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合理调整国民收入分配格局应该
Agreenhouseeffectwillraisetheearth’’stemperatureenoughbytheyear2100tocausedramaticclimatechangesincreasesealevelsanddisruptfoodproductionUnitedStatesscientistssaidthisweek. Theearth’’satmosphereisheatingataratethatcouldmeantemperaturerisesoftwodegreescentigradebythemiddleofthe21stcenturyandfivedegreescentigradebytheyear2100accordingtoareportissuedbytheUSgovernment’’sEnvironmentalProtectionAgencyEPA. SubstantialincreasesinglobalwarmingmayoccursoonerthanmostofuswouldliketobelievetheEPAsaid. Theagencysaidthefirsteffectsmightbefeltasearlyas1990becausetemperatureswouldberisingmorethanseventimesfastereachdecadebetweennowandtheyear2100thantheyhadbeenforthepast100years. TemperatureincreasesarelikelytobeaccompaniedbydramaticchangesinprecipitationandstormpatternsandariseinglobalaveragesealeveltheEPAreportsaid. Asaresulttheagencysaidagriculturalconditionswillbesignificantlyalteredenvironmentalandeconomicsystemspotentiallydisrupted. TheEPAreportsaidtheburningoffossilfuelswasdirectlyresponsibleformostoftheatmospherebuild-upofcarbondioxidebutthecurrentconcentrationissogreatthatevenaworldwidebanontheuseofsuchfuelswoulddelaythewarmingeffectforonlyafewyears. Awarmerclimatewillraisesealevelsbyheatingandexpandingtheworld’’soceansandcausingglacierstomelttheEPAsaid. Theagencyestimatedthatsealevelscouldriseanythingbetween48to380cminthenext120years. Anincreaseofeven48cmcouldfloodorcausestormdamagetomanyofthemajorportsoftheworlddisrupttransportationnetworksalterunderwaterecologysystemsandcausemajorshiftsinlanddevelopmentpatterns. Onestudycitedinthereportsuggestedthatiftheaverageglobaltemperatureroseby2.5degreescentigraderegionalclimaticconditionsmightbesimilartothoseduringthelastinterglacialperiod120000yearsago. Duringthisperiodoceanswerefivetosevenmetreshigherthantoday’’sfloodingtheshoresofEuropeandwesternSiberiaandmakingScandinaviaanisland. Theagencysaidthatwhilethewarmingtrendcouldhavesomebeneficialeffectssuchasreducingheatingcostsandimprovingclimateandgrowingseasonsinsomepartsoftheworldtherewouldbedifficultyinredirectingnationaleconomiestoadapttothenewclimatepatterns. TheEPAsaiditseemedunlikelythatthenationsoftheworldwouldreachaconsensusonsteptoreducecarbondioxideemissions.Insteaditurgedmoreresearchonthegreenhouseeffectandstressedtheneedforbetterplanningtocopewiththechangesthewarmingtrendisexpectedtoproduce. Thereportsaysthatiftheuseoffossilfuelswerebanned
Amongthemanyotherthingsitisaportraitisalwaysarecordofthepersonalandartisticencounterthatproducedit.Itispossibleforartiststoproduceportraitsofindividualswhohavenotsatforthembuttheportraitthatfinallyemergesnormallybetraystherestrictionsunderwhichtheartisthasbeenforcedtolabor.Evenwhenanartist’’sportraitissimplyacopyofsomeoneelse’’swork-asinthemanyportraitsofQueenElizabethIthatwereproducedduringherlifetime-thenever-changingfeaturesofarulerwhorefusedtositforhercourtpaintersreflectnotonlythesupposedpowersofanever-youthfulqueenbuttheremotenessofthoseattemptingtodepictheraswell. Portraitsareoccasionalnotonlyinthesensethattheyarecloselytiedtoparticulareventsinthelivesoftheirsubjectsbutinthesensethatthereisusuallyanoccasion-howeverbriefuncomfortableartificialorunsatisfactoryitmayprovetobe-inwhichtheartistandsubjectdirectlyconfronteachother;andthustheencounteraportraitrecordsismostreallythesittingitself.Thesittingmaybebrieforextendedcollegialorconfrontational.Cartier-Bressonhasexpressedhispassionforportraitphotographybycharacterizingitasaduelwithoutrules.WhileCartier-BressonrevealshimselfasaninterloperandopportunistRichardAvedonconfessestoaroleasdiagnosticianandpsychichealer:notassomeonewhonecessarilytransformshissubjectsbutassomeonewhorevealstheiressentialnature.Bothphotographersappeartoagreeononebasishoweverwhichisthatthefundamentaldynamicinthisprocessliessquarelyinthehandsoftheartist. Aquite-differentexamplehasitsrootsnotinconfrontationorconsultationbutinactivecollaborationbetweentheartistandsitter.ThisverydifferentkindofrelationshipwasformulatedmostvividlybyWilliamHazlittinhisessayentitledOnSittingforOne’’sPicture.ToHazlittthebondofconnectionbetweenpainterandsitterismostliketherelationshipbetweentwolovers:Theyarealwaysthinkingandtalkingofthesamethinginwhichtheirselflovefindsanequalcounterpart.HazlittflashesouthisthesisbyrecountingparticularepisodesfromthecareerofSirJoshuaReynolds.AccordingtoHazlittReynolds’’sittersaccompaniedbytheirfriendsweremeanttoenjoyanatmospherethatwasbothcomfortableforthemandconductivetotheenterpriseoftheportraitpainterwhowassimultaneouslytheirhostandtheircontractualemployee.InthecaseofartistslikeReynoldsnofundamentaldifferenceexistsbetweentheartist’’sstudioandallthoseotherroomsinwhichthesittersspinoutthedaysoftheirlives.TheactofenteringReynolds’’studiodidnotnecessarilytransformthosewhosatforhim.CollaborationinportraituresuchasReynolds’’isbasedonthesitter’’scomfortandsecurityaswellasonhisorherdesiretoexperimentwithsomethingnewanditisinthiscreationofanotherselfasHazlittputitthatthepainter’’ssubjectsmayproperlyseethemselvesforthefirsttime. AportraitartistoperatingundertheReynoldsexamplewouldprobablydisagreethat
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
阅读材料回答问题 材料1 党的十六大以来____三上东北在考察研究东北地区老工业基地振兴战略问题时指出东北地区等老工业基地的调整改造和振兴要用新思路新体制新机制新方式走出加快老工业基地振兴的新路子 材料2 沈阳老工业基地形成于计划经济年代不仅传统产业比重大企业不适应市场经济运行机制而且在设备技术产品结构市场网络建设等诸多方面都打着计划经济的深深烙印沈阳拥有航空机床风动工具电线电缆重矿设备通用机械和电力机械设备等众多全国排头兵企业有全国领先的科技人员与训练有素的产业大军这是我们振兴老工业基地的物质基础 请回答 1振兴东北老工业基地有什么重大的经济和政治意义 2分析东北地区经济重振的有利条件和制约因素 3运用哲学原理谈谈怎样振兴东北老工业基地
Noonecanbeagreatthinkerwhodoesnotrealizethatasathinkeritishisfirstdutytofollowhisintellecttowhateverconclusionsitmaylead.Truthgainsmoreevenbytheerrorsofonewhowithduestudyandpreparationthinksforhimselfthanbythetrueopinionsofthosewhoonlyholdthembecausetheydonotsufferthemselvestothink.Notthatitissolelyorchieflytoformgreatthinkersthatfreedomofthinkingisrequired.Onthecontraryitisasmuchorevenmoreindispensabletoenableaveragehumanbeingstoattainthementalqualitywhichtheyarecapableof.Therehavebeenandmayagainbegreatindividualthinkersinageneralatmosphereofmentalslavery.Butthereneverhasbeennoreverwillbeinthatatmosphereanintellectuallyactivepeople.Whileanypeoplehasmadeatemporaryapproachtosuchacharacterithasbeenbecausethedreadofheterodox非正统的thinkingwasforatimesuspended.Wherethereisanunspokenconventionthatprinciplesarenottobedisputed;wherethediscussionofthegreatestquestionswhichcanoccupyhumanityisconsideredtobeclosedwecannothopetofindthatgenerallyhighscaleofmentalactivitywhichhasmadesomeperiodsofhistorysoremarkable.Neverwhenprolongedargumentsavoidedthesubjectswhicharelargeandimportantenoughtorouseenthusiasmwasthemindofapeoplestirredupfromitsfoundationsandtheimpulsegivenwhichraisedevenpersonsofthemostordinaryintellecttosomethingofthinkingbeings. Hewhoknowsonlyhisownsideofthecaseknowslittleofthat.Hisreasonsmaybegoodandnoonemayhavebeenabletorefutethem.Butifheisequallyunabletorefutethereasonsontheoppositesideandifhedoesnotsomuchasknowwhattheyarehehasnogroundforpreferringeitheropinion.Therationalpositionforhimwouldbesuspensionofjudgmentandunlesshecontentshimselfwiththatheiseitherledbyauthorityoradoptslikethegeneralityoftheworldthesidetowhichhefeelsthemostinclination.Norisitenoughthatheshouldheartheargumentsofopponentsfromhisownteacherspresentedastheystatethemandaccompaniedbywhattheyofferasrefutations.Thatisnotthewaytodojusticetotheargumentsorbringthemintorealcontactwithhisownmind.Hemustbeabletohearthemfrompersonswhoactuallybelievethem;whodefendtheminearnestanddotheirveryutmostforthem.Hemustknowthemintheirseeminglyreasonableandpersuasiveform:hemustfeelthewholeforceofthedifficultywhichthetrueviewofthesubjecthastoencounteranddisposeof;otherwisehewillneverreallypossesshimselfoftheportionoftruthwhichmeetsandremovesthatdifficulty.Ninety-nineinahundredofwhatarecallededucatedmenareinthisconditionandevenofthosewhocanarguefluentlyfortheiropinions.Theirconclusionmaybetruebutitmightbefalseforanythingtheyknow.Theyhaveneverthrownthemselvesintothementalpositionofthosewhothinkdifferentlyfromthemandconsideredwhatsuchpersonsmayhavetosay. Accordingtotheauthoritisalwaysadvisableto
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
. Yourmobilephoneismissing.Writeanoticelookingforitwhichshouldinclude: 1detaileddescriptionofthephone 2timeandplaceofmissingitand 3waytocontactandreward. Youshouldwriteabout100wordsonANSWERSHEET2.Donotsignyournameattheendofthenotice.UseLiMinginstead.Youdonotneedtowritetheaddress.10pionts
Ifambitionistobewellregardedtherewardsofambition--wealthdistinctioncontroloverone’’sdestiny--mustbedeemedworthyofthesacrificesmadeonambition’’sbehalf.Ifthetraditionofambitionistohavevitalityitmustbewidelyshared;anditespeciallymustbehighlyregardedbypeoplewhoarethemselvesadmiredtheeducatednotleastamongthem.Inanoddwayhoweveritistheeducatedwhohaveclaimedtohavegivenuponambitionasanideal.Whatisoddisthattheyhaveperhapsmostbenefitedfromambition--ifnotalwaystheirownthenthatoftheirparentsandgrandparents.Thereisaheavynoteofhypocrisyinthisacaseofclosingthebarndoorafterthehorseshaveescaped--withtheeducatedthemselvesridingonthem. Certainlypeopledonotseemlessinterestedinsuccessanditssignsnowthanformerly.SummerhomesEuropeantravelBMWs--thelocationsplacenamesandnamebrandsmaychangebutsuchitemsdonotseemlessindemandtodaythanadecadeortwoyearsago.Whathashappenedisthatpeoplecannotconfessfullytotheirdreamsaseasilyandopenlyasoncetheycouldlesttheybethoughtpushingacquisitiveandvulgar.Insteadwearetreatedtofinehypocriticalspectacleswhichnowmorethaneverseeminamplesupply:thecriticofAmericanmaterialismwithaSouthamptonsummerhome;thepublisherofradicalbookswhotakeshismealsinthree-starrestaurants;thejournalistadvocatingparticipatorydemocracyinallphasesoflifewhoseownchildrenareenrolledinprivateschools.ForsuchpeopleandmanymoreperhapsnotsoexceptionaltheproperformulationisSucceedatallcostsbutavoidappearingambitious. Theattacksonambitionaremanyandcomefromvariousangles;itspublicdefendersarefewandunimpressivewheretheyarenotextremelyunattractive.AsaresultthesupportforambitionasahealthyimpulseaqualitytobeadmiredandfixedinthemindoftheyoungisprobablylowerthanithaseverbeenintheUnitedStates.Thisdoesnotmeanthatambitionisatanendthatpeoplenolongerfeelitsstirringsandpromptingsbutonlythatnolongeropenlyhonoreditislessopenlyprofessed.Consequencesfollowfromthisofcoursesomeofwhicharethatambitionisdrivenundergroundormadesly.Suchthenisthewaythingsstand:ontheleftangrycriticsontherightstupidsupportersandinthemiddleasusualthemajorityofearnestpeopletryingtogetoninlife. Somepeopledonotopenlyadmittheyhaveambitionbecause___________.
