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党的十四大标志着中国社会主义改革开放和现代化建设事业进入了新的发展阶段。( )
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At around age of five, every child has to make the (67) from home to school. Children at this age have an enormous amount to (68) . Their response to rules, regulations and manners--all (69) related to boundaries--is (70) great importance. How they react to "no" will have a major (71) on their capacity to settle, to make friends and to learn at school. After they start school, children are (72) with rules. There is both a need and a reluctance to (73) them. Children will ask constantly “Am I allowed to… ”often to the (74) of- their parents, who feel that they ought to know (75) that, for instance, they do not need to ask to go to the toilet at home. It is (76) they ask because they need to feel that they have permission, that they fire (77) a rule. It is a request for (78) . It is also a way of managing the two different (79) of home and school, (80) what they can do where. Many a mother gets called by the teacher’s name and vice versa. During the school day, children have to listen to their teachers, to follow more rules than there are at home and to (81) with the group. They may be successful at this and come home (82) very independent and rightly proud of their (83) . If this is not recognised at home and they are treated (84) they were before, they will feel as if their "growing up", still very precarious (不稳定的) , is diminished. So they will often (85) . "Don’ t treat me like a baby" is a (86) requently heard in the primary school years.
简述超前锚杆有哪些基本要求、应检查哪些内容。
one of the most interesting paradoxes in America today is that Harvard University, the oldest institution of higher learning in the United States, is now engaged in a serious debate about what a university should be, and whether it is measuring up. Like the Roman Catholic Church and other ancient institutions, it is asking--still in private rather than in public--whether its past assumption about faculty, authority, admissions, courses of study, are really relevant to the problems of the 1990’S. Should Harvard or any other university be an intellectual sanctuary, apart from the political and social revolution of the age, or should it be a laboratory for experimentation with these political and social revolutions, or even an engine of the revolutions This is what is being discussed privately in the big clapboard houses of faculty members around the Harvard Yard. The issue was defined by Walter Lippmann, a distinguished Harvard graduate, several years ago. "If the universities are to do their work," he said, "they must be independent and they must be disinterested….They are places to which men can turn for judgments which are unbiased by partisanship and special interests. Obviously, the moment the universities fall under political control, or under the control of private interests, or the moment they themselves take a hand in politics and the leadership of government, their value as independent and disinterested sources of judgment is impaired." This is part of the argument that is going on at Harvard today. Another part is the argument of the militant and even many moderate students: that a university is the keeper of our ideals and morals, and should not be "disinterested" but activist in bringing the nation% ideals and actions together. Harvard’s men of today seem more troubled and less sure about personal, political and academic purpose than they did at the beginning. They are not even clear about how they should debate and resolve their problems, but they are struggling with them privately, and how they come out is bound to influence American university and political life in the 1990’s. In the author’s judgment, the ferment going on at Harvard______.
At around age of five, every child has to make the (67) from home to school. Children at this age have an enormous amount to (68) . Their response to rules, regulations and manners--all (69) related to boundaries--is (70) great importance. How they react to "no" will have a major (71) on their capacity to settle, to make friends and to learn at school. After they start school, children are (72) with rules. There is both a need and a reluctance to (73) them. Children will ask constantly “Am I allowed to… ”often to the (74) of- their parents, who feel that they ought to know (75) that, for instance, they do not need to ask to go to the toilet at home. It is (76) they ask because they need to feel that they have permission, that they fire (77) a rule. It is a request for (78) . It is also a way of managing the two different (79) of home and school, (80) what they can do where. Many a mother gets called by the teacher’s name and vice versa. During the school day, children have to listen to their teachers, to follow more rules than there are at home and to (81) with the group. They may be successful at this and come home (82) very independent and rightly proud of their (83) . If this is not recognised at home and they are treated (84) they were before, they will feel as if their "growing up", still very precarious (不稳定的) , is diminished. So they will often (85) . "Don’ t treat me like a baby" is a (86) requently heard in the primary school years.
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