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某建设单位经相关主管部门批准，组织某建设项目全过程总承包(即EPC模式)的公开招标工作。根据实际情况和建设单位要求，该工程工期定为2年，考虑到各种因素的影响，决定该工程在基本方案确定后即开始招标，确定的招标程序如下： (1)成立该工程招标领导机构； (2)委托招标代理机构代理招标； (3)发出投标邀请书； (4)对报名参加投标者进行资格预审，并将结果通知合格的申请投标者； (5)向所有获得投标资格的投标者发售招标文件； (6)召开投标预备会； (7)招标文件的澄清与修改； (8)建立评标组织，制定标底和评标、定标办法； (9)召开开标会议，审查投标书； (10)组织评标； (11)与合格的投标者进行质疑澄清； (12)决定中标单位； (13)发出中标通知书； (14)建设单位与中标单位签订承发包合同。 问题：指出上述招标程序中的不妥和不完善之处。 2．该工程共有7家投标人投标，在开标过程中，出现如下情况： (1)其中1家投标人的投标书没有按照招标文件的要求进行密封和加盖企业法人印章，经招标监督机构认定，该投标作无效投标处理； (2)其中1家投标人提供的企业法定代表人委托书是复印件，经招标监督机构认定，该投标作无效投标处理； (3)开标人发现剩余的5家投标人中，有1家的投标报价与标底价格相差较大，经现场商议，也作为无效投标处理。 指明以上处理是否正确，并说明原因。 3．假设该工程有效标书经评标专家的评审，其中A、B、C三家投标单位投标方案的有关参数，如表2.1所示。 若基准折现率为10%，且已知A方案寿命期年费用为72.46万元；B方案寿命期年费用为 69.93万元。试计算C方案寿命期年费用，并利用年费用指标对三个投标方案的优劣进行排序(小数点后保留两位)。 4．建设单位从建设项目投资控制角度考虑，倾向于采用固定总价合同。固定总价合同具有什么特点
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This old story is about an old man and a clever monkey. Aesop, a Greek writer first told the story many years ago. This monkey belonged to the old man. The old man likes the garden very much. When birds came to the garden the monkey chased them away. He also helped the old man in many other ways. The old man often fell asleep during the day in his chair. Then the monkey sat at the old man’s side and chased the flies away from the old man’s face.One hot afternoon in the summer, the old man was asleep in his chair. A fly came and sat on the end of the old man’s face. The monkey chased it away. Soon the fly came back and sat on the old man’s face again. The monkey chased it away. This continued about four or five times. The monkey at last became very angry. He jumped up, ran to the garden, and picked up a large stone. The next time when the fly sat on the old man’s face, the monkey hit it hard with the stone. He killed the fly. But unfortunately he broke the old man’s face. From this story we can learn: sometimes things done out of（）will may be
Almost everyone has experienced the joy of sports. Nevertheless, thoughtful observers will continue to reflect on the pros and cons of the modern drive to rationalize sports in a quest for the ultimate possible athletic performance.
When did sport begin If sport IS, in essence, play, the claim might be made that sport is much older than humankind, for, as we all have observed, the beasts play. Dogs and cats wrestle and play ball games. Fishes and birds dance. The apes have simple, pleasurable games. Frolicking infants, school children playing tag, and adult arm wrestlers are demonstrating strong, trans-generational and trans-species bonds with the universe of animals--past, present, and future. Young animals, particularly, tumble, chase, run, wrestle, mock, imitate, and laugh (or so it seems) to the point of delighted exhaustion. Their play, and ours, appears to serve no other purpose than to give pleasure to the players, and apparently, to remove us temporarily from the anguish of life in earnest. Some philosophers have claimed that our playfulness is the most noble part of our basic nature. In their generous conceptions, play harmlessly and experimentally permits us to put our creative forces, fantasy, and imagination into action. Play is release from the tedious battles against scarcity and decline which are the incessant, and inevitable, tragedies of life. This is a grand conception that excites and provokes. The holders of this view claim that the origins of our highest accomplishments--liturgy, literature, and law--can be traced to a play impulse which, paradoxically, we see most purely enjoyed by young beasts and children. Our sports, in this rather happy, non-fatalistic view of human nature, are more splendid creations of the non-datable, trans-species play impulse.
Margaret Spellings, the secretary of education, announced a pilot reform to the No Child Left Behind Act (NCLB), George Bush’s education law, which was passed in 2002. Up to ten states, she said, would be allowed to target their resources at the most severely struggling schools, rather than at the vast number needing improvement. The change drew a predictable mix of praise and censure. Above all, though, it was a reminder of utter inaction elsewhere. Congress, which was supposed to re-authorize the law last year, has made little progress. On the campaign trail, concerns over Iraq and the economy have made education a minor issue. Contrary to appearances, the law’s main tenets are unlikely to be abandoned completely. But for the Democratic candidates in particular, a proper debate on NCLB is to be avoided like political quicksand. Most politicians agree that the law has the fight goals--to raise educational standards and hold schools accountable for meeting them. NCLB requires states to test pupils on math and reading from third to eighth grade (that is, from the ages of eight to 13), and once in high school. Some science testing is being added. Schools that do not make "adequate yearly progress" towards meeting state standards face sanctions. Pupils in failing schools can supposedly transfer to a better one or get tutoring. Most also agree that NCLB has big flaws that must be fixed. Few pupils in bad schools actually transfer--less than 1% of those eligible did so in the 2003-04 school year. Teachers’ unions say the tests are focused too narrowly on math and reading, fail to measure progress over time and encourage "teaching to the test". They also complain that the law lacks proper funding. The Thomas B. Fordham Foundation, a conservative policy group, has exposed wide gaps in state standards. Test-data reflect this. In Mississippi 90% of fourth-graders were labeled "proficient" or better in the state reading test in 2006-07. Only 19% reached that level in a national test. John McCain, the Republican presidential nominee, offers NCLB tepid support but fails to elaborate. At Democratic rallies, NCLB is little more than a whipping-boy. Hillary Clinton proclaims that she will "end the unfunded mandate known as No Child Left Behind". But though she and Barack Obama deride NCLB publicly, each endorses the idea of accountability. They favor using more sophisticated "assessments" in place of tests, want to value a broader range of skills, punish schools less and support them more. How these ideas would be implemented remains unclear. Not surprisingly, more controversial proposals can be found among those not running for president. Chester Finn of Fordham thinks the federal government needs greater power to set standards, while states should have more leeway in meeting them. A bipartisan commission on NCLB has issued a slew of proposals. Particularly contentious is a plan to use pupils’ test scores to help identify ineffective teachers as in need of retraining. Of course, standards alone do not improve education. Both Mrs. Clinton and Mr. Obama propose a host of new programs for schools, described on their websites if rarely on campaign. But accountability is likely to remain a big part of school reform. Last April a group of philanthropists announced a $60m effort to make education the top domestic issue of 2008. So far, it looks like money ill spent. Which of the following is NOT a weakness of NCLB
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