下列哪些对象可以劳动教养( ) A．某甲，25岁，精神病人，身体强壮 B．某乙，3

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问题：

下列哪些对象可以劳动教养( )

A．某甲，25岁，精神病人，身体强壮
B．某乙，36岁，有疾病，且丧失了劳动能力
C．某丙，55岁，身体健康，有劳动能力，精神状况佳
D．某丁，50岁，盲人

考点：招警考试公安基础知识公安基础知识
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女方在()，男方不得提出离婚。

A．患病期间

B．子女不满3周岁期间

C．怀孕期间和分娩后一年内

D．丧失生育能力后
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语言艺术是营销员用来说服客户的主要手段，每一次营销过程都要使用陈述、提问、倾听及行为语言等多种语言技巧。
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We may look at the world around us, but somehow we manage not to see it until whatever we've become used to suddenly disappears.  36 , for example, the neatly-dressed woman I 37 to see -- or look at -- on my way to work each morning.

For three years, no matter  38 the weather was like, she was always waiting at the bus stop around 8:00 am. On  39  days, she wore heavy clothes and a pair of woolen gloves. Summertime  40  out neat, belted cotton dresses and a hat pulled low over her sunglasses. 41  , she was an ordinary working woman. Of course, I  42  all this only after she was seen no more. It was then that I realized how  43 I expected to see her each morning. You might say I   44  her.

“Did she have an accident? Something  45 ?” I thought to myself about her  46 .  Now that she was gone, I felt I had  47 her. I began to realize that part of our  48   life probably includes such chance meetings with familiar 49 : the milkman you see at dawn, the woman who 50  walks her dog along the street every morning, the twin brothers you see at the library. Such people are   51  markers in our lives. They add weight to our  52  of place and belonging.

Think about it.   53  , while walking to work, we mark where we are by  54 a certain building, why should we not mark where we are when we pass a familiar, though  55 , person?

36. A. Make               B. Take           C. Give               D. Have

37. A. happened          B. wanted         C. used                  D. tried

38. A. what                B. how                 C. which                 D. when

39. A. sunny               B. rainy           C. cloudy            D. snowy

40. A. took               B. brought         C. carried            D. turned

41. A. Clearly              B. Particularly      C. Luckily              D. Especially

42. A. believed             B. expressed        C. remembered         D. wondered

43. A. long               B. often            C. soon               D. much

44. A. respected            B. missed             C. praised            D. admired

45. A. better               B. worse               C. more              D. less

46. A. disappearance        B. appearance           C. misfortune         D. fortune

47. A. forgotten            B. lost                 C. known             D. hurt

48. A. happy               B. enjoyable            C. frequent           D. daily

49. A. friends             B. strangers            C. tourists            D. guests

50. A. regularly            B. actually             C. hardly             D. probably

51. A. common             B. pleasant           C. important          D. faithful

52. A. choice              B. knowledge           C. decision            D. sense

53. A. Because             B. If                C. Although           D. However

54. A. keeping             B. changing         C. passing             D. mentioning

55. A. unnamed             B.unforgettable         C. unbelievable        D. unreal
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茅盾的《香市》是一篇( )

A．记事散文

B．抒情散文

C．写景散文

D．回忆性抒情散文
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Questions 6-10 are based on the following passage.
The term control is highly—and unjustifiably—unpopular. Some of its unpopularity can be traced to educational and philosophical writings that have addressed issues of freedom, self- determination, self-worth, individuality, and other humanistic concerns—concerns often equated with liberal and permissive child-rearing and educational methods. They are the concerns that define the spirit of these times. No teacher wants to be nonliberal and restrictive. And there is little doubt that the deliberate exercise of control is restrictive. Is control therefore unethical
There is, of course, no simple answer, ff there were, there would be little controversy, and behaviorists and humanists would have much less to disagree about.
Consider, first, that control is not only inevitable but also necessary. There is no doubt that teachers, by virtue of their position and by virtue of their duties, have control. Indeed, it is not at all unreasonable to insist that the exercise of control is one of the teacher’s most important duties. We are not speaking here of a fear-enforced control that might have been characteristic of some of yesterday’s schools. Control can be achieved, or at least facilitated, in a variety of gentle ways, some of which can be learned．
Parents too control their children (or at least try), often by setting limits for their behavior. Part of the successful socialization process requires that children be prevented from engaging in behaviors that might be injurious to themselves or to others. Thus, parents do not permit their children to play with the dinner as it is cooking on the stove, to insert knives into electrical outlets, to jump off ladders, or to swim in dangerous waters. Less extreme instances of control involve the teaching of socially appropriate behavior, of values and morals—of "shoulds" and "should nots". It is less by accident than by virtue of parental control that children learn not to deface wall, steal other people’s property, or kill the neighbor’s god． In short, certain standards of behavior are learned at least partly as a function of parental control. Whether that control involves reinforcement, punishment, models, reasoning, or a combination of these and other strategies, we cannot avoid the fact that control is being exercised．
The classroom situation is not really very different. Teachers have often been described as acting [in loco parentis]—in the place of parents. More precisely, teachers have been urged to act in all ways as might a wise, judicious, and loving parent. And there is, in fact, no great incompatibility between values held in highest esteem by those who describe themselves as humanistically oriented and the techniques of behavior control that have been described by science. Love, empathy, warmth, genuineness, and honesty can go a long way toward ensuring a classroom climate corducive to and learning and development. In spite of these highly desirable qualities, however, discipline problems are not uncommon in classrooms. That teachers should judiciously administer rewards and punishment in an effort to maintain an effective educational environment does not mean that they care less for their students; indeed, in might well indicate that they care more.

Instances of parental control provided in the passage are aimed at______.

A．justifying the educational use of control

B．informing educationalists of what is the fight thing to do in the education of children

C．persuading the public of the importance of ethics education

D．assessing whether parents or teachers are more important in the education of children
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