路堑基床表层换填深度及宽度检验，施工单位沿线路纵向每（）m抽样检验5个断面，监理单位沿线路纵向每100m平行检验1个断面。

[问答题]某车间同工种的40名工人完成个人生产定额百分数资料如下（单位：%）： 根据上述资料编制分配数列。

[问答题]Read the passage carefully to find the answers for Questions 1 to 5. Answer each question in a maximum of 10 words. Remember to write the answers on the Answer Sheet. Questions 1 to 5 are based on the following passage.Children’s Thinking　　One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two “behavior segments” never actually performed before, in some novel way, so as to reach a goal.　　Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull’s principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble and of inserting the marble into a small hole to release the toy.　　The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could got the marble; given the task of getting a toy when a marble was handed to them, they could use the marble to get the toy. (All they had to do was put it in a hole.) However, they did not for the most part “integrate”, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. Therefore, the Kendlers concluded that they were incapable of deductive reasoning.　　The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. It lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.　　Instead of the button-pressing machine, Cole used a locked box and two differently colored match-boxes, one of which contained a key that would open the box. Notice that there are still two behavior segments— “open the right match-box to get the key” and “use the key to open the box”—so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of “integration” is greatly reduced.　　Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.　　Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no “magic” about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.　　A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a “swapping game” with the children.　　The two modifications together produced a jump in success rates from 30 percent to 90 percent for five-year-olds and from 35 percent to 72.5 percent for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement— rather a slight drop in performance—resulted from the change.　　We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.　　Questions:1．Howard and Tracey Kendler trained their subjects _______ in the two stages of their experiment.　　2．What did the Kendlers conclude?　　3．What objects did Cole use to do his experiment?　　4．Who used a machine to measure deductive reasoning that replaced button-pressing with drawer 　　opening?　　5．Hewson’s modifications resulted in a higher success rate for _______ children.

[单选题]尿潴留24小时的病人，导出尿液1500ml，测肌酐为2mg／dl，尿肌酐为80mg／dl，内生肌酐清除率的数值大约为（）

[单选题]经过白云矿粗、中碎后的矿石粒度≤（）mm。

[单选题]非甾体类消炎止痛药在类风湿关节炎中应用的机制（）

[单选题]下列关于认股权证筹资的表述中，正确的是（　　）。

[单选题]某公司的新产品市场可销售零售价格为3500元，零批差率为10%，批进差率为5%。那么该新产品出厂价格应该定位（）元/件。

[填空题]根据《票据法》的规定，关于本票的表述正确的是（）。

[单选题]下述不能作为慢性肺源性心脏病诊断依据的是（）.

[单选题]下列不符合Hailey-Hailey病的是（）

[填空题]路堑基床表层换填深度及宽度检验，施工单位沿线路纵向每（）m抽样检验5个断面，监理单位沿线路纵向每100m平行检验1个断面。

[填空题]路堑基床表层换填深度及宽度检验，施工单位沿线路纵向每（）m抽样检验5个断面，监理单位沿线路纵向每100m平行检验1个断面。

[判断题]基床表层换填仅能提高基床表层强度，不能防治翻浆冒泥病害。

[判断题]基床表层换填仅能提高基床表层强度，不能防治翻浆冒泥病害。

[单选题]换填法处理地基土的深度通常控制在3m以内，以下所陈述理由不恰当的是（）。

[判断题]地基处理桩长不足、换填深度不够；土工格栅铺设层数不够属于偷工减料。

[判断题]换填法处理深度一般控制在3m以内。

[单选题]路堑基床底层换填深度应符合设计要求，施工单位每100m等间距检验（）点。

[单选题]路堑基床底层换填深度应符合设计要求，施工单位每100m等间距检验（）点。

[多选题]换填法的处理深度通常宜控制在多少以内？但也不宜小于多少？