【名词&注释】
依法行政(administration by law)、商品经济(commodity economy)、根本任务(basic task)、人民当家作主(people as masters)、民主与法制(democracy and legal system)、中共十四大、可能性和现实性(possibility and reality)、依法打击、社会主义国家制度、必然性和偶然性(necessity and contingency)
[单选题]中共十四大明确我国经济体制改革的目标是
A. “三步走”的发展战略
B. 建立公有制基础上的有计划的商品经济
C. 实行计划经济与市场经济相结合
D. 建立社会主义市场经济体制
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举一反三：
[单选题]若用失去部分结晶水的Na2B4O7·10H2O标定HCl溶液的浓度，标定的结果将
A. 偏高
B. 偏低
C. 无影响
D. 不确定
[多选题]影响自然人民事行为能力的因素包括（）
A. 财产
B. 智力
C. 年龄
D. 性别
[多选题]胃溃疡的手术适应证包括
A. 严格内科治疗，溃疡不愈合或愈合6～12个月内又复发
B. 溃疡直径超过2.5厘米
C. 幽门螺杆菌阳性
D. 反复多次大出血
[单选题]依法治国是党领导人民治理国家的基本方略，其根本目的在于（ ）
A. 保证人民充分行使当家作主的权利，维护人民当家作主的地位
B. 依法打击敌视和破坏社会主义的敌对分子，维护社会稳定
C. 维护宪法和法律在国家政治、经济和社会生活中的权威
D. 确保国家各项工作有法可依，依法行政
[单选题]酶原激活时，致使酶分子构象发生改变的原因是
A. 氢键断裂
B. 离子键断裂
C. 疏水键断裂
D. 二硫键断裂
E. 肽键断裂
[单选题]党的领导、人民当家作主和依法治国的统一性是由 （ ）
A. 社会主义初级阶段的基本国情决定的
B. 社会主义国家的本质决定的
C. 社会主义根本任务决定的
D. 社会主义国家的发展战略决定的
[单选题]揭示事物的过去、现在和将来的相互关系范畴的是
A. 本质和现象
B. 必然性和偶然性(necessity and contingency)
C. 原因和结果
D. 可能性和现实性(possibility and reality)
[单选题]Text 4As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants in to American society.
A. The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, Unions, churches, and other agencies.
B. Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
C. Although looking after the house and family was familiar to immigrant women. American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early twentieth-century, United States. However, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
D. 36. It can be inferred from Paragraph 1 that one important factor in the increasing importance of education in the United States was ______.
E. the growing number of schools in frontier communities
F. an increase in the number of trained teachers
G. the expanding economic problems of schools
H. the increased urbanization of the entire country
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