题目内容
(五)某大学图书馆进行装修改造，根据施工设计和使用功能的要求，采用大量的轻质隔墙。外墙采用建筑幕墙，承揽该装修改造工程的施工单位根据《建筑装饰装修工程质量验收规范》规定，对工程细部构造施工质量的控制做了大量的工作。该施工单位在轻质隔墙施工过程中提出以下技术要求：(1)板材隔墙施工过程中如遇到门洞，应从两侧向门洞处依次施工。(2)石膏板安装牢固时，隔墙端部的石膏板与周围的墙、柱应留有10mm的槽口，槽口处加泛嵌缝膏，使面板与邻近表面接触紧密。(3)当轻质隔墙下端用木踢脚覆盖时，饰面板应与地面留有5～10mm缝隙。(4)石膏板的接缝缝隙应保证为8～10mm。该施工单位在施工过程中特别注重现场文明施工和现场的环境保护措施，工程施工后，被评为优质工程。问 题 建筑装饰装修工程的细部构造是指哪些子分部工程中的细部节点构造？
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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 11 th-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 hy 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 well 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. Americans must be fully aware that ______ for children and youth are essential to the nation’s health and progress.
Just as the Corporate cowboys of the 1970s destroyed the reputation of the corporations they headed, and engaged in grand scale self indulgence at corporate expense, now Australia is in the era of the campus cowboy (and female counterpart). They too overstate the performance of their product and corporation, and indulge in grand scale self indulgence, despite their claims of academic excellence and projecting a holier than holy image. Academics are put under various pressures to drop the standard of university education so that more students are retained through to graduation, thereby maximizing the revenue collected by governments of both persuasions and the more revenue handed back to the universities to fund the outrageous perquisites of senior management at those institutions. Australian universities artificially boost student numbers by accepting many Australians who should not be allowed within 100 kilometers of a university on the grounds of their intellectual rigor and/or lack of diligence and by actively recruiting full fee paying overseas students. Despite increased HECS fees, lecturers have been instructed to neglect their teaching in favor of research which generates further university revenue. Both tactics by Australian universities have resulted in a dumbing down of Australian tertiary(高等的)education. Sure the courses look good on paper, but how they are administered results in the massive abandonment of educational standards. For example, in some cases, students can pass a subject having scored only 30% on the final exam. In some instances, the English of the overseas students is limited and lecturers have trouble understanding what students are trying to say. They are under pressure to pass the student in order to retain them as cash cows. Lecturers are under so much pressure from their university managers that they employ tactics such as giving the students the exam questions and answers before the exam giving ’mock’ exams and answers that are the same as the ’real’ exam and setting only the simplest of questions (which are similar to questions students have already done in tutorials. Why aren’t various parties doing something about the situation Students don’t complain because they get their qualification and higher grades with less work. Lecturers complain but how to the pressure imposed on them because they have mortgages to pay, families to feed and a career investment in tertiary education. Universities win because lower standards and easier success means more students will come back to do higher degrees—a win-win situation Professions which employ large groups of graduates don’t complain because the system produces more ’qualified’ graduates for employers to choose from, thus forcing down salaries and generating more revenue for the profession’s administrators from increased numbers of people undertaking postgraduate professional exams necessary for admittance to the relevant profession. What should graduates usually do to get into professions relative to his major
The current view of child language development is that it is an instinct. This language instinct is innate. But this prevailing view has not always enjoyed widespread acceptance. In the middle of last century, experts of the time think that "habits" developed as young children were rewarded for repeating language correctly and ignored or punished when they used incorrect forms of language. Over time, a child would learn language much like a dog might learn to behave properly through training. Even though the modern view holds that language is instinctive, Assistant Professor Eliot are convinced that the interaction a child has with his parents and caregivers is crucial to its development. The language of the parents and caregivers acts as models for the developing child. Given that the models parents provide are so important, it is interesting to consider the role of "baby talk" in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby. Dr. Golinkoff believes that babies benefit from baby talk. When using baby talk,people exaggerate their facial expressions, which help the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the differences hetween sounds. Professor Jusczyk has made a particular study of babies’ ability to recognize sounds. A baby will listen longer to the sounds that occur frequently. An experiment at John Hopkins University, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two-week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as "python" or "hornbill", which were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks, during which nothing was done, the babies listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact that were used in the stories. Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list. This does not mean that the babies actually understand the meanings of the words, just the sound pattern. It supports the idea that people have the capacity to learn language since their birth. This ability is enhanced if they are involved in conversation. And significantly, Dr. Eliot reminds parents that babies and toddlers need to feel they are communicating. Clearly, sitting in front of the television is not enough. What does the last sentence in the last paragraph imply
Just as the Corporate cowboys of the 1970s destroyed the reputation of the corporations they headed, and engaged in grand scale self indulgence at corporate expense, now Australia is in the era of the campus cowboy (and female counterpart). They too overstate the performance of their product and corporation, and indulge in grand scale self indulgence, despite their claims of academic excellence and projecting a holier than holy image. Academics are put under various pressures to drop the standard of university education so that more students are retained through to graduation, thereby maximizing the revenue collected by governments of both persuasions and the more revenue handed back to the universities to fund the outrageous perquisites of senior management at those institutions. Australian universities artificially boost student numbers by accepting many Australians who should not be allowed within 100 kilometers of a university on the grounds of their intellectual rigor and/or lack of diligence and by actively recruiting full fee paying overseas students. Despite increased HECS fees, lecturers have been instructed to neglect their teaching in favor of research which generates further university revenue. Both tactics by Australian universities have resulted in a dumbing down of Australian tertiary(高等的)education. Sure the courses look good on paper, but how they are administered results in the massive abandonment of educational standards. For example, in some cases, students can pass a subject having scored only 30% on the final exam. In some instances, the English of the overseas students is limited and lecturers have trouble understanding what students are trying to say. They are under pressure to pass the student in order to retain them as cash cows. Lecturers are under so much pressure from their university managers that they employ tactics such as giving the students the exam questions and answers before the exam giving ’mock’ exams and answers that are the same as the ’real’ exam and setting only the simplest of questions (which are similar to questions students have already done in tutorials. Why aren’t various parties doing something about the situation Students don’t complain because they get their qualification and higher grades with less work. Lecturers complain but how to the pressure imposed on them because they have mortgages to pay, families to feed and a career investment in tertiary education. Universities win because lower standards and easier success means more students will come back to do higher degrees—a win-win situation Professions which employ large groups of graduates don’t complain because the system produces more ’qualified’ graduates for employers to choose from, thus forcing down salaries and generating more revenue for the profession’s administrators from increased numbers of people undertaking postgraduate professional exams necessary for admittance to the relevant profession. Lecturers making complaints about the present situation in Australian universities education finally yield to ______ from the family and the university.
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