Passage Two Children live in a world in which science has tremendous importance. During their lifetimes it will affect them more and more. In time, many of them will work at jobs that depend heavily on science--for example, concerning energy sources, pollution control, highway safety, wilderness conservation, and population growth. As taxpayers they will pay for scientific research and exploration. And, as consumers, they will be bombarded (受到轰击) by advertising, much of which is said to be based on science. Therefore, it is important that children, the citizens of the future, become functionally acquainted with science--with the process and spirit of science, as well as with its facts and principles. Fortunately, science has a natural appeal for youngsters. They can relate it to so many things that they encounter--flashlights, tools, echoes, and rainbows. Besides; science is an excellent medium for teaching far more than content. It can help pupils learn to think logically, to organize and analyse ideas. It can provide practice in communication skills and mathematics. In fact, there is no area of the curriculum to which science cannot contribute, whether it is geography, history, language arts, music, or art! Above all, good science teaching leads to what might be called a "scientific attitude". Those who possess it seek answers through observing, experimenting, and reasoning, rather than blindly accepting the pronouncements of others. They weigh evidence carefully and reach conclusions with caution. While respecting the opinions of others, they expect honesty, accuracy, and objectivity and are on guard against hasty judgments and sweeping generalizations. All children should be developing this approach to solving problems, but it cannot be expected to appear automatically with the mere acquisition of information. Continual practice, through guided participation, is needed. Pupils can learn logical thinking while ______
A. practicing communication skills
B. studying geography
C. taking art courses
D. learning science
以下程序的输出结果是 【9】 。 #include <stdio.h> main() { int j,a[]={1,3,5,7,9,11,13,15},*P=a+5; for(j=3; j;j-) { switch(i) { case 1: case 2: printf("%d",*p++); break; case 3: printf("%d",* (-p)); } } }
(一)甲企业于2000年以划拨方式取得某城市四级地范围内的一宗工业用地,土地面积4000m2,随后投入资金200万元进行厂房建设,厂房总建筑面积2500m2。2003年,由于生产发展的需要,甲企业先后向乙、丙两家银行申请房地产抵押贷款,并分别获得贷款80万元和100万元,抵押期限均为三年,抵押贷款率均为50%。已知该城市基准地价成果于2000年公布执行,土地出让金以基准地价为基础核算,按四级工业用地基准地价核算的工业用地出让金标准为200元/m2。另据调查,附近区域与该宗地类似的工业用地在2000年、2004年、2006年成交的土地出让金水平分别为200元/m2、230元/m2、250元/m2。根据上述情况,回答51~55题。 2006年,由于经营不善,甲企业未能按期偿还贷款而被乙、丙两家银行共同起诉至法院。法院拟对抵押物房地产进行处置。如果以拍卖方式处置,则该房地产可能的拍卖底价为()万元。
A. 180
B. 280
C. 360
D. 460