+1 2-1

X

2-1

Again, tan'

1+

2+1 2-1

2+1

=

X-

2-1

2+1

2+2 2+1 2-1

*

-

3-2-2-267-2

Cos135° 1+cos45° Cos135° 1-cos450

= 3 + 2 2

2 + tan2671°

tan2 2212

(3-2 2)+(3+2 2)

Ans- 6x + 1 ...()

= 62

for x

Sum of roots = Froduct of roots =

-(-6)

។

1

=

1

Now, tan 22+ tan2671°

tan2222-

the sum of roots and

can2221 tan 671°

= (3-2 2) (8+2 2)

= 9 - 8

= 1; the Product of roots.

tan 221 and tan 67 120°

English (13)

Comprehension

2. Comprehension and

Understanding

to

to

The purpose of the comprehension test is ascertain whether you

understand fully the

passage you are asked read. The comprehension

questions are set in the form of multiple-choice

questions, which is an

„ ́objective testing device.

In the test, you must. pay attention to the following points;

ir

1) The writer's altit-

ude. This is parti- cularly important the passage is of the Hey Arvine nekadave sivpė. Sometimes, the writer's intention is expressed

quite clearly in the

4. Miscellaneous

instructions

*If you are given an answer sheet, read the

on it very

carefully and do exactly

as you are asked to do.

*If you are asked to fill the boxes in pencil, do what you are told, as

the paper may be marked

by the computer,

* Check that you have

filled the box you intend

to fill. The number" on

the answer sheet must

correspond to the one on the question paper. Fill the whole of

the boxes. A think line

may not be sensed by the

machine.