【名词&注释】
有利条件(advantage)、农村改革发展(countryside reform and development)、双层经营体制(double-layer management system)、减轻农民负担(lightening peasant burden)、徇私枉法罪、资本主义经济危机(capitalist economy crisis)、贪赃枉法、十五届三中全会、积累基金和消费基金(funds for accumulation and funds for co
...)、农民首创精神
[多选题]影响资本积累的因素有（ ）
A. 对劳动力的剥削程度
B. 预付资本量的大小
C. 所用资本和所费资本之间的差额
D. 资本家消费基金和积累基金之间的分割比例
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举一反三：
[单选题]
A. InsteadB． Instead of
B. Further
C. Again
[单选题]十五届三中全会决议决定将以家庭承包经营为基础、统分结合的双层经营体制，作为党在农村的一项基本政策，长期坚持、稳定和完善下来，这一双层经济体制的关键或核心是（ ）
A. 尊重农民的首创精神
B. 完善农村所有制结构
C. 减轻农民负担
D. 稳定完善土地承包关系
[多选题]守法是指
A. 依法享有权利
B. 依法行使权利
C. 依法承担义务
D. 依法履行义务
[单选题]根据刑法的规定，司法工作人员贪赃枉法同时构成徇私枉法罪和受贿罪的( )。
A. 实行数罪并罚
B. 择一重罪处罚
C. 以徇私枉法罪定罪处罚
D. 以受贿罪定罪处罚
[单选题]资本主义经济危机的主要表现和本质特征是
A. 生产过剩
B. 生产相对过剩
C. 信用关系危机和崩溃
D. 政府出面救市
[单选题]The author believes the real cause for the increase of divorces today is that______.
A. people have too many sources of entertainment
B. people have less internal restraints
C. people no longer enjoy family life as they did before
D. people do not want to be confined by marital ties
[多选题]党的十七届三中全会认为．我国农村正在发生新的变革，我国农业参与国际合作和竞争正面临新的局面，推进农村改革发展具备许多有利条件，也面对不少困难和挑战，总起来说，就是
A. 农民负担仍然过重，最需要减轻
B. 农业基础仍然薄弱，最需要加强
C. 农村发展仍然滞后，最需要扶持
D. 农民增收仍然困难，最需要加快
[单选题]根据下列文章，回答26～30题。For the past several years， the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant， who at age 10 had tested at a mental level of someone about 23 years old； that gave her an IQ of 228-the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies， to envision paper after it has been folded and cut， and to deduce numerical sequences， among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe （whose IQ is 100） as， What's the difference between love and fondness？ Or what is the nature of luck and coincidence？ It's not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.Clearly， intelligence encompasses more than a score on a test. Just what does it means to be smart？ How much of intelligence can be specified， and how much can we learn about it from neurology， genetics， computer science and other fields？
A. The defining term of intelligence in humans still seems to be the IQ score， even though IQ tests are not given as often as they used to be. The test comes primarily in two forms： the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales （both come in adult and children's version）。 Generally costing several hundred dollars， they are usually given only by psychologists， although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant’s are no longer possible， because scoring is now based on a statistical population distribution among age pecks， rather tan simply dividing the mental are by the chronological age and multiplying by 100. Other standardized tests， such as the Scholastic Assessment Test （SAT） and the Graduate Record Exam （GRE）， capture the main aspects of IQ tests.
B. Such standardized tests may not assess all the important elements necessary to succeed in school and in life， argues Robert J. Sternberg. In his article “How Intelligent Is Intelligence Testing？”。 Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge， components also critical to problem solving and life success. Moreover， IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership sills when the tests were given under low-stress conditions， but under high-stress conditions. IQ was negatively correlated with leadership-that is it predicted the opposite. Anyone who bas toiled through SAT will testify that test-taking skill also matters， whether it‘s knowing when to guess or what questions of skip.
C. 第26题：Which of the following may be required in an intelligence test？
D. Answering philosophical questions.
E. Folding or cutting paper into different shapes.
F. Telling the differences between certain concepts.
G. Choosing words or graphs similar to the given ones.
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