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弹簧管压力表主要由测量元件（）和显示机构三部分组成.
压力表的使用范围一般在它量程的1/3～2/3处，如果低于1/3，则（）。
背景资料： 某办公楼工程，建筑面积98000m2，劲性钢筋混凝土框筒结构。地下3层，地上46层，建筑高度约203m。基坑深度15m，桩基为人工挖孔桩，桩长18m。首层大堂高度为12m，跨度为24m。外墙为玻璃幕墙。吊装施工垂直运输采用内爬式塔吊，单个构件吊装最大重量为12t。总承包施工单位将劳务作业分包给A劳务公司。 合同履行过程中，发生了下列事件： 事件一：工程开工前，施工单位按规定向项目监理机构报审施工组织设计。监理工程师审核时，发现“施工进度计划”部分仅有“施工进度计划表”一项内容，认为该部分内容缺项较多，要求补充其他必要内容。 事件二：施工总承包单位编制了附着式整体提升脚手架等分项工程安全专项施工方案，经专家论证，施工单位技术负责人和总监理工程师签字后实施。 事件三：某分项工程采用新技术，现行验收规范中对该新技术的质量验收标准未作出相应规定。设计单位制定了“专项验收”标准。由于该专项验收标准涉及结构安全，建设单位要求施工单位就此验收标准组织专家论证。监理单位认为程序错误，提出异议。 事件四：结构施工到30层时，开始插入二次结构施工，工期严重滞后，劳动力明显不足。为保证工期，A劳务公司将部分工作分包给了另一家有相应资质的B劳务公司，B劳务公司进场工人100人。因现场场地狭小，B劳务公司将工人安排在本工程地下室居住。工人上岗前，总承包单位项目部安全员向新进场的施工作业班组进行了安全技术交底，双方签字确认。 事件五：工程竣工验收后，建设单位指令设计、监理等参建单位将工程建设档案资料交施工单位汇总，施工单位把汇总资料提交给城建档案管理机构进行工程档案预验收。 除事件二中的外，该工程需要进行专家论证的分部分项工程安全专项施工方案还应有哪些项（至少列出四项）？
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. At the end of the program， Jane began helping her youngest son with his reading.（）
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