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting. Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
2005年9月15日__在联合国成立60周年首脑会议上的讲话中就努力建设一个持久和平共同繁荣的和谐世界提出的意见是
Intheessayyoushould 1describethepictureandinterpretitsmeaningand 2giveyourcommentonthephenomenon. Youshouldwriteabout200wordsnearlyonANSWERSHEET2.20points
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Noonecanbeagreatthinkerwhodoesnotrealizethatasathinkeritishisfirstdutytofollowhisintellecttowhateverconclusionsitmaylead.Truthgainsmoreevenbytheerrorsofonewhowithduestudyandpreparationthinksforhimselfthanbythetrueopinionsofthosewhoonlyholdthembecausetheydonotsufferthemselvestothink.Notthatitissolelyorchieflytoformgreatthinkersthatfreedomofthinkingisrequired.Onthecontraryitisasmuchorevenmoreindispensabletoenableaveragehumanbeingstoattainthementalqualitywhichtheyarecapableof.Therehavebeenandmayagainbegreatindividualthinkersinageneralatmosphereofmentalslavery.Butthereneverhasbeennoreverwillbeinthatatmosphereanintellectuallyactivepeople.Whileanypeoplehasmadeatemporaryapproachtosuchacharacterithasbeenbecausethedreadofheterodox非正统的thinkingwasforatimesuspended.Wherethereisanunspokenconventionthatprinciplesarenottobedisputed;wherethediscussionofthegreatestquestionswhichcanoccupyhumanityisconsideredtobeclosedwecannothopetofindthatgenerallyhighscaleofmentalactivitywhichhasmadesomeperiodsofhistorysoremarkable.Neverwhenprolongedargumentsavoidedthesubjectswhicharelargeandimportantenoughtorouseenthusiasmwasthemindofapeoplestirredupfromitsfoundationsandtheimpulsegivenwhichraisedevenpersonsofthemostordinaryintellecttosomethingofthinkingbeings. Hewhoknowsonlyhisownsideofthecaseknowslittleofthat.Hisreasonsmaybegoodandnoonemayhavebeenabletorefutethem.Butifheisequallyunabletorefutethereasonsontheoppositesideandifhedoesnotsomuchasknowwhattheyarehehasnogroundforpreferringeitheropinion.Therationalpositionforhimwouldbesuspensionofjudgmentandunlesshecontentshimselfwiththatheiseitherledbyauthorityoradoptslikethegeneralityoftheworldthesidetowhichhefeelsthemostinclination.Norisitenoughthatheshouldheartheargumentsofopponentsfromhisownteacherspresentedastheystatethemandaccompaniedbywhattheyofferasrefutations.Thatisnotthewaytodojusticetotheargumentsorbringthemintorealcontactwithhisownmind.Hemustbeabletohearthemfrompersonswhoactuallybelievethem;whodefendtheminearnestanddotheirveryutmostforthem.Hemustknowthemintheirseeminglyreasonableandpersuasiveform:hemustfeelthewholeforceofthedifficultywhichthetrueviewofthesubjecthastoencounteranddisposeof;otherwisehewillneverreallypossesshimselfoftheportionoftruthwhichmeetsandremovesthatdifficulty.Ninety-nineinahundredofwhatarecallededucatedmenareinthisconditionandevenofthosewhocanarguefluentlyfortheiropinions.Theirconclusionmaybetruebutitmightbefalseforanythingtheyknow.Theyhaveneverthrownthemselvesintothementalpositionofthosewhothinkdifferentlyfromthemandconsideredwhatsuchpersonsmayhavetosay. Theauthorisoftheopinionthatinagreatperiodwemayexpecttofind
党的十六届五中全会指出十一五时期经济发展的主要目标是
构建社会主义和谐社会必须
