The success of Augustus owed much to the character of Roman theorizing about the state. The Romans did not produce ambitious blueprints (1) the construction of ideal states, such as (2) to the Greeks. With very few exceptions, Roman theorists ignored, or rejected (3) valueless, intellectual exercises like Plato’s Republic, in (4) the relationship of the individual to the state was (5) out painstakingly without reference to (6) states or individuals. The closest the Roman came to the Greek model was Cicero’s De Re Publiea, and even here Cicero had Rome clearly in (7) . Roman thought about the state was concrete, even when it (8) religious and moral concepts. The first ruler of Rome, Romulus, was (9) to have received authority from the gods, specifically from Jupiter, the "guarantor" of Rome. All constitutional (10) was a method of conferring and administering the (11) . Very clearly it was believed that only the assembly of the (12) , the family heads who formed the original senate, (13) the religious character necessary to exercise authority, because its original function was to (14) the gods. Being practical as well as exclusive, the senators moved (15) to divide the authority, holding that their consuls, or chief officials, would possess it on (16) months, and later extending its possession to lower officials. (17) the important achievement was to create the idea of continuing (18) authority embodied only temporarily in certain upper-class individuals and conferred only (19) the mass of the people concurred. The system grew with enormous (20) , as new offices and assemblies were created and almost none discarded.

A:possessed B:claimed C:assured D:enforced

All Americans are at least vaguely (1) with the (2) of the American Indian. Cutbacks in federal programs for Indians have made their problems (3) more severe in recent years. Josephy reports," (4) 1981 it was estimated that cut, backs in federal programs for Indians totaled about $ 500 million" (5) mole than ten times the cuts affecting their (6) fellow Americans. This reduced funding is affecting almost all aspects of reservation life, (7) education. If the Indians could solve their (8) problems, solutions to many of their other problems might not be far behind. In, this paper the current status of Indian education will be described and (9) and some ways of improving this education will be proposed.
Whether to (10) with the dominant American culture or to (11) Indian culture has been a longstanding issue in Indian education. The next fifty years became a period of (12) assimilation in all areas of Indian culture, but especially in religion and education (Jacoby 83r84).
John Collier, a reformer who agitated . (13) Indians and their culture from the early 1920s until his death in 1968, had a different i dea. He believed that instead of effacing native culture, Indian schools (14) encourage and (15) it ( Dippie’276, 325 ).
Pressure to assimilate remains a potent force today, (16) . More and more Indians are graduating from high school and college and becoming (17) for jobs in the non - Indian society." When Indians obtain the requisite skills, many of them enter the broader American society and succeed." (18) approximately 90 percent of all Indian children are educated in state public school systems (Taylor 136, 155). (19) these children compete with the members of the dominant society, however, is another (20) .

A:enforced B:overall C:contemptuous D:unbelievable

The basic function of money is the enable buying to be separated from selling, thus permitting trade to take place without the so-called double coincidence of barter. If a person has something to sell and wants something else (1) return, it is not necessary to search for someone able and (2) to make the desired exchange of items. The person can sell the (3) item for general purchasing power-that is, "money"-to anyone who wants to buy it and then use the proceeds to buy the desired item from anyone who wants to sell it. The importance of this function of money is (4) illustrated by the experience of Germany just after World War II, (5) paper money was (6) largely useless because, despite inflationary conditions, price controls were effectively (7) by the American, French, and British armies of occupation. People had to (8) to barter or to inefficient money substitutes. The result was to cut total output of the economy in half. The German "economic miracle" just after 1948 reflected partly a currency reform by the occupation authorities, (9) some economists hold that it stemmed primarily from the German government’s (10) of all price controls, (11) . permitting a money economy to (12) a barter economy. (13) of the act of sale from the act of purchase (14) the existence of something that will be generally accepted in payment-this is the " (15) of exchange" function of money. But there must also be something that can serve as a (16) abode of purchasing power, in which the seller holds the proceeds in the interim (17) the first sale and the (18) purchase, or from which the buyer can (19) the general purchasing power with which to pay (20) what is bought. This is the "asset" function of money.

A:encouraged B:enlarged C:endured D:enforced

This rough life ______ to injure his health．

A:expected B:promised C:enforced D:threatened

The minimum age of Chinese citizens who are eligible to vote is eighteen.

A:encouraged B:enforced C:entitled D:expected

The number of the United States citizens who are eligible to vote continues to increase.

A:encouraged B:enforced C:expected D:entitled

The number of the United States citizens who are eligible to vote continues to increase.

A:encouraged B:enforced C:expected D:entitled

The number of the Unites States citizens who are (eligible) to vote continues to increase.

A:encouraged B:enforced C:expected D:entitled

The number of United States citizens who are eligible to vote continues to increase.

A:encouraged B:enforced C:entitled D:expected