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问题 单项选择题

通常人们所说的一个完整的计算机系统应包括( )。

A．运算器、存储器和控制器
B．计算机的外围设备
C．系统软件和应用软件
D．计算机的硬件系统和软件系统

答案

参考答案：D

解析： 计算机系统的内容
计算机系统由硬件系统和软件系统组成。计算机硬件系统是指组成一台计算机的各种物理装置，它们由各种具体的器件组成，是计算机进行工作的物质基础。计算机硬件系统由输入设备、输出设备、运算器、存储器和控制器五部分组成。

问答题

某校为了加强学生的法制知识和道德观念，特邀请该市公安法制宣传组的同志来校进行一场未成年法制宣传教育讲座。

（1）假如你是本次法制教育讲座的主持人，请你就本次讲座设计一段开场白。（80字左右）

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（2）如果你是法制宣传组的成员，结合未成年学生的特点和学校实际情况，你会在未成年的法制教育方面应该付出怎样具体行动？（可逐条列出）

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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.
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