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在征管软件税源管理模块，关于"零星清册"查询窗口以下说法中正确的有（）
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【背景资料】 某新建办公大楼的招标文件写明：承包范围是土建工程、水电及设备安装工程、装饰装修工程；采用固定总价方式投标，风险范围内价格不作调整，但中央空调设备暂按120万元报价；质量标准为合格，并要求创省优质工程奖，但未写明奖罚标；合同采用《建设工程施工合同（示范文本）》GF一2013―0201。 某施工单位以3260万元中标后，与发包方按招标文件和中标人的投标文件签订了合同。合同中还写明：发包方在应付款中扣留合同额5%，即163万元作为质量履约保证金，若工程达不到国家质量验收标准，该质量履约保证金不再返还；逾期竣工违约金每天1万元；暂估价设备经发承包双方认质认价后，由承包人采购。 合同履行过程中发生了如下事件： 事件1：主体结构施工过程中发生了多次设计变更，承包人在编制的竣工结算书中提出设计变更实际增加费用共计70万元，但发包方不同意该设计变更增加费。 事件2：中央空调设备经比选后，承包方按照发包方确认的价格与设备供应商签订了80万元采购合同。在竣工结算时，承包方按投标报价120万元编制结算书，而发包方只同意按实际采购价80万元进行结算。双方为此发生争议。 事件3：办公楼工程经四方竣工验收质量为合格，但未获得省优质工程奖。发包方要没收163万元质量保证金，承包人表示反对。 事件4：办公楼工程实际竣工日期比合同工期拖延了10d，发包人要求承包人承担违约金10万元。承包人认为工期拖延是设计变更造成的，工期应顺延，拒绝支付违约金。 发包人以工程未获省优质工程奖为由没收163万元质量履约保证金是否合理？说明理由。
某安装工程公司承接某地一处大型吊装运输总承包项目，有80～200t大型设备26台。工程内容包括大型设备卸船后的陆路运输及现场的吊装作业。施工作业地点在南方沿海地区，工程施工特点为：工程量大、工期紧、高空作业多、运输和吊装吨位重。项目部按照合同要求，根据工程的施工特点，分析了该工程项目受外部环境因素的影响，项目部成立了事故应急领导小组进行应急管理，根据施工现场可能发生的施工生产突 发事件，编制了专项应急预案，并对应急预案进行了培训。应急预案培训包括的内容有： （1）培训应急救援人员熟悉应急救援预案的实际内容和应急方式，明确各自在应急行动中的任务和行动措施； （2）培训员工懂得在紧急情况发生后有效的逃生方法； （3）培训使有关人员及时知道应急救援预案和实施程序修正和变动的情况。安装工程公司将大型工艺设备的卸船后的陆路及厂内运输的运输任务分包给B大件运输公司。 针对80～200t大型设备吊装，项目部研究、确定所有设备的吊装采用履带起重机吊装，为此决定租赁一台750t履带起重机和一台200t履带起重机。项目部组织专业技术人员编制大型设备吊装方案，优化吊装工艺。并对影响大型吊装的质量影响因素行了预控进。 在运输一台重115t、长36m的设备时，安装公司项目部的代表曾提出过要用150t拖车运输。但B运输公司由于车辆调配不能满足要求，采用了一台闲置数月的停放在露天车库的1OOt半挂运输车进行运输，设备装上车后没有采取固定措施，运输前和运输中没有安全员或其他管理人员检查、监督。运至厂区一个弯道时，半挂车拐弯过急，设备自车上摔下损坏，除了保险公司赔偿外业主还直接损失15万元。经查，B公司没有制订设备运输方案，也没有安全技术交底记录。 上述应急预案培训的内容是否全面？若不全面补充缺失的内容。
药学技术人员对处方审核的内容包括（）
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. My first student Jane was a 44-year-old single mother of three， could read the bus schedule.（）
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