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怎样以外观要求进行配料

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某双面纸面石膏板隔断，单面工程量为125m2，每张板的规格为1200mm×2400mm，使用率为90%，则需要多少张纸面石膏板

(每题的备选项中，只有1个最符合题意) 某房地产开发公司拟在B市A区开发一个住宅小区，预计于2007年9月 1日开工，建筑工程项目的工期为28个月，工程合同价格为8000万元。该开发公司应当向工程所在地的区政府建设局申请领取施工许可证。工程的开工报告于2007年8月10日被批准。限额以下的小型工程不需要申请施工许可证，根据2001年7月4日建设部发布的《建筑工程施工许可管理办法》的相关规定，所谓的限额以下的小型工程指的是建筑面积在 ( )平方米以下的建筑工程。

A. 100
B. 200
C. 300
D. 500

状态信息表示外设当前所处的【17】，例如READY(就绪信号)表示输入设备已准备好信息，BUSY(忙信号)表示输出设备不能接收数据。

46) The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it.Until quite recently, approaches to ESL work have been strongly influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 47) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work would be tackled only by the specialist ESL teacher working with small groups of children. 48) Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficientlv equip ESL learners in the secondary school to benefit from normal schooling. In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 49) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen, Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English-speakers who provide the most powerful models, i.e. their peer (地位相同的) group.Peer group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be over-emphasized.50) The separation of second-language learners from the main-stream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished. The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work would be tackled only by the specialist ESL teacher working with small groups of children.