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为前体药物，但含酸性结构的药物是E．
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根据《总会计师条例》的规定，设有总会计师的单位，总会计师对本单位的会计工作和会计资料的真实性、完整性负责。()
1 In proposed changes to Title IX, the federal law prohibiting sex discrimination in education, the Bush administration wants to encourage creation of single-sex public schools and classes.
2 Our studies of sexism in America's education system have praised private single-sex schools because they offer the promise that education can transform. the future of girls. Girls who attend these schools speak more freely in class, are more likely to major in math and science, and perhaps most encouraging, are more likely to attend college and graduate school.
3 So, given our past support for single-sex schools, you might expect us to be real cheerleaders for the new Bush administration plan.
4 But we are not cheering.
5 There is a right way and a wrong way to explore educational innovation, and the Bush administration has chosen the latter. Congress and the public should stop it before the real problems begin.
6 The No Child Left Behind Act promises to avoid fads and to build educational programs based on scientific evidence and research. But, for public single-sex education, the Bush administration has decided we can skip the evidence. This proposal ignores sound educational policy, and is particularly troubling considering that the effectiveness of single- sex education in public schools-which involve different factors from private schools--has yet to be carefully studied.
7 What we applauded in private single-sex schools was not their gender uniformity, but their educational practices. Many educators, including us, attribute much of the academic successes of these private schools to their smaller class sizes, engaged parents, well-trained teachers, and strong academic emphasis. Other educators believe that single-sex schools work less well for boys than for girls, or that only boys from low-income families benefit. Still others' believe such schools may intensify gender stereotypes and homophobia. But so far, the Bush plan does not address these factors.
8 This is not the first time single-sex schooling has emerged as a quick fix. Pete Wilson, the former Republican governor of California, tried the same thing in the late 1990s, and even sweetened the pot by providing some extra funds to school districts willing to experiment with single-sex schools. A half-dozen created their own single-sex academies.
9 Did students benefit from the experiment？ It's hard to say, because-like the Bush proposal--planning and evaluation were absent. California provided no training for teachers and no clear rationale for the changes, and within a few years most of these schools returned to coeducation. There were anecdotal reports that the girls enjoyed being in an environment free of sexual harassment and classroom interruptions, while the boys' schools degenerated into a disciplinary disaster, becoming little more than magnets for troubled youth. The California experiment was a valuable lesson in how not to go about educational change-a lesson this administration has chosen to ignore.
10 What the authors of these proposed changes seem to have forgotten is that Title IX is not an educational option, it is a civil rights protection. While Title IX currently permits select single-sex classes--in physical education or to remedy past discrimination, for example-it doesn't allow schools to segregate students arbitrarily.
11 There are powerful reasons for this. Whenever groups have been segregated, the least-valued group has ended up with fewer resources and fewer opportunities. Historically that has been a costly lesson for girls (and African-Americans and the poor). The proposed changes do not require equal treatment or equal facilities, but only "substantially equal" programs. As the proposal now stands, a school could provide a single-sex option for boys and not for girls, or cutting-edge science equipment for boys and an up-to-date cosmetology center for girls.
12 The word "equal" is omitted fro
2 Looking at being "good" as increasing strength of self, it would take trials and tribulations to increase our appreciation of what we have. Losing my life savings in an identity theft ring definitely wouldn't be a good thing, but the subsequent realization that I need to focus less on material things and more on my emotional, social and spiritual being would be priceless. Suffering can be a blessing.
3 In fact, not only is such stress necessary for increasing strength, but if bad things don't happen to good people, then perhaps they would lose those inner qualities that identify them as "good."
4 When we think of "good" people, we often imagine them with some sort of amazing intrinsic motivation, such as utter humility or divine inspiration. But perhaps it's not that these "good" people have such a high intrinsic motivation, but rather that others' motivationis shifted to more extrinsic factors.
5 Social psychologists call this shift the overjustification effect. They've found in various experiments that people who first started a task with inner motivation could lose that drive when given external rewards. For instance, let's say some students really like to study and end up doing well in school. Half of those students are then given money as a reward for their good grades. Eventually, those students will tend to get good grades for the money and not for their original passion. In fact, the paid students' performance will decrease if you take away any money.
6 This brings us back to why bad things happen to good people. If good things happened to me every time I did a good thing, then eventually I would only be good because I expected rewards and not for the sake of being good itself. Maybe this is why we think of people like Mother Teresa as good; she works hard without expecting lavish pay, whereas we're trying to get highest-possible paying jobs coming out of college. There is an intrinsic motivation beyond our simple societal rules of karma.
7 In any case, these are just a few things to think about. Obviously, if little Billy gets hurt in a horrible accident, it wouldn't be really meaningful to tell his mom about the overjustification effect.
8 But it's worth considering that not only do bad things happen to good people, but perhaps it's those bad things that make them good.
The author mentions all BUT _________ of the following assumptions that people may have.
2 Some thought it was unfair to minority children. Through the past few decades such testing has gone out of fashion and many communities have indeed forbidden it. However, paradoxically, just recently a group of black parents filed a lawsuit in California claiming that the state's ban on IQ testing discriminates against their children by denying them the opportunity to take the test. (They believed, correctly, that IQ tests are a valid method of evaluating children for special education classes. ) The judge, therefore, reversed, at least partially, his original decision.
3 And so the argument goes on and on. Does it benefit or harm children from minority groups to have their intelligence tested？ We have always been on the side of permitting, even facilitating, such testing. If a child of any color or group is doing poorly in school it seems to us very important to know whether it is because he or she is of low intelligence, or whether some other factor is the cause.
4 What school and family can do to improve poor performance is influenced by its cause. It is not discriminative to evaluate either a child's physical condition or his intellectual level. Unfortunately, intellectual level seems to be a sensitive subject, and what the law allows us to do varies from time to time. The same fluctuation back and forth occurs in areas other than intelligence. Thirty years or so ago, for instance, white families were encouraged to adopt black children. It was considered discriminative not to do so. And then the style. changed and this cross-racial adopting became generally unpopular, and social agencies felt that black children should go to black families only. It is hard to say what are the best procedures. But surely good will on the part of all of us is needed.
5 As to intelligence, in our opinion, the more we know about any child's intellectual level, the better for the child in question.
Intelligence testing became unpopular because_________.
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