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到2003年，中国已经有近92%的人口基本普及了9年义务教育，青壮年文盲率降低到5%以下，中小学学生2.1亿多人。在发展中国家的大国里，中国义务教育普及率居于领先地位。在普及九年义务教育的同时，如今高等教育也摆脱了精英教育的模式，走向大众化。最能准确复述这段话的主要意思是：
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公共政策：是以政府为主的公共机构，为确保社会朝着政治系统所确定、承诺的正确方向发展，通过广泛参与的和连续的抉择以及具体实施产生效果的途径，利用公共资源达到解决社会公共问题，平衡、协调社会公众利益目的的公共管理活动过程。下列不符合这一定义的是：
The term authority refers to the rights inherent in a managerial position to give orders and expect the orders to be followed. Authority was a major concept for the classical management writers; they (1) it as the glue that held an organization together.It was to be delegated (2) to subordinate managers, (3) them certain rights while providing certain specified limits (4) which to operate. Each management position has certain rights that the position holder (5) just bemuse they hold that position. Authority (6) to one’s position within an organization and ignores the personal (7) of the individual manager. It has nothing directly (8) the individual (9) flows from the position that the individual holds. When a person (10) a position of authority, he or she no longer has any authority. The authority remains with the position and (11) new holder. When managers delegate authority, commensurate responsibility must be given (12) . That is, when one is given the "right" to do something, one also (13) a corresponding "obligation" to (14) . Allocating authority (15) responsibility can create (16) for a person, and no one should be (17) responsible for something (18) which he or she has no authority. Classical writers recognized the (19) of equating authority and responsibility.In (20) ,they stated that only authority could be delegated. They supported this contention by noting that the delegate was held responsible for the actions of the people to whom work had been delegated.
2001年我国乡镇企业的发展概况 实现增加值 29356亿元，比1989年增长13.1倍 占全国国内生产总值30.5% 完成工业增加值 20315亿元，比1989年增长12倍 占全国工业增加值的47.7% 完成出口产品交货值 9599亿元 营业收入 116585亿元 实现净利润 6001亿元 实交税金 2308亿元 占全国财政收入14% 从业人员数 13085万人 占全国农村社会动力的26.66% 下列说法不正确的是：
Parents can easily come down with an acute case of schizophrenia from reading the contradictory reports about the state of the public schools. One sat of experts asserts that the schools are better than they have been for years. Others say that the schools are in terrible shape and are responsible for every national problem from urban poverty to the trade deficit. One group of experts looks primarily at such indicators as test scores, and they cheer what they see: all the indicators—reading scores, minimum competency test results, the Scholastic Aptitude Test scores—are up, some by substantial margins. Students are required to take more academic courses—more mathematics and science, along with greater stress on basic skills, including knowledge of computers. More than 40 state legislatures have mandated such changes. But in the eyes of another set of school reformers such changes are at best superficial and at worst counterproductive. These experts say that merely toughening requirements, without either improving the quality of instruction or, even more important, changing the way schools are organized and children are taught makes the schools worse rather than better. They challenge the nature of the test, mostly multiple choice or true or false, by which children’s progress is measured; they charge that raising the test scores by drilling pupils to come up with the right answers does not improve knowledge, understanding and the capacity to think logically and independently. In addition, these critics fear that the get-tough approach to school reform will cause more of the youngsters at the bottom to give up and drop out. This, they say, may improve national scores but drain even further the nation’s pool of educated people. The way to cut through the confusion is to understand the different yardsticks used by different observers. Compared with what schools used to be like "in the good old days", with lots of drill and uniform requirements, and the expectation that many youngsters who could not make it would drop out and find their way into unskilled jobs--by those yardsticks the schools have measurably improved in recent years. But by the yardsticks of those experts who believe that the old school was deficient in teaching the skills needed in the modem world, today’ s schools have not become better. These educators believe that rigid new mandates may actually have made the schools worse. People who think schools axe not doing any better base their judgment on the______.
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