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(四) 某施工总承包单位承担一项建筑基坑工程的施工，基坑开挖深度12m，基坑南侧距坑边6m处有一栋6层住宅楼。基坑土质状况从地面向下依次为：杂填土0～2m，粉质土2～5m，砂质土5～10m，黏性土10～12m，砂质土12～18m。上层滞水水位在地表以下5m(渗透系数为0.5m/d)，地表下18m以内无承压水。基坑支护设计采用灌注桩加锚杆。施工前，建设单位为节约投资，指示更改设计，除南侧外其余三面均采用土钉墙支护，垂直开挖。基坑在开挖过程中北侧支护出现较大变形，但一直未被发现，最终导致北侧支护部分坍塌。事故调查中发现： (1)施工总承包单位对本工程作了重大危险源分析，确认南侧毗邻建筑物、临边防护、上下通道的安全为重大危险源，并制订了相应的措施，但未审批。 (2)施工总承包单位有健全的安全制度文件。 (3)施工过程中无任何安全检查记录、交底记录及培训教育记录等其他记录资料。 问题 施工总承包单位还应采取哪些有效措施才能避免类似基坑支护坍塌
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From the child to old age, we all use language as a means of (36) our knowledge of ourselves and the world around us. When humans first (37) , they were like newborn children, unable to use this valuable tool. Yet once language developed, the (38) for human’s kind’s future attainment and cultural growth increased. Many linguists believe that evolution is (39) for our ability to produce and use language. They (40) that our high evolved brain provides us with an innate language ability not found in lower organism. Proponents of this innateness theory say that our potential for language is0 (41) , but that language itself develops (42) , as a function of the growth of the brain during childhood. Therefore there are critical biological times for language development. Current reviews of innateness theory are mixed, however, evidence supporting the (43) of some innate abilities is undeniable. Indeed, more and more schools are discovering that foreign languages are best taught in the lower grades. (44) . Although some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been isolated from other human beings do not possess language. (45) Some linguists believe that this is even more basic to human language acquisition than any innate capacities. These theorists view language as imitative, learned behavior. In other words, children learn language from their parents by imitating them. (46)
全面调查只存在登记误差，而抽样调查既有登记误差，也有代表性误差，所以说抽样调查不如全面调查准确。（）
Self-esteem: the Myth of Feeling Good About Oneself No one would argue that children thrive when they feel respected, important, and cared for by other persons, or that they falter when they lack the self-pride and self-confidence that accompanies such approval and support. However, at the hands of educators eager to encourage lagging pupils, a myth has developed that raising youngsters’ self-esteem is a sure means of improving their levels of achievement and solving many of the nation’s social ills. A 1990 report, for instance, proposes that "self-esteem is the likeliest candidate for a ’social vaccine’, something that empowers us to live responsibly and that keeps us from the lure of crime, teen pregnancy, and educational failure. The lack of self-esteem is central to more personal and social ills plaguing our state and nation as we approach the end of the twentieth century. " By the 1960s, following the advent of the self-actualization theories of personal growth espoused by psychologists Abraham Maslow and Carl Rogers, interest in enhancing self-esteem as a path to accomplishment got under way in the nation’s schools. Since then, dozens of "how-to" books have described ways for improving children’s positive feeling about themselves. The theory is simple: Feeling good is a necessary predecessor of accomplishment. Despite its current popularity, questions can be raised about the assumptions underlying the self-esteem movement. For example, what benefit does a third-grader gain in telling herself, "I am smart," "I am a good student,"—all forms of the "affirmative language" advocated by Douglas Bloch in his book Positive Self-talk for Children Does it really enhance the self-esteem of members of the fifth-grade baseball team—or improve their athletic skill—when everyone is awarded a trophy, despite the fact that the team did not show noticeable improvement throughout the season What effect will this have on next year’s efforts when this record of performance ends with apparent approval and satisfaction Countless statistics and surveys have had a unanimous(一致的) result: nothing is changed, and the days go on the same as ever. People are eager to praise the toddler for a few tentative steps and the two-year-old for simply attempting to match form with hole in a puzzle board. Self-esteem is heightened in the young child through such love and Approval. Older kids, though, are foxy analysts and know when performance merits praise and when it does not. Repeating indiscriminate praise or acclaiming minimal accomplishments run the risk of transforming positive response into meaningless flattery(恭维). Self-esteem theorists appear to have it backwards. Meaningful self-evaluation and positive self-esteem usually are the results, not the prerequisites(前提), of accomplishment. Praise is just one source of feedback; self-esteem more often comes from an awareness that the requirements of a sought-after goal have been mastered. Acquiring the knowledge and skills that enable a child to make progress toward such goals is a necessary basis for developing healthy, realistic self-esteem. Sports are an arena in which Americans generally have little reluctance to require hard work and persistence. Coaches do not hesitate to point out errors and mistakes. Children’s self-esteem does not appear to suffer when they are told that they need to practice more and concentrate on the task at hand. The usual effect is renewed effort to work, practice, and learn. In contrast, Americans are reluctant to have teachers evaluate the academic performance of their elementary school children with more than a "satisfactory" or "needs improvement. " Later, parents urge high schools to adopt more lenient(宽松的) grading systems, worried that the children’s self-esteem will plummet when they find that the "satisfactory" of earlier years now has become a "C" or "D." Sympathetic teachers, aware of the difficulties students encounter in their everyday lives, often relinquish standards in an effort to build students’ self-confidence. In doing so, they deprive youngsters of the kinds of experience that are prerequisite to later success. Students are fooled and their prospects for later employment are placed in jeopardy when teachers fail to teach them how diligence and effort can help to avoid academic problems, and when they fail to provide children with realistic feedback in meeting well-defined, challenging goals. American students face a bleak future if they are unable to compete with their peers, both in the U.S. and other industrialized countries. The seriousness of the matter becomes evident in