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常见的信贷准入策略考虑的因素包括客户的信用等级、客户的财务与经营状况、净利差收益率等。
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My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 1 . One day, I entered Donna’s classroom, took a seat in the back of the room and 2 . All. the students were working 3 a task. The student next to me was filling her page with "I Can’t." "I can’t kick the soccer ball" "I can’t get Debbie to like me." Her page was half full and she showed no 4 of stopping. I walked down the row and found 5 was writing sentences, describing things they couldn’t do. By this time the activity aroused my 6 , so I decided to check with the teacher to see what was going on 7 I noticed she too was busy writing. "I can’t get John’s mother to come for a parents’ meeting"... I felt it best not to 8 . After another ten minutes, the students were 9 to fold the papers in half and bring them to the front. They placed their "I Can’t" statements into an empty shoe box. Then Donna 10 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 11 . The box of "I Can’t" was placed at the 12 of the hole and then quickly covered with dirt. At this point Donna announced, "Boys and girls, please join hands and 13 your heads." They quickly formed a circle around the grave. Donna delivered the eulogy (悼词). "Friends, we gathered here today to 14 the memory of ’I Can’t.’ He is 15 by his brothers and sisters ’I Can’ and ’I Will’. May ’I Can’t’ rest in 16 . Amen!" She turned the students 17 and marched them back into the classroom. They celebrated the 18 of "I Can". Donna cut a large tombstone from paper. She wrote the words "I Can’t" at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 19 and said, "I Can’t," Donna 20 pointed to the paper tombstone. The student then remembered that "I Can’t" was dead and chose other statement.
The film ______ for half an hour when I got to the cinema.
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 1 . One day, I entered Donna’s classroom, took a seat in the back of the room and 2 . All. the students were working 3 a task. The student next to me was filling her page with "I Can’t." "I can’t kick the soccer ball" "I can’t get Debbie to like me." Her page was half full and she showed no 4 of stopping. I walked down the row and found 5 was writing sentences, describing things they couldn’t do. By this time the activity aroused my 6 , so I decided to check with the teacher to see what was going on 7 I noticed she too was busy writing. "I can’t get John’s mother to come for a parents’ meeting"... I felt it best not to 8 . After another ten minutes, the students were 9 to fold the papers in half and bring them to the front. They placed their "I Can’t" statements into an empty shoe box. Then Donna 10 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 11 . The box of "I Can’t" was placed at the 12 of the hole and then quickly covered with dirt. At this point Donna announced, "Boys and girls, please join hands and 13 your heads." They quickly formed a circle around the grave. Donna delivered the eulogy (悼词). "Friends, we gathered here today to 14 the memory of ’I Can’t.’ He is 15 by his brothers and sisters ’I Can’ and ’I Will’. May ’I Can’t’ rest in 16 . Amen!" She turned the students 17 and marched them back into the classroom. They celebrated the 18 of "I Can". Donna cut a large tombstone from paper. She wrote the words "I Can’t" at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 19 and said, "I Can’t," Donna 20 pointed to the paper tombstone. The student then remembered that "I Can’t" was dead and chose other statement.
In 1784, five years before he became president of the United States, George Washington, 52, was nearly toothless. So he hired a dentist to transplant nine teeth into his jaw—having extracted them from the mouths of his slaves. That’s a far different image from the cherry-tree-chopping George most people remember from their history books. But recently, many historians have begun to focus on the roles slavery played in the lives of the founding generation. They have been spurred in part by DNA evidence made available in 1998, which almost certainly proved Thomas Jefferson had fathered at least one child with his slave Sally Hemings. And only over the past 30 years have scholars examined history from the bottom up. Works of several historians reveal the moral compromises made by the nation’s early leaders and the fragile nature of the country’s infancy. More significantly, they argue that many of the Founding Fathers knew slavery was wrong—and yet most did little to fight it. More than anything, the historians say, the founders were hampered by the culture of their time. While Washington and Jefferson privately expressed distaste for slavery, they also understood that it was part of the political and economic bedrock of the country they helped to create. For one thing, the South could not afford to part with its slaves. Owning slaves was "like having a large bank account," says Wiencek, author of A n Imperfect God: George Washington, His Slaves, and The Creation of America. The southern states would not have signed the Constitution without protections for the "peculiar institution," including a clause that counted a slave as three fifths of a man for purposes of congressional representation. And the statesmen’s political lives depended on slavery. The three-fifths formula handed Jefferson his narrow victory in the presidential election of 1800 by inflating the votes of the southern states in the Electoral College. Once in office, Jefferson extended slavery with the Louisiana Purchase in 1803; the new land was carved into 13 states, including three slave states. Still, Jefferson freed Hemings’s children—though not Hemings herself or his approximately 150 other slaves. Washington, who had begun to believe that all men were created equal after observing the bravery of the black soldiers during the Revolutionary War, overcame the strong opposition of his relatives to grant his slaves their freedom in his will. Only a decade earlier, such an act would have required legislative approval in Virginia. We may infer from the second paragraph that ______.
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