问题 问答题

结合材料回答问题:
材料1
在经济政策上,我认为要允许一部分地区、一部分企业、一部分工人农民,由于辛勤努力成绩大而收入先多一些,生活先好起来。一部分人生活先好起来,就必然产生极大地示范力量,影响左邻右舍,带动其他地区、其他单位的人们向他们学习。这样,就会使整个国民经济不断地波浪式地向前发展,使全国各族人民都能比较快地富裕起来。
这是一个大政策,一个能影响和带动整个国民经济的政策,建议同志们加以考虑和研究。
                           摘自:邓 * * 《解放思想,实事求是,团结一致向前看》
材料2
当前,我国发展正站在新的历史起点上,战略机遇期和矛盾凸显期重叠交织,面临的矛盾和问题较之以往更加复杂、更加突出,统筹兼顾各方面利益的难度不断加大,这也使社会公正问题更加现实地摆在了我们面前。近年来,在两会前夕一些网站开展的“你最关心的话题”调查中,社会公正问题总是位居前列;在一些引起广泛关注的“炫富”与“仇富”、“炫权”与“仇官”事件中,背后的症结往往也被归结到社会公正问题上。可以说,当前社会上的许多热点、难点、焦点问题都不同程度地与社会公正问题联系在一起。妥善解决社会公正问题,已成为我国在发展中不得不面对的重大课题。
                         摘自:任理轩《理性看待当前的社会公正问题》《人民日报》
材料3
世界上所有改变了收入分配差距扩大趋势的国家,没有哪一个是在经济自由发展的过程中实现的。而我国基本经济制度的性质以及特殊的国情决定我们更不能寄希望于经济的自发演进,或者像有人所说的那样,随着经济的不断增长,收入分配差距自然会最终缩小,从而实现效率与公平的辩证统一。因此,探索一条建立在效率与公平辩证统一基础之上的缩小收入分配差距之路,是我们今后需要努力的一个方向。
                               摘自:人民网《效率与公平下的收入分配差距》
请回答:

当前和今后一个时期,我国应该如何处理效率和公平的关系

答案

参考答案:我们应该坚持社会公平正义,着力促进人人平等获得发展机会,逐步建立以权利公平、机会公平、规则公平、分配公平为主要内容的社会公平保障体系,不断消除人民参与经济发展、分享经济发展成果方面的障碍。我们应该坚持以人为本,着力保障和改善民生,建立覆盖全民的社会保障体系,注重解决教育、劳动就业、医疗卫生、养老、住房等民生问题,努力做到发展为了人民、发展依靠人民、发展成果由人民共享。

单项选择题 A1型题
单项选择题

The richest man in America stepped to the podium and declared war on the nation’s school systems. High schools had become "obsolete" and were "limiting—even ruining—the lives of millions of Americans every year. " The situation had become "almost shameful. " Bill Gates, prep-school grad and college dropout, had come before the National Governors Association seeking converts to his plan to do something about it—a plan he would back with $ 2 billion of his own cash.

Gates’s speech, in February 2005, was a signature moment in what has become a decade-long campaign to improve test scores and graduation rates, waged by a loose alliance of wealthy CEOs who arrived with no particular background in education policy—a fact that has led critics to dismiss them as "the billionaire boys’ club. " Their bets on poor urban schools have been as big as their egos and their bank accounts.

Has this big money made the big impact that they—as well as teachers, administrators, parents, and students—hoped for The results, though mixed, are dispiriting proof that money alone can’t repair the desperate state of urban education. For all the millions spent on reforms, nine of the 10 school districts studied substantially trailed their state’s proficiency and graduation rates—often by 10 points or more. That’s not to say that the urban districts didn’t make gains.

The good news is many did improve and at a rate faster than their states’ 60 percent of the time—proof that the billionaires made some solid bets. But those spikes up weren’t enough to erase the deep gulf between poor, inner-city schools, where the big givers focused, and their suburban and rural counterparts. "A lot of things we do don’t work out," admitted Broad, a product of Detroit public schools and Michigan State who made a fortune in home building and financial services: "But we can take the criticism. "

The confidence that marked Gates’s landmark speech to the governors’ association in 2005 has given way to humility. The billionaires have not retreated. But they have retooled, and learned a valuable lesson about their limitations. "It’s so hard in this country to spread good practice. When we started funding, we hoped it would spread more readily," acknowledges Vicki Phillips, the director of K-12 education at the Bill & Melinda Gates Foundation. "What we learned is that the only things that spread well in school are kids’ viruses. "

The business titans entered the education arena convinced that America’s schools would benefit greatly from the tools of the boardroom. They sought to boost incentives for improving performance, deploy new technologies, and back innovators willing to shatter old orthodoxies. They pressed to close schools that were failing, and sought to launch new, smaller ones. They sent principals to boot camp. Battling the long-term worry that the best and brightest passed up the classroom for more lucrative professions, they opened their checkbooks to boost teacher pay. It was an impressive amount of industry. And in some places, it has worked out—but with unanticipated complications.

The rich donors expect their money to be used for all the following except()

A. purchasing new teaching technological devices

B. working out innovative methods of teaching

C. closing failing schools and redeploying the teachers

D. developing training programs for school principals