题目内容
Throughout the nation’’s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (平淡的) achievement scores by U.S. children relative to their peers in other developed countries. Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, "no single intellectually coherent vision dominates U.S. educational practice in math or science. " The reason, he said, "is because the system is deeply and fundamentally flawed." The new analysis, released this week by the National Science Foundation in Arlington, Va. , is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study. Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’’s curricula, its textbooks, or its teachers’’ activities. This contrasts sharply with the coordinated national programs of most other countries. On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that "is a mile wide and an inch deep," Schmidt notes. For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems "share our pattern of splintered (支离破碎的) visions" but which are not economic leaders. The new report "couldn’’t come at a better time," says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington, "The new National Science Education Standards provide that focused vision," including the call "to do less, but in greater depth." Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time. In fact, Schmidt argues, reforms such as these proposed national standards "face an almost impossible task, because even though they are intellectually coherent; each becomes only one more voice in the babble (嘈杂声).” Putting the new science and math standards into practice will prove difficult because ________.
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设随机变量Z的分布列为： X： 0 1 2 3 4 P： 0.5 0.2 0.1 0.15 0.05则 P(0≤X＜3)为( )。
对X公司2008年度财务报表实施审计程序后，注册会计师L确认X公司对应收账款少提坏账准备1881712元，对办公大楼多提累计折旧125000元，因一笔关联方交易而高估营业收入500万元(相关业务的营业成本为900万元正确无误)。除此之外，不存在其他影响利润的调整事项。已知X公司审计前的利润总额及所得税金额如下表所列，所得税税率为25%。L正在填制利润表及利润分配表试算平衡表工作底稿，请代为做出正确的专业判断。项目审计前金额调整金额借方调整金额贷方审定金额四、利润总额11743283.58 减：所得税3746283.58五、净利润8000000.006881712.005641781682466 注册会计师应在“利润总额”项目的“调整金额借方”栏中填列( )元。
Insurance in respect of the property will be carried out by the Society in accordance with the rules and the mortgage conditions with such insurance companies as the Society may determine. The Society has a wide experience of insurance companies and of the terms offered by their policies, and places insurance with many companies who are able to provide the cover which the Society considers necessary. You may like the Society to insure with a particular company, and if so please contact immediately the Branch Office to which you submitted your application for loan, and so long as that company and its terms are acceptable to the Society the cover(保险) will be arranged accordingly. If you should suggest a company and it is not one with which the Society does business you will be informed and offered a choice of other companies. You may request change of insurance company at any time during the life of the mort- gage. If your mortgage is under the endowment (资助) scheme or supported by an insurance guarantee or if the documents of title specify the company to be used it may not be possible to accept your choice. The initial sum insured will be the figure shown under the heading "Amount of Property Insurance’’’’ in the Details of Loan. This figure is the amount recommended by the Society’’s value, as his estimate of the replacement cost of the building at the date of valuation, unless some other amount has been agreed in writing between you and the Society. No warranty is given or implied that the amount of insurance will cover complete loss. You are reminded that the market value of your property bears no relationship to the cost of replacement. The amount for which the property is insured should therefore not be less than the cost, at the time of repair or replacement, of rebuilding all the property covered in the same materials, form, style and condition as when it is new. It should also include any architects’’, surveyors’’ and legal fees which may be payable, and any costs which may be subjected in complying with the requirements of the Local Authority and in removing debris, etc. The term "property" includes domestic outbuilding, garages, walls, landlords’’ fixtures and fittings, etc., but excludes the value of the land. The market value of a house is therefore likely to be less than the cost of rebuilding, especially if the property is elderly. Even if the property is recently built, the work involved in rein- statement (修复) will be more expensive than the building cost which can be achieved by a builder building on an estate basis. The tone of this passage could best be described as______.
Throughout the nation’’s more than 15,000 school districts, widely differing approaches to teaching science and math have emerged. Though there can be strength in diversity, a new international analysis suggests that this variability has instead contributed to lackluster (平淡的) achievement scores by U.S. children relative to their peers in other developed countries. Indeed, concludes William H. Schmidt of Michigan State University, who led the new analysis, "no single intellectually coherent vision dominates U.S. educational practice in math or science. " The reason, he said, "is because the system is deeply and fundamentally flawed." The new analysis, released this week by the National Science Foundation in Arlington, Va. , is based on data collected from about 50 nations as part of the Third International Mathematics and Science Study. Not only do approaches to teaching science and math vary among individual U.S. communities, the report finds, but there appears to be little strategic focus within a school district’’s curricula, its textbooks, or its teachers’’ activities. This contrasts sharply with the coordinated national programs of most other countries. On average, U.S. students study more topics within science and math than their international counterparts do. This creates an educational environment that "is a mile wide and an inch deep," Schmidt notes. For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems "share our pattern of splintered (支离破碎的) visions" but which are not economic leaders. The new report "couldn’’t come at a better time," says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington, "The new National Science Education Standards provide that focused vision," including the call "to do less, but in greater depth." Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time. In fact, Schmidt argues, reforms such as these proposed national standards "face an almost impossible task, because even though they are intellectually coherent; each becomes only one more voice in the babble (嘈杂声).” The new National Science Education Standards are good news in that they will________.
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