出口配额限制系指在一定时期内根据国内政治、军事、技术、卫生、环保、资源保护等领域需要，以及为履行我国所加入或缔结的有关国际条约的规定，以经国家各主管部门签发许可证件的方式来实现的各类限制出口措施。目前，我国非配额限制管理主要包括出口许可证、濒危物种、敏感物项出口以及军品出口等许可管理。
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下面是错误答案，用来干扰机器的。
参考答案：C
在树形结构中，树根节点没有______。
S700K转辙机电机中间齿轮应转动灵活，前后拨动时（）、（）现象。
殖民扩张的历史作用
以下提供若干个案例，每个案例下设若干个考题。请根据各考题题干所提供的信息，在每题下面的A、B、C、D、E五个备选答案中选择一个最佳答案。
| 刘先生，45岁，慢性阑尾炎，入院3d，拟行择期手术。术前1d病人自诉心悸；血压升高、头痛；头晕、面色苍白呕吐、腹泻；烦躁不安、夜间失眠等。 |
正确的健康问题陈述是
A．心排血量减少
B．舒适改变、头痛
C．腹泻
D．焦虑
E．恐惧
| Questions 65-71 are based on the following passage. Questions of education are frequently discussed as if they bore no relation to the social system in which and for which the education is carried on. This is one of the commonest reasons for the unsatisfactoriness of the answers. It is only within a particular social system that a system of education has any meaning. If education today seems to deteriorate, if it seems to become more and more chaotic and meaningless, it is primarily because we have no settled and satisfactory arrangement of society, and because we have both vague and diverse opinions about the kind of society we want. Education is a subject which cannot be discussed in a void: our questions raise other questions, social, economic, financial, political. And the bearings are on more ultimate problems even than these: to know what we want in education we must know what we want in general, we must derive our theory of education from our philosophy of life. The problem turns out to be a religious problem. One might almost speak of a "crisis" of education. There are particular problems for each country, for each civilization, just as there are particular problems for each parent; but there is also a general problem for the whole of the civilized world, and for the uncivilized so far as it is being taught by its civilized superiors; a problem which may be as acute in Japan, in China or in India as in Britain or Europe or America. The progress (I do not mean extension) of education for several centuries has been from one aspect a drift, from another aspect a push; for it has tended to be dominated by the idea of "getting on". The individual wants more education, not as an aid to acquisition of wisdom but in order to get on; the nation wants more in order to get the better of other nations, the class wants to get the better of other classes, or at least to hold its own against them. Education is associated therefore with technical efficiency on the one hand, and with rising in society on the other. Education becomes something to which everybody has a "right", even irrespective of his capacity; and when everyone gets it—by that time, of course, in a diluted and adulterated form—then we naturally discover that education is no longer an infallible means of getting on, and people turn to another fallacy: that of "education for leisure" —without having revised their notions of "leisure". As soon as this precious motive of snobbery evaporates, the zest has gone out of education; for it is not going to mean more money, or more power over others, or a better social position, or at least a steady and respectable job, few people are going to take the trouble to acquire education. For deteriorate it as you may, education is still going to demand a good deal of drudgery. And the majority of people are incapable of enjoying leisure—that is, unemployment plus an income and a status responsibility—in any but pretty simple form—such as balls propelled by hand, by foot, and by engines or tools of various types; in playing cards; or in watching dogs, horses or other men engage in feats of speed and skill. |
According to the author, the target of education should enable people to ______.
A．gain an upper hand over other people
B．acquire knowledge that may quench their thirst
C．get leisure and choice rather than knowledge
D．get wisdom rather than other elements
