根据2010年1月国务院常务会议精神，2013年～2015年三网融合的阶_爱下问搜题

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问题单项选择题

根据2010年1月国务院常务会议精神，2013年～2015年三网融合的阶段性目标是：总结推广试点经验，全面实现三网融合发展，普及应用融合业务，基本形成适度竞争的网络产业格局，基本建立适应三网融合的机制和职责清晰、协调顺畅、决策科学、管理高效的新型监管体系。其中，三网融合是指______。

A．物联网、电信网、互联网
B．互联网、移动通信网、电信网
C．电信网、广播电视网、互联网
D．物联网、移动通信网、广播电视网

答案

参考答案：C

解析： 2010年6月30日，国务院办公厅下发的《关于印发国务院关于印发推进三网融合总体方案的通知》中对“三网融合”做出权威定义：三网融合是指电信网、广播电视网、因特网在向宽带通信网、数字电视网、下一代因特网演进过程中，其技术功能趋于一致，业务范围趋于相同，网络互连互通、资源共享，能为用户提供语音、数据和广播电视等多种服务。

单项选择题

根据域名代码规定，表示教育机构网站的域名代码是 ______。

A．.net

B．.com

C．.edu

D．.org

问答题

(46) When Newman prepared his discourses, the view that a university was more than a place for teaching universal knowledge, that it was also a place for professional education and primarily a place for the "endowment of learning" or research, was prevalent enough for him to reassert the older Oxford position. He was aware of the pressure being exerted on Oxford and Cambridge to provide greater opportunities for teaching that was related to investigation and not to character formation. (47) For centuries scholars and scientists had sought openings within universities for work that was not necessarily directly related to the teaching of young persons or at least teaching dominated by literary, theological and mathematical subjects. There were some successes, and new histories of Oxford and Cambridge universities are uncovering more. Even within the collegiate system, where teaching tutors rather than research professors predominated, research was never altogether out of the question for universities. (48) A life spent in teaching will at some point shade over into research, or perhaps it is better to say "study," since research is systematic study in a given area of knowledge and its subsequent dissemination, although not necessarily through the medium of the lecture hall. But although university professors wrote books, some of them original treatises and not texts, and learned papers were produced by classicists, philosophers and scientists, the overall intellectual environment was as Newman wished, whether in England or Scotland. The research function had not been raised to the level of an ideology. There was no p culture of research that put a premium on originality and stressed the importance of discovery and a division of intellectual labour. It was not an era of Ph.D. candidates and graduate schools, extra-mural grants and contract research. University appointments were not made because potential fellows and chairholders were evaluated for their original contributions to knowledge or could be praised for being on the cutting edge of intellectual life. (49) Learned. yes; but that most often meant an impressive command of existing knowledge with no expectation that scholarly work of seminal importance to a particular field of inquiry was some day likely to emerge and—most importantly—be systematically diffused. The principal institutional victories of Victorian researchers and their predecessors lay elsewhere, in the creation of learned societies, botanical gardens, museums, libraries and specialized institutions.
If the "object" of a university "was ... scientific and philosophical discovery, I do not see why a university should have students," wrote Newman. The teaching of students had assumed new importance during Newman’s lifetime. In arguing for the traditional view that research, while a possible function for universities, should always be secondary, Newman was reflecting important internal transformations that had occurred in his youth. (50) The new examinations culture introduced at Oxford by the reforms of 1800 and developed earlier at Cambridge had reinforced teaching and strengthened the hold of colleges on the university’s pedagogical mission, and a new generation of students, of which Newman was one, had in effect demanded more attention from dons and stimulated many of the changes that improved the intellectual standing of the ancient universities of England.