题目内容
愚人节那天，有一个人要赶往机场，走到三岔路中碰到一个老翁，老翁让他向前面两个年轻人问路，并告诉他两个人中一个人说真话，一个人说假话。这个人对两个年轻人同时问了一句：“二加二等于五，右边这条路通往机场，对吗”等两个年轻人回答完以后，他就毫不迟疑走上了右边这条道，请你推测两个年轻人的回答是( )。
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民间有一种说法，“有得必有失”，试用物权、不当得利和合同的相关知识对该说法加以辨析。
杨某自幼丧父，和母亲吉某相依内命生活，感情甚深。吉某一个人靠着顽强的毅力，不但将女儿杨某拉扯大，而且靠经商过上了富裕的日子，自己买了一套住房，并有个人存款12万元。女儿杨某成家后，也非常孝敬母亲，和丈夫张某及女儿张乙随母亲一起居住，经常帮助母亲。可是天有不测风云，2001年2月，吉某外出进货时，不幸遇害。杨某悲痛欲绝，竟也在几天后因过度伤心死亡。此后，已经多年不来往的吉某的弟弟吉甲突然向张某提出，吉某的女儿杨某已经死亡，现在只有自己才是吉某唯一的亲人，应该继承其全部遗产。张某不同意，二人争执不下，吉甲遂向法院起诉，要求排除张某的妨害，实现自己的继承权。问： 法院应当如何处理本案为什么
Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch’s latest book, Left Back. A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society." "Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise". What does the author think of intellect
Questions 27—30
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