描述率的抽样误差的指标是

A:s B:s C:CV D:R E:Q-Q

Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather than to advance the progress of black Americans. He challenged what is called the “Tuskegee machine” of Booker T. Washington, the leading educational spokesperson of the blacks in the U. S. . As a sociologist and historian, Du Bois called for a more determined and activist leadership than Washington provided.
Unlike Washington, whose roots were in southern black agriculture, Du Bois’s career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bois approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical sociological study, The Philadelphia Negro: A Social Study, in which he examined that city’s black population and made recommendations for the school system. Du Bois’s Philadelphia study was the pioneer work on urban blacks in America.
Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP), established in 1909. From 1910 until 1934, Du Bois edited The Crisis, the major journal of the NAACP. In terms of its educational policy, the NAACP position was that all American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public schooling should be free and compulsory for all American children; (2) secondary schooling should be provided for all youth; (3) higher education should not be monopolized by any special class or race.
As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in educated leadership for blacks, and he developed a concept referred to as the “talented tenth”, according to which 10 percent of the black population would receive a traditional college education in preparation for leadership.

A:The blacks have a priority in terms of education. B:Higher education should be free for all races. C:Everyone has an equal right to education. D:Development in education should be gradual.

下列加点字的读音全部正确的一项是（ ）

A:伫立（zhù） 称职（chèn） 滑稽（jī） 陛下(bì) B:匿笑（nì） 迸溅（bèng） 伶仃（lín） 炫耀(xuàn) C:援助（yuán） 猝然（cù） 尴尬（gǎ） 嬉戏(xī) D:吆喝（yāo） 诀别（jüé） 扒窃（pá） 头衔(xián)

下列加点字的读音全部正确的一项是（ ）

A:伫立（zhù ） 称职（chèn） 窸窣（sū） 陛下(bì ) B:匿笑（nì ） 迸溅（bèng） 伶仃（lín） 炫耀(xuàn) C:援助（yuán） 猝然（cù ） 尴尬（gǎ ） 嬉戏(xī) D:吆喝（yāo ） 诀别（jüé） 扒窃（pá ） 头衔(xián)

下面各组词语中加点字的注音完全正确的一项是（ ）

A:深邃（shuì） 簇拥（cù） 跻进（jǐ） 矫正（jiǎo）
B:蜕变（tuō） 倔强（jiàng） 玷污（diàn） 逾越（yù）
C:诅咒（zǔ） 警惕（tì） 淳美（chún） 猝然（cù）
D:悲恸（tòng） 颠簸（bō） 折腾（zhé） 耸动（sǒng）

改正下面各组注音有误的一处（2分）

A.啜泣（chuò） 倔强（juè） 迸溅（bèng） 猝然长逝（cù） （ ）
B.滑稽（jī ） 并蒂（dì ） 虐杀（nuè ） 获益匪浅 （fěi） （ ）
C.伫立（zhù ） 懊恼（ào ） 喑哑（yīn ） 忍俊不禁（jĭng） （ ）
D.篡夺（cuàn） 蹂躏（lìn ） 堕落（duò） 苦心孤诣（zhĭ） （ ）

Ajuè—jué  Bnuè—nüè  Cjĭng—jīn  Dzhĭ—yì

下列词语中加点字的读音完全正确的一项是

A:干燥（cào） 踱步（duó） 隽永（juàn） 蓊蓊郁郁（wěng） B:恪守（kè） 熨帖（yù） 山脊（jǐ） 亘古不变（gèn） C:做窠（kē） 休憩（qì） 猝然（cù） 一模一样（mó） D:倔强（jué） 拙劣（zhuō） 煤屑（xuè） 窸窸窣窣（sū）

下列加点的字注音全部正确的一项是

A:琐屑(xiè) 校(jiào)对 熟稔(rěn) 举止娉(pīng)婷 B:杂沓(tà) 掂(diān )算 瞥(piě)见 博闻强识(zhì) C:麻痹(bì) 唆(suō)使 曝(bào)晒 咄咄(duó)逼人 D:瓜蔓(màn) 祭祀(sì) 蜕变(tuì) 强(qiáng)词夺理