Ifambitionistobewellregardedtherewardsofambition--wealthdistinctioncontroloverone’’sdestiny--mustbedeemedworthyofthesacrificesmadeonambition’’sbehalf.Ifthetraditionofambitionistohavevitalityitmustbewidelyshared;anditespeciallymustbehighlyregardedbypeoplewhoarethemselvesadmiredtheeducatednotleastamongthem.Inanoddwayhoweveritistheeducatedwhohaveclaimedtohavegivenuponambitionasanideal.Whatisoddisthattheyhaveperhapsmostbenefitedfromambition--ifnotalwaystheirownthenthatoftheirparentsandgrandparents.Thereisaheavynoteofhypocrisyinthisacaseofclosingthebarndoorafterthehorseshaveescaped--withtheeducatedthemselvesridingonthem. Certainlypeopledonotseemlessinterestedinsuccessanditssignsnowthanformerly.SummerhomesEuropeantravelBMWs--thelocationsplacenamesandnamebrandsmaychangebutsuchitemsdonotseemlessindemandtodaythanadecadeortwoyearsago.Whathashappenedisthatpeoplecannotconfessfullytotheirdreamsaseasilyandopenlyasoncetheycouldlesttheybethoughtpushingacquisitiveandvulgar.Insteadwearetreatedtofinehypocriticalspectacleswhichnowmorethaneverseeminamplesupply:thecriticofAmericanmaterialismwithaSouthamptonsummerhome;thepublisherofradicalbookswhotakeshismealsinthree-starrestaurants;thejournalistadvocatingparticipatorydemocracyinallphasesoflifewhoseownchildrenareenrolledinprivateschools.ForsuchpeopleandmanymoreperhapsnotsoexceptionaltheproperformulationisSucceedatallcostsbutavoidappearingambitious. Theattacksonambitionaremanyandcomefromvariousangles;itspublicdefendersarefewandunimpressivewheretheyarenotextremelyunattractive.AsaresultthesupportforambitionasahealthyimpulseaqualitytobeadmiredandfixedinthemindoftheyoungisprobablylowerthanithaseverbeenintheUnitedStates.Thisdoesnotmeanthatambitionisatanendthatpeoplenolongerfeelitsstirringsandpromptingsbutonlythatnolongeropenlyhonoreditislessopenlyprofessed.Consequencesfollowfromthisofcoursesomeofwhicharethatambitionisdrivenundergroundormadesly.Suchthenisthewaythingsstand:ontheleftangrycriticsontherightstupidsupportersandinthemiddleasusualthemajorityofearnestpeopletryingtogetoninlife. Itisgenerallybelievedthatambitionmaybewellregardedif__________.
解放战争时期__提出的土地改革必须注意的基本原则是
平均利润和生产价格形成以后价值生产价格和市场价格三者的关系是
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Amongthemanyotherthingsitisaportraitisalwaysarecordofthepersonalandartisticencounterthatproducedit.Itispossibleforartiststoproduceportraitsofindividualswhohavenotsatforthembuttheportraitthatfinallyemergesnormallybetraystherestrictionsunderwhichtheartisthasbeenforcedtolabor.Evenwhenanartist’’sportraitissimplyacopyofsomeoneelse’’swork-asinthemanyportraitsofQueenElizabethIthatwereproducedduringherlifetime-thenever-changingfeaturesofarulerwhorefusedtositforhercourtpaintersreflectnotonlythesupposedpowersofanever-youthfulqueenbuttheremotenessofthoseattemptingtodepictheraswell. Portraitsareoccasionalnotonlyinthesensethattheyarecloselytiedtoparticulareventsinthelivesoftheirsubjectsbutinthesensethatthereisusuallyanoccasion-howeverbriefuncomfortableartificialorunsatisfactoryitmayprovetobe-inwhichtheartistandsubjectdirectlyconfronteachother;andthustheencounteraportraitrecordsismostreallythesittingitself.Thesittingmaybebrieforextendedcollegialorconfrontational.Cartier-Bressonhasexpressedhispassionforportraitphotographybycharacterizingitasaduelwithoutrules.WhileCartier-BressonrevealshimselfasaninterloperandopportunistRichardAvedonconfessestoaroleasdiagnosticianandpsychichealer:notassomeonewhonecessarilytransformshissubjectsbutassomeonewhorevealstheiressentialnature.Bothphotographersappeartoagreeononebasishoweverwhichisthatthefundamentaldynamicinthisprocessliessquarelyinthehandsoftheartist. Aquite-differentexamplehasitsrootsnotinconfrontationorconsultationbutinactivecollaborationbetweentheartistandsitter.ThisverydifferentkindofrelationshipwasformulatedmostvividlybyWilliamHazlittinhisessayentitledOnSittingforOne’’sPicture.ToHazlittthebondofconnectionbetweenpainterandsitterismostliketherelationshipbetweentwolovers:Theyarealwaysthinkingandtalkingofthesamethinginwhichtheirselflovefindsanequalcounterpart.HazlittflashesouthisthesisbyrecountingparticularepisodesfromthecareerofSirJoshuaReynolds.AccordingtoHazlittReynolds’’sittersaccompaniedbytheirfriendsweremeanttoenjoyanatmospherethatwasbothcomfortableforthemandconductivetotheenterpriseoftheportraitpainterwhowassimultaneouslytheirhostandtheircontractualemployee.InthecaseofartistslikeReynoldsnofundamentaldifferenceexistsbetweentheartist’’sstudioandallthoseotherroomsinwhichthesittersspinoutthedaysoftheirlives.TheactofenteringReynolds’’studiodidnotnecessarilytransformthosewhosatforhim.CollaborationinportraituresuchasReynolds’’isbasedonthesitter’’scomfortandsecurityaswellasonhisorherdesiretoexperimentwithsomethingnewanditisinthiscreationofanotherselfasHazlittputitthatthepainter’’ssubjectsmayproperlyseethemselvesforthefirsttime. ItwouldbemostconsistentwiththetexttoinferthatReynolds
__在论人民民主专政一文中区分了人民和敌人的概念其中人民是指
Agreenhouseeffectwillraisetheearth’’stemperatureenoughbytheyear2100tocausedramaticclimatechangesincreasesealevelsanddisruptfoodproductionUnitedStatesscientistssaidthisweek. Theearth’’satmosphereisheatingataratethatcouldmeantemperaturerisesoftwodegreescentigradebythemiddleofthe21stcenturyandfivedegreescentigradebytheyear2100accordingtoareportissuedbytheUSgovernment’’sEnvironmentalProtectionAgencyEPA. SubstantialincreasesinglobalwarmingmayoccursoonerthanmostofuswouldliketobelievetheEPAsaid. Theagencysaidthefirsteffectsmightbefeltasearlyas1990becausetemperatureswouldberisingmorethanseventimesfastereachdecadebetweennowandtheyear2100thantheyhadbeenforthepast100years. TemperatureincreasesarelikelytobeaccompaniedbydramaticchangesinprecipitationandstormpatternsandariseinglobalaveragesealeveltheEPAreportsaid. Asaresulttheagencysaidagriculturalconditionswillbesignificantlyalteredenvironmentalandeconomicsystemspotentiallydisrupted. TheEPAreportsaidtheburningoffossilfuelswasdirectlyresponsibleformostoftheatmospherebuild-upofcarbondioxidebutthecurrentconcentrationissogreatthatevenaworldwidebanontheuseofsuchfuelswoulddelaythewarmingeffectforonlyafewyears. Awarmerclimatewillraisesealevelsbyheatingandexpandingtheworld’’soceansandcausingglacierstomelttheEPAsaid. Theagencyestimatedthatsealevelscouldriseanythingbetween48to380cminthenext120years. Anincreaseofeven48cmcouldfloodorcausestormdamagetomanyofthemajorportsoftheworlddisrupttransportationnetworksalterunderwaterecologysystemsandcausemajorshiftsinlanddevelopmentpatterns. Onestudycitedinthereportsuggestedthatiftheaverageglobaltemperatureroseby2.5degreescentigraderegionalclimaticconditionsmightbesimilartothoseduringthelastinterglacialperiod120000yearsago. Duringthisperiodoceanswerefivetosevenmetreshigherthantoday’’sfloodingtheshoresofEuropeandwesternSiberiaandmakingScandinaviaanisland. Theagencysaidthatwhilethewarmingtrendcouldhavesomebeneficialeffectssuchasreducingheatingcostsandimprovingclimateandgrowingseasonsinsomepartsoftheworldtherewouldbedifficultyinredirectingnationaleconomiestoadapttothenewclimatepatterns. TheEPAsaiditseemedunlikelythatthenationsoftheworldwouldreachaconsensusonsteptoreducecarbondioxideemissions.Insteaditurgedmoreresearchonthegreenhouseeffectandstressedtheneedforbetterplanningtocopewiththechangesthewarmingtrendisexpectedtoproduce. WhichofthefollowingisincludedintheEPAreport