the results of comparative studies of academic achievement. In one, for example, 96% of Chinese and 90% of Japanese fifth-graders tested had mathematics scores higher than the average of their counterparts in the U. S. Results are not much better at the 11 th-grade level: 86% of the Chinese and 92% of the Japanese received scores above American average scores. One might guess from the growing emphasis on self-esteem that American children generally have a negative self-image. This is not the case. In research conducted with representative samples of 11th-graders and their parents in Minnesota and Virginia, for instance, we found that Americans seem to have an unusually positive image of themselves. Participants were asked to rate the student’s achievement in mathematics on a seven-point scale where a rating of four was defined as average. Both students and their parents made ratings whose averages were significantly above average—that is, above four. "Above average" ratings were not limited to academic areas; the students gave themselves these ratings on a diverse array of characteristics, including athletic skills, physical appearance, and how well they got along with others. Chinese and Japanese students and parents made more realistic appraisals., their average ratings conformed more closely to the average as the researchers had defined it. Evaluations made by the Americans do not describe students plagued by self-doubt and in need of strong reassurance. Of course, there are American youngsters who have low self-esteem and who respond to this by giving up academic pursuits. Nevertheless, the principal challenge, it seems, is not so much in building up their self-esteem as in teaching them that all students are capable of raising their levels of performance if they are willing to work hard. We asked several thousand American and East Asian students to tell us what was most important for doing well in school. The most common response of the East Asian students was "studying." The U.S. students said "a good teacher". The difference in the place of responsibility reflected in these answers welt may reveal the consequences of a "feel good" approach. What conclusions can be drawn First. it is through progress and accomplishment that students develop the confidence which underlies solid self-esteem. Second, meeting challenging goals and receiving accurate feedback provides a sense of competence that leads to a healthy, realistic basis for feeling good about oneself. There is no evidence that adopting ever-higher standards as they learn and requiring students to work harder will lower their positive feelings about their abilities. Having kids tell themselves "I’m good enough. I’m smart enough. And doughnut, people like me" may be comforting for the moment, but we delude ourselves if we think a "feel good" approach will solve the problems of educating America’s children and protecting the nation from social ills. Praise and award certificates—the currency of the self-esteem movement—are cheap. More tangible types of reform that rely on redesigning institutions such as schools are expensive, difficult, and time-consuming. Even so, Americans must be as hardheaded and as clear as their competitors in realizing that an effective educational system for children and youth are fundamental to a nation’s health and progress. Feeling good is fine., it is even better when people have something to feel good about. In the author’s opinion, real self-esteem usually comes from meeting worthwhile goals combined with ______.
When researchers come up with a new treatment that makes us feel or work better, it’s usually not just the truly sick who end up going in for an upgrade. The progress in developing treatments for illnesses that ravage memory and thought raises an important question: might the same tools be used to improve the functioning of minds that by most standards are already running fairly smoothly We may well be approaching an era of designer brains, in which those of us feeling a little foggy or dull can have our IQ, fast recall, and self-confidence inflated up via the prescription pad. "Some brain-related conditions we think of as ordinary, "says one researcher, "may eventually become disorders, too" —including perhaps less-than-razor-sharp thinking. The notion of a prescription IQ lift is hardly new. According to polls, about one in 20 college students, and higher percentages of professors, already illicitly pop some form of Ritalin or Modafinil—legitimately prescribed for attention-deficit disorder and narcolepsy (嗜睡症), respectively—to augment alertness, concentration, and memory. But these drugs have proved only mildly effective on normal minds, and carry potentially severe side effects ranging from addiction to overstimulation. Scientists had originally hoped that the decoding of the human genome would lead quickly to small groups of genes that control major mental disorders and traits, be they Alzheimer’s disease (老年痴呆症), intelligence, or personality. That hasn’t been the case; individual genes turn out in most cases to only weakly affect the brain, with most illnesses emerging from the interaction of large, complex networks of hundreds of genes. That challenge hasn’t kept researchers from tracking down many of the genes in these networks to chip away at the genetic roots of mental disorders—and to come up with possible treatments based on some of those findings. The result is that medicine may allow us to challenge our genetic inheritance and repair environmental insults to the brain, whether as Alzheimer’s sufferers or just moody, forgetful people and hazy thinkers. Techniques undergoing testing now include altering genes within brain cells, or even pushing genes into creating altogether new brain cells. Neurologix in Fort Lee, New Jersey, for example, is developing brain-related gene therapies, which involve injecting harmless viruses that insert custom-built genes into cells. Though other experimental gene therapies have in the past often caused severe and even fatal side effects, Neurologix hopes to avoid them by targeting the viruses only at those cells that need repairing. In Fact, We won’t necessarily have to turn to these more radical therapies to sharpen our thinking. The genetic and other new scientific insights into the brain are also helping to point the way to new drugs targeted at brain disorders—drugs that may also end up being taken as smart drugs by many of us without serious disorders. The passage mainly talks about ______.
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