跑道的长度、宽度和坡度各分别取决于什么？

Passage One

Most students arrive at college using" discrete, concrete and absolute categories to understand people, knowledge, and values. " These students live with a dualistic view, seeing "the world in polar terms of we-right-good vs. other-wrong-bad. " These students cannot acknowledge the existence of more than one point of view toward any issue. There is one "right" way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.

Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. However, while these students accept multiple points of view, they are unable to evaluate or justify them. To have an opinion is everyone’s right. While students in the dualistic stage are unable to produce evidence to support what they consider to be self-evident absolutes, students in the multiplistic stage are unable to connect instances into coherent generalizations. Every assertion, every point, is valid. In their democracy they are directionless. Capital punishment What sense is there in answering one murder with another

The third stage of development finds students living in a world of relativism. Knowledge is relative: right and wrong depend on the context. No longer recognizing the validity of each individual idea or action, relativists examine everything to find its place in an overall framework. While the multiplist views the world as unconnected, almost random, the relativist seeks always to place phenomena into coherent larger patterns. Students in this stage view the world analytically. They appreciate authority for its expertise, using it to defend their own generalizations. In addition, they accept or reject ostensible authority after systematically evaluating its validity. In this stage, however, students resist decision making. Suffering the ambivalence of finding several consistent and acceptable alternatives, they are almost overwhelmed by diversity and need means for managing it. Capital punishment is appropriate justice—in some instances.

In the final stage students manage diversity through individual commitment. Students do not deny relativism. Rather they assert an identity by forming commitments and assuming responsibility for them. They gather personal experience into a coherent framework, abstract principles to guide their actions, and use these principles to discipline and govern their thoughts and actions. The individual has chosen to join a particular community and agrees to live by its tenets. The accused has had the benefit of due process to guard his civil rights, a jury of peers has found him guilty, and the state has the right to end his life. This is a principle my community and I endorse.

Which one of the following assertions is supported by the passage ？（）

A．Committed thinkers are not very sure of their positions.

B．Relativistic thinkers have learned how to make sense out of the world and have chosen their own positions in it.

C．Multiplicity thinkers have difficulty understanding the relationships between different points of view.

D．Dualistic thinkers have thought out the reasons for taking their positions.

下列句子中，没有语病的一句是（）。

A．应聘教师一旦录用，签订合同有效期为八年

B．近几年来，本单位享受国家级专家津贴的人员名单上，人数不断有所增加

C．即使日本军国主义者一再篡改南京大屠杀的历史记载，但是永远不能掩盖事实真相

D． 股市的内幕交易严重违反了公开、公正、公平的三公原则，为我国法律所禁止

堵盲板的地方应有焊（），便于将法兰撑开。

A.跨接线

B.支架

C.撑铁

营业网点内部装修及设施配备必须符合安全防范要求，柜员之间有适当隔断设置，配备（）监控系统，能够清晰监测到柜员行为及桌面情况。

19世纪捷克民族乐派作曲家斯美塔那创作的主要成就体现（）和（）领域。