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The universities are schools of education, and schools of research. But the primary reason for their (S1) __________ is not to be found either in the mere knowledge (S2) __________ to the students or in the mere opportunities for research (S3) __________ to the members of the faculty. The (S4) __________ for the existence of a university is that it preserves the connection between knowledge and the (S5) __________ for life, by uniting the young and the old in the (S6) __________ consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should (S7) __________ for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. (S8) __________. Imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, and then by an intellectual survey of alternative possibilities which are consistent with those principles. (S9) __________. Youth is imaginative, and if the imagination be strengthened by discipline this energy of imagination can in great measure be preserved through life. (S10) __________. S10
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荣丰公司2008年11月份与远洋公司签订一项购销合同，由于荣丰公司未按合同发货，致使远洋公司发生重大经济损失，被远洋公司起诉，至2008年12月31日法院尚未判决。荣丰公司2008年12月31日在资产负债表中的“预计负债”项目反映了135万元的赔偿款。2009年3月5日经法院判决，荣丰公司需偿付远洋公司经济损失157.5万元。荣丰公司不再上诉，并假定赔偿款已经支付。荣丰公司2008年度财务会计报表批准报出日为2009年4月28日，报告年度资产负债表中有关项目调整是( )。(不考虑所得税因素)
3 Science is a dominant theme in our culture. Since it touches almost every facet of our life, educated people need at least some acquaintance with its structure and opera- tion. They should also have an understanding of the subculture in which scientists live and the kinds of people they are. An understanding of general characteristics of science as well as specific scientific concepts is easier to attain if one knows something about the things that excite and frustrate the scientist. This book is written for the intelligent student or lay person whose acquaintance with science is superficial; for the person who has been presented with science as a musty store house of dried facts; for the person who has been presented with science as the production of gadgets; and for the person who views the scientists as some sort of magician. The book can be used to supplement a course in any science, to accompany any course that attempts to give an understanding of the modern world, or independently of any course—simply to provide a better understanding of science. We hope this book will lead readers to a broader perspective on scientific attitudes and a more realistic view of what science is, who scien tists are, and what they do. It will give them an awareness and understanding of the rela tionship between science and our culture and an appreciation of the roles science may play in our culture. In addition, readers may learn to appreciate the relationship between scien tific views and some of the values and philosophies that are pervasive in our culture. We have tried to present in this book an accurate and up-to-date picture of the scientif ic community and the people who populated it. That population has in recent years come to comprise more and more women. This increasing role of women in the scientific subculture is not an unique incident but, rather, part of the trend evident in all segments of society as more women enter traditionally male-dominated fields and make significant contribu tions. In discussing these changes and contributions, however, we are faced with a lan guage that is implicitly sexist, one that uses male nouns or pronouns in referring to un specified individuals. To offset this built-in bias, we have adopted the policy of using plural nouns and pronouns whenever possible and, when absolutely necessary, alternating he and she. This policy is far from being ideal, but it is at least an acknowledgment of the in adequacy of our language in treating half of the human race equally. We have also tried to make the book entertaining as well as informative. Our approach is usually informal. We feel, as do many other scientists, that we shouldn’t take ourselves too seriously. As the reader may observe, we see science as a delightful pastime rather than as a grim and dreary way to earn a living. The book mentioned in this passage is written for readers who______.
The universities are schools of education, and schools of research. But the primary reason for their (S1) __________ is not to be found either in the mere knowledge (S2) __________ to the students or in the mere opportunities for research (S3) __________ to the members of the faculty. The (S4) __________ for the existence of a university is that it preserves the connection between knowledge and the (S5) __________ for life, by uniting the young and the old in the (S6) __________ consideration of learning. The university imparts information, but it imparts it imaginatively. At least, this is the function which it should (S7) __________ for society. A university which fails in this respect has no reason for existence. This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. (S8) __________. Imagination is not to be divorced from the facts: it is a way of illuminating the facts. It works by eliciting the general principles which apply to the facts, and then by an intellectual survey of alternative possibilities which are consistent with those principles. (S9) __________. Youth is imaginative, and if the imagination be strengthened by discipline this energy of imagination can in great measure be preserved through life. (S10) __________. S8
“可供出售金融资产”贷方的期末余额，反映企业可供出售金融资产的公允价值。( )
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