题目内容
背景新建一图书馆工程，建设单位自行组织招标。招标文件规定：合格投标人为本省企业；自招标文件发出之日起15d后投标截止；投标人对招标人提出的疑问分别以书面形式回复给相应的提出疑问的投标人。建设行政主管部门评审招标文件时，认为个别条款不符合规定，经整改后进行招标。某施工总承包单位中标，参照《建设工程施工合同(示范文本)》GF—2013—0201与建设单位签订总承包施工合同。总承包施工合同中约定当A分项工程、B分项工程实际工程量与清单工程量差异幅度在±5%以内的按清单价结算，超出幅度大于5%时按清单价的0.9倍结算，减少幅度大于5%时按清单价的1.1倍结算。合同中还约定C分项工程为建设单位指定专业分包项目。施工总承包单位按自己企业的成本管理规定，首先进行该项目成本预测(其中：人工费287.4万元，材料费504.5万元，机械使用费155.3万元，施工措施费104.2万元，施工管理费46.2万元，税金30.6万元)，然后将成本预测结果下达给项目经理部进行具体施工成本管理。分项工程A、B施工完成后，其相关参数统计如下表所示，造价工程师对此两项进行价款计算。 分项工程 A B 清单价(元/m 3 ) 42 560 清单工程量(m 3 ) 5400 6200 实际工程量(m 3 ) 5800 5870 在C分项工程施工过程中发生了如下事件：事件一：由于建设单位原因，导致C分项工程停工7d，专业分包单位就停工造成的损失向总承包单位提出索赔。总承包单位认为由于建设单位原因造成的损失，专业分包单位应直接向建设单位提出索赔。事件二：甲方指定专业分包单位现场管理混乱、安全管理薄弱，建设单位责令总承包单位加强管理并提出整改，总承包单位认为C分项工程施工安全管理属专业分包单位责任，非总承包单位责任范围。事件三：C分项工程施工完毕并通过验收，专业分包单位向建设单位上报C分项工程施工档案，建设单位通知总承包单位接收。总承包单位认为C分项工程属甲方指定专业分包项目，其工程档案应直接上报建设单位。问题 指出C分项工程施工过程中发生的事件一、二、三中总承包单位说法的不妥之处，并分别写出理由。
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（五）背景资料某公路隧道设计为双向四车道分离式隧道，沥青混凝土路面，隧道合同总工期为36个月。左右隧道分别长4855m,中线间距30m,隧道最大埋深850m，纵坡为3%人字坡，其地质条件为：岩性为砂岩、石灰岩，局部有煤系地层；瓦斯含量低， 属瓦斯隧道；穿越F1、F2、F3三条断层；地下水发育。左右洞围岩级别均为：Ⅱ级3415m，Ⅲ级540m，IV 级310m，V级590m。在距进口2100m（对应里程K27+850）处设计了一座斜井，斜井长450m， 向下纵坡5-8%，隧道纵断面示意图及平面布置示意图分别见图1、图2。施工中发生如下事件：事件一：施工单位进场后，经现场调查发现，进口处为深沟，且跨沟桥台位于隧道洞口。经综合考虑，施工单位提出了设计变更方案，在距进口280m处增设一条长150m的横洞（见图2）。事件二：施工单位根据地质条件和施工水平，采用钻爆法开挖施工，无轨运输，施工计划进度指标为：Ⅱ级围岩开挖支护130m/月，Ⅲ级围岩开挖支护90m /月，Ⅳ级围岩开挖支护70m/月，V级围岩开挖支护30m/月，二次衬砌144m/月，施工准备3个月，二次衬砌及沟槽施工结束滞后于开挖支护1个月， 路面铺筑及交通、机电工程施工2个月，横洞施工4个月，斜井施工6个月，不确定因素影响工期1个月。进出洞口所增加的时间已综合考虑，不再单独计算。事件三：根据现场情况，相关单位拟保留横洞而取消斜井。问题： 根据提供的地质信息，本隧道由地质引起的主要施工安全危险源有哪些？
《伊利亚特》和《奥德赛》
释迦牟尼
Americans today don" t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education— not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren" t difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch"s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society." "Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain"s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines. School remains a place where intellect is mistrusted. Hofstadter says our country" s educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise." What does the author think of intellect
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