17岁的高中生蒋某涉嫌犯罪被采取刑事强制措施，案件尚在审理阶段

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[单选题]17岁的高中生蒋某涉嫌犯罪被采取刑事强制措施，案件尚在审理阶段，所在学校以此为由取消了其学籍。该校做法

A. 合法，学校可以取消江某学籍
B. 合法，学校有处罚学生的权利
C. 不合法，判决生效学校也不得取消江某学籍
D. 不合法，判决生效前学校不得取消江某学籍

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学习资料：

[单选题]李老师是初二(3)班的班主任，他一直信奉严师出高徒，常常对冥顽不灵的小明同学实施体罚，督促其学习。以下表述正确的是( )。

A. 李老师因材施教，遵循尊重学生与严格要求相结合的教学原则
B. 李老师依法实施指导评价权
C. 学校可依法将小明同学送至专门学校继续接受教育
D. 小明虽有错在先，但其人身权受到了侵犯

[单选题]教师发现其他班级的课堂有某种良好的行为规范，而这行为规范又正好是本班所缺少的于是在此基础上进行修改，使之适用于本班课堂活动，这属于制定课堂规则的( )。

A. 自然形成法
B. 引导制定法
C. 参照制定法
D. 移植替代法

[单选题]下列选项中，既是农历节气又是传统节日的是( )。

A. 清明
B. 谷雨
C. 中秋
D. 重阳

[单选题]某县教育行政部门为推进当地教育发展，决定设置一批重点学校并给予财政、师资等方面的大力支持。下列说法正确的一项是( )。

A. 设置重点学校有利于提高教育发展水平
B. 设置重点学校有利于打造本地教育品牌
C. 县级教育行政部门无权设置重点学校与非重点学校
D. 省级教育行政部门有权设置重点学校与非重点学校

[单选题]22.请阅读Passage 2,完成第1～5小题。 　　Passage 2 　　Shay asked,“Do you think they'll let me play?”Shay's father knew that most of the boyswould not want someone like Shay on their team,but the father also understood that if his son,mentally and physically disabled,were allowed to play,it would give him a much-needed sense of belonging and some confidence. 　　Shay's father approached one of the boys on the field and asked if Shay could play,not expecting much.The boy looked around and said,We're losing by six runs and the game is in the eighth inning.I guess he can be on our team and we'll try to put him in to bat in the final inning. 　　Shay struggled over to the team's bench and put on a team shirt with a broad smile and hisfather had a small tear in his eye and warmth in heart.The boys saw the father's joy at his son being accepted. 　　In the bottom of the eighth inning,Shay's team scored a few runs but was still behind by three.In the top of the final inning,Shay put on a glove and played in the field.Even though no hits camehis way,he was obviously joyful just to be in the game and on the field.In the bottom of the finalinning,Shay's team scored again.Now,Shay was scheduled to be next at bat.Would they let Shay bat and give away their chance to win the game? 　　Surprisingly,Shay was given the bat.Everyone knew that a hit was alruost impossible.Thefirst pitch came and Shay missed.The pitcher again took a few steps forward to throw the ball softlytowards Shay.As the pitch came in,Shay swung at the ball and hit a slow ground ball right back tothe pitcher. 　　The pitcher could have easily thrown the ball to the first baseman and Shay would have beenout and that would have been the end of the game.Instead,the pitcher threw the ball right over thehead of the first baseman,beyond the reach of all teammates.The audience and the players from both teams started screaming,“Shay,run to first!”Never in his life had Shay ever run that far butmade it to first base,wide-eyed and shocked. 　　Everyone shouted,“Run to second!”Catching his breath,Shay awkwardly ran towards second.By the time Shay rounded towards second base,the smallest guy on their team,who had a chance to be the hero for his team for the first time,could have thrown the ball to the second baseman,but heunderstood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. 　　All were screaming,“Shay,Shay,Shay,all the way Shay.”Shay reached third base whenone opposing player ran to help him and shouted,“Shay,run to third.”as Shay rounded third,allwere on their feet,crying,“Shay,run home!”Shay ran to home,stepped on the home base and was cheered as the hero who won the game for his team. 　　That day,the boys from both teams helped bring a piece of true love and humanity into this world.Shay didn't make it to another summer and died that winter,having never forgotten being thehero and making his father so happy and coming home and seeing his mother tearfully hug her littlehero ofthe day!

The smallest boy threw the ball high and far over the third baseman's head,probably 　　because that boy__________.

A. was obviously aware of the pitcher's purpose
B. looked forward to winning the game for his team
C. failed to throw the ball to the second baseman
D. saw that Shay already reached second base

[单选题]中学生将爱情的动机转向以求知、体育活动、音乐美术等书法情感的途径的动机冲突的宣泄，属于( )的表现。

A. 理智的压抑
B. 合理的宣泄
C. 幽默
D. 升华

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