阅读材料回答问题 材料1 某家电企业生产经营状况资产构成情况如图1图2所示 图1该企业生产经营状况 图2该企业资产构成情况 注投入包括购买机器设备厂房和原材料以及科研开发经费购买生产流水线等 材料2 目前家电市场竞争激烈市场饱和程度已达200% 请回答 1根据图2分析该企业属于什么性质 2图1反映了什么经济现象图1图2有什么内在联系 3结合材料2分析该企业2003年的生产经营情况并谈谈你对该企业的发展前景的看法
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Amongthemanyotherthingsitisaportraitisalwaysarecordofthepersonalandartisticencounterthatproducedit.Itispossibleforartiststoproduceportraitsofindividualswhohavenotsatforthembuttheportraitthatfinallyemergesnormallybetraystherestrictionsunderwhichtheartisthasbeenforcedtolabor.Evenwhenanartist’’sportraitissimplyacopyofsomeoneelse’’swork-asinthemanyportraitsofQueenElizabethIthatwereproducedduringherlifetime-thenever-changingfeaturesofarulerwhorefusedtositforhercourtpaintersreflectnotonlythesupposedpowersofanever-youthfulqueenbuttheremotenessofthoseattemptingtodepictheraswell. Portraitsareoccasionalnotonlyinthesensethattheyarecloselytiedtoparticulareventsinthelivesoftheirsubjectsbutinthesensethatthereisusuallyanoccasion-howeverbriefuncomfortableartificialorunsatisfactoryitmayprovetobe-inwhichtheartistandsubjectdirectlyconfronteachother;andthustheencounteraportraitrecordsismostreallythesittingitself.Thesittingmaybebrieforextendedcollegialorconfrontational.Cartier-Bressonhasexpressedhispassionforportraitphotographybycharacterizingitasaduelwithoutrules.WhileCartier-BressonrevealshimselfasaninterloperandopportunistRichardAvedonconfessestoaroleasdiagnosticianandpsychichealer:notassomeonewhonecessarilytransformshissubjectsbutassomeonewhorevealstheiressentialnature.Bothphotographersappeartoagreeononebasishoweverwhichisthatthefundamentaldynamicinthisprocessliessquarelyinthehandsoftheartist. Aquite-differentexamplehasitsrootsnotinconfrontationorconsultationbutinactivecollaborationbetweentheartistandsitter.ThisverydifferentkindofrelationshipwasformulatedmostvividlybyWilliamHazlittinhisessayentitledOnSittingforOne’’sPicture.ToHazlittthebondofconnectionbetweenpainterandsitterismostliketherelationshipbetweentwolovers:Theyarealwaysthinkingandtalkingofthesamethinginwhichtheirselflovefindsanequalcounterpart.HazlittflashesouthisthesisbyrecountingparticularepisodesfromthecareerofSirJoshuaReynolds.AccordingtoHazlittReynolds’’sittersaccompaniedbytheirfriendsweremeanttoenjoyanatmospherethatwasbothcomfortableforthemandconductivetotheenterpriseoftheportraitpainterwhowassimultaneouslytheirhostandtheircontractualemployee.InthecaseofartistslikeReynoldsnofundamentaldifferenceexistsbetweentheartist’’sstudioandallthoseotherroomsinwhichthesittersspinoutthedaysoftheirlives.TheactofenteringReynolds’’studiodidnotnecessarilytransformthosewhosatforhim.CollaborationinportraituresuchasReynolds’’isbasedonthesitter’’scomfortandsecurityaswellasonhisorherdesiretoexperimentwithsomethingnewanditisinthiscreationofanotherselfasHazlittputitthatthepainter’’ssubjectsmayproperlyseethemselvesforthefirsttime. InreferringtoQueenElizabethIasever-youthfultheauthorimpliesthat
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
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