安全生产标准化建设工作需要全员参与，需要提高全员对安全生产标准化工作的重要性的认识，因此，中小型水利生产经营单位在全面推进安全生产标准化建设之前，必须针对领导层和员工做好宣传培训工作。下列（）属于企业领导层安全生产标准化教育培训的主要内容。
A . 安全生产标准化发展历程
B . 水利安全生产标准化建设流程及评审程序
C . 水利行业安全生产形势
D . 国家对水利行业安全生产标准化法规要求
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有一台配电变压器绕组联结组别为Dyn11，变比为nT，二次侧中性点直接接地如图所示。https://assets.asklib.com/psource/2015110409440831882.jpg以下题中I″22K3--变压器二次侧三相短路时二次侧的电流；I″22K2--变压器二次侧两相短路时二次侧的电流；I22K1--变压器二次侧单相接地时二次侧的电流。
A . ['['二次侧发生vw两相短路时，一次侧IW超瞬态短路电流为（）。A.https://assets.asklib.com/psource/2015110409470796821.jpg
B .https://assets.asklib.com/psource/2015110409471860485.jpg
C . 0D .https://assets.asklib.com/psource/2015110409472920920.jpg
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The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living. Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U. S. workforce was derided as poorly educated and one of the primary causes of the poor U. S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U. S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts as a result of the training that U. S. workers received on the job. More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work. What is the real relationship between education and economic development We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things. As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
A．is subject to groundless doubts.B．has fallen victim of bias.C．is conventionally downgraded.D．has been overestimated.
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