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背景 某建筑工程公司与某建设单位参照《建设工程施工合同（示范文本）》GF―2013―0201签订了一项建造办公楼的工程承包合同。合同规定工程工期为520d，工程质量标准为合格，工程价款按照月进度审核已完工程量价款的80%支付，支付至合同总价85%停止支付，剩余款项于工程竣工验收合格，双方竣工结算时一次性支付尾款。工程于2011年6月1日开工，施工过程中，发生如下事件： 事件一：6月20日，基坑开挖时突降罕见大暴雨，基坑边坡局部垮塌，加固及清理等用时4d；7月20日，再次遇到罕见大暴雨，基坑边坡另一处垮塌，加固及清理等工作用时15d；施工单位迅速收集资料，于7月28日施工单位向建设单位提交索赔意向通知单，并于7月30日提交工期索赔19d的相关索赔证据与资料。 事件二：结构施工阶段建设单位对原工程设计进行局部变更，于10月10日以书面形式向施工单位发出正式变更通知和变更图纸；施工单位接到通知后，对原施工方案进行调整，并组织施工；10月31日，向建设单位提出变更工程的新价格计算方法和总价款报告遭到业主的拒绝。 事件三：施工中，按照施工单位月申报已完工程量累计已达1760万元，但在约定支付日期业主仅支付了1000万元，施工单位于当日停工，并向建设单位要求补充支付剩余应付款项及自计量确认开始起应付款的货款利息。 事件三中，指出施工单位做法的不妥之处？并指出正确做法。
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阅读文本材料和具体要求，完成问题。刘禹锡《陋室铭》原文山不在高，有仙则名。水不在深，有龙则灵。斯是陋室，惟吾德馨。苔痕上阶绿，草色入帘青。谈笑有鸿儒，往来无白丁。可以调素琴，阅金经。无丝竹之乱耳，无案牍之劳形。南阳诸葛庐，西蜀子云亭。孔子云：“何陋之有？”注释：选自《全唐文》卷608。陋室：简陋的屋子。铭：古代刻在器物上用来警戒自己或称述功德的文字，多用韵。课文导语古代文人表述自己的志向和情操时，往往不采用直白的手法，而常常以物为喻，写得比较含蓄，这叫做“托物言志”。《陋室铭》是托物言志的名文，文字优美，意味深远，学习时要反复诵读，用心品味，以充分领略作者的情怀，同时，也要了解这种情怀产生的社会背景。单元导语本单元所选文言文，体裁不尽相同，有叙事的，有夹叙夹议的，有说明事物特征的，文字简洁而意味深长．有些文章还寄托了作者的情怀。又选杜甫诗三首，都是历来脍炙人口的名篇。学习本单元，要先借助注释和工具书读懂课文大意，然后在反复诵读中领会它们丰富的内涵和精美的语言，并积累一些常用的文言词语。《义务教育语文课程标准（2011年版）》的相关规定诵读古代诗词，阅读浅易文言文，能借助注释和工具书理解基本内容。注重积累、感悟和运用，提高自己的欣赏品位。课后练习反复品味文章的寓意，研讨：《陋室铭》结尾引孔子的话“何陋之有？”有什么含义？试联系全文内容作具体分析。学生情况八年级．班级人数45人课时安排一课时教学条件教室配有多媒体设备，能够演示幻灯片，播放视频、音频文件等。
名人的吸引力因素的影响以及应注意哪些问题？
有关导致高压过高之原因，下列陈述哪一项最为正确（）
Literacy Volunteer Last summer I went through a training program and became a literacy volunteer （扫盲志愿者）. The training I received， though excellent， did not tell me how it was to work with a real student， however. When I began to discover what other people's lives were like because they could not read， I realized the true importance of reading. My first student Jane was a 44-year-old single mother of three. In the first lesson， I found out she walked two miles to the nearest supermarket twice a week because she didn't know which bus to take. When I told her I would get her a bus schedule， she told me it would not help because she could not read it. She said she also had difficulty once she got to the supermarket because she couldn't always remember what she needed. Since she did not know words， she could not write out a shopping list. Also， she could only recognize items by their labels. As a result， if the product had a different label， she would not recognize it as the product she wanted. As we worked together， learning how to read built Jane's self-confidence， which encouraged her to continue in her studies. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip， she reported how self-confident she felt. At the end of the program， she began helping her youngest son， Tony， a shy first grader， with his reading. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitement as she read pride was written all over her face， and she began to see how her own hard work in learning to read paid off. As she described this experience， I was proud of myself， too. I found that helping Jane to build her self-confidence was more rewarding than anything I had ever done before. As a literacy volunteer， I learned a great deal about teaching and helping others. In fact， I may have learned more from the experience than Jane did. If the product had a different label，she would not recognize it as the product she wanted.（）
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