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子女可以随父姓，可以随母姓，是权利义务性规范。()

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依据消费税法规定，既从价计征又定额征收的税目除了白酒外，还有
A卷烟
B轮胎
C化妆品
D小汽车

国际法规定，当两国发生国际争端时，第三国有权要求它们按照自己的方式解决争端。()

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第58小题，8分。要求对命题进行判断并着重阐明理由。请将答案写在答题纸指定位置上。
“抵押物价值减少的，抵押人应当提供财产价值相当的担保作为抵押物的代替物，这是由抵押权的物上代位性所决定的。”试用担保物权理论对该说法加以辨析。

Harvard's new curriculum establishes eight primary subject areas that all students will have to take. The categories include Societies of the World, encompassing subjects like anthropology and international relations; Ethical Reasoning, a practical approach to philosophy; and the United States in the World, which will likely span multiple departments, including sociology and economics. The plan, which is expected to be formally approved by the faculty in May, won't go into effect before September 2009 at the earliest.
But the school is already preemptively dismissing charges that it is embracing purely practical knowledge. "We do not propose that we teach the headlines," said a report published on Feb. 7 by the curriculum committee, comprising professors, students and a dean. "Only that the headlines, along with much else in our students' lives, are among the things that a liberal education can help students make better sense of."
One point likely to raise eyebrows among academic traditionalists is the rationale for the newly mandated study of Empirical Reasoning, which will cover math, logic and statistics. It is being added, the committee report says, because graduates of Harvard "will have to decide, for example, what medical treatments to undergo, when a defendant in court has been proven guilty, whether to support a policy proposal and how to manage their personal finances". Does this mean balancing a checkbook is on a par with balancing equations？ What about learning for learning's sake？ What about the study of history, which Harvard will no longer require, even though its recently announced new president, Drew Gilpin Faust—the first woman to head the institution—is a renowned historian？
The plan's advocates say the curriculum is flexible enough that students will still be able to take courses in whatever interests them, be it ancient art or cutting-edge science. What's crucial, they say, is that the new approach emphasizes the kind of active learning that gets students thinking and applying knowledge. "Just as one doesn't become a marathon runner by reading about the Boston Marathon," says the committee report, "so, too, one doesn't become a good problem solver by listening to lectures or reading about statistics." Acknowledging how important extracurricular activities have become on campus, the report calls for a stronger link between the endeavors students pursue inside and outside the classroom. Those studying poverty, for example, absorb more if they also volunteer at a homeless shelter, suggests Bok, whose 2005 book, Our Underachieving Colleges, cites a finding that students remember just 20% of the content of class lectures a week later.
There were, however, some contemporary