问题 材料分析题

2010年8月7日夜至8日凌晨,甘肃舟曲县突发特大山洪泥石流灾害,造成重大人员伤亡。事发当天,国务院 * * 温 * * 即作出明确指示,要求甘肃省和有关部门当前要把确保人民生命安全放在第一位,千方百计救人,组织群众避险,确保群众生命安全,妥善安排灾区群众的生活。随后,温 * * * * 两次赶赴灾区,踏着泥泞慰问民众、指导救援。

(1)在抢险救灾中,党和政府为什么要把确保人民生命安全放在第一位?(两点即可)

________________________________________________________________________________

(2)在非典、雪灾、旱灾、震灾面前,中 * * 在一次又一次凝聚起一种感动苍生万物的精神力量,用团结和坚强书写了一曲慷慨激昂的壮美篇章。请说说“感动苍生万物的精神力量”——中 * * 精神的内涵是什么?她对我们战胜自然灾害有什么重要意义?

________________________________________________________________________________

(3)舟曲抢险救灾牵动着每个人的心,你所在的学校准备为抢险救灾尽一份力,请你设计一种活动形式,并为该活动设计一条宣传标语。(不得与本标题雷同)

________________________________________________________________________________

(4)请就你设计的活动形式,简要列出活动的程序。

________________________________________________________________________________

答案

(1)体现了“三个代表”重要思想,中 * * 党始终代表中国最广大人民的根本利益;中 * * 党坚持以人为本,坚持全心全意为人民服务,坚持人民的利益高于一切;政府的权力是人民赋予的,对人民负责,努力为人民服务是政府的工作宗旨;人的生命是最宝贵的,生命无价,要尊重生命,善待生命,不抛弃、不放弃。

(2)①以爱国主义为核心的团结统一、爱好和平、勤劳勇敢、自强不息的伟大的民族精神。②中 * * 精神是我们战胜自然灾害的精神支撑;是战胜自然灾害的强大精神力量;(或极大地鼓舞了我们人民战胜灾害的信心和决心。)是鼓舞我们迎难而上,团结互助,战胜灾害的力量之源。

(3)方式不唯一,合适即可。比如:组织全校师生捐款。主题如:万众一心,抢险救灾;奉献爱心,抢险救灾;送温暖,献爱心,情系灾区;华夏同心,情系灾区等。

(4)程序与方式必须对应。比如:组织全校师生捐款。程序:①介绍舟曲的灾情以及给人们生活造成的影响。②由团支部发出倡议。③公布受捐的方式和地点等。

选择题
单项选择题

The effect of the baby boom on the schools helped to make possible a shift in thinking about the role of public education in the 1920’s. In the 1920’s, but especially (1) the Depression of the 1930’s, the United States experienced a (2) birth rate. Then with the prosperity (3) on by the Second World War and the economic boom that followed it, young people married and (4) households earlier and began to (5) larger families than had their (6) during the Depression. Birth rates rose to 102 per thousand in 1946, 106.2 in 1950, and 118 in 1955. (7) economics was probably the most important (8) , it is not the only explanation for the baby boom. The increased value placed (9) the idea of the family also helps to (10) this rise in birth rates. The baby boomers began streaming (11) the first grade by the mid-1940’s and became a (12) by 1950. The public school system suddenly found itself (13) The wartime economy meant that few new schools were buih between 1940 and 1945. (14) , large numbers of teachers left their profession during that period for better-paying jobs elsewhere.

(15) , in the 1950’s, the baby boom hit an antiquated and inadequate school system. Consequently, the custodial rhetoric of the 1930’s no longer made (16) ; keeping youths ages sixteen and older out of the labor market by keeping them in school could no longer be a high (17) for an institution unable to find space and staff to teach younger children. With the baby boom, the focus of educators (18) turned toward the lower grades and back to basic academic skills and (19) . The system no longer had much (20) in offering nontraditional, new, and extra services to older youths.

3()

A.took

B.produced

C.brought

D.carried