“惩罚也是一种教育”的观点有其合理性，因为通过“惩罚”的教育，可以让学生体验和学会承担造成过失的责任。(  )

认沽期权的卖方 ( )。

【背景资料】某煤矿立井井筒工程，同一工业广场内布置主副井共2个立井井筒井筒，副井净直径6.0m，深860m。经初步勘探，该井筒的工程地质及水文地质条件复杂。为尽快开工建设，建设单位未进行井筒检查孔施工，以距离井筒中心50m处的地质钻孔资料为参考进行了项目招标。某施工单位中标，合同谈判中，建设单位拟与施工单位订立固定总价合同。
工程开工前，施工单位编制了施工准备计划，并完成了各项开工准备工作。开工后，建设单位发现施工单位未及时填制工程进度交换图，为加强该井筒工程技术档案资料管理，要求施工单位进行整改。
工程实施过程中，探到地质资料中未标明的含水层并进行处理，增加费用40万元，工期延误10天。后又因国家环保要求全体工地停工，导致工程停工35天，期间看管施工现场等费用共计15万元。复工后，建设单位要求施工单位加快施工速度，按原合同工期完工。施工单位根据要求调整了施工进度计划，并采取了多项加快进度的措施，由此增加相关费用共计280万元。

【背景资料】
某水库加固工程项目，建设单位采用工程量清单公开招标方式进行施工招标。建设单位委托具有相应资质的招标代理机构编制了招标文件，招标文件包括如下规定：
（1）招标人设有最高投标限价和最低投标限价，高于最高投标限价或低于最低投标限价的投标人报价均按无效标处理。
（2）该工程的施工招标投标有效期为60天。
投标和评标过程中发生如下事件：
事件1：投标人A对工程量清单中某分项工程工程量的准确性有异议，并于投标截止时间17日前向招标人书面提出了澄清申请。
事件2：投标人B在投标截止时间前10min以书面形式通知招标人撤回已递交的投标文件，并要求招标人退还已递交的投标保证金。
事件3：在评标过程中，投标人D主动对自己的投标文件向评标委员会提出了书面澄清、说明。
事件4：在评标过程中；评标委员会发现投标人E和投标人F的投标文件中载明的项目管理成员中有一人为同一人。

在公允价值下，政府负债应按照市场参与者在计量日发生的有序交易中，转移负债所需支付的价格计量。（  ）

某企业为增值税一般纳税人，发生的相关业务如下:

(1)2019年12月1日，自建的一幢行政办公楼完工并投入使用，该办公楼建造过程中领用工程物资5000万元，增值税税额为650万元，全部用于工程建设;领用原材料一批,实际成本1300万元;确认应付工程人员薪酬为400万元。该办公楼预计使用年限为10年，预计净残值率为5%，采用直线法计提折旧。

(2)2020年1月5日,以银行存款48万元购入一项管理用特许权(不考虑相关增值税进项税)，受益期为10年。12月1日出售该项特许权，开具的增值税专用发票上注明的价款为50万元，增值税税额为3万元。款项已全部存入银行，特许权已累计摊销4.4万元。

(3)2020年4月1日租入的一间销售展厅并对其进行装修，共支出装修费用120万元。该展厅于当年11月30日装修完工，达到预定可使用状态并交付使用，装修费用从下月开始按10年(为两次装修的间隔期与展厅剩余使用寿命两者中的较低者)进行摊销。

要求:根据上述资料，假定该企业取得的增值税专用发票均已经税务机关认证，不考虑其他因素，分析回答下列小题。(答案中的金额单位用万元表示)

2. 根据资料(3)，下列各项中，关于该企业2020年装修销售展厅相关会计处理正确的是(  )。

试算不平衡，表明记账一定有误，但试算平衡时，不能表明记账一定正确。（    ）

背景资料：某施工单位中标一铁路既有线提速改造工程。工程内容包括：路基、桥梁、隧道、机械铺轨(25米轨)、架梁(不包括梁的预制)及车站改造等。全线有双线桥梁3座，均为32米简支T梁，桩基础(旱桥)：双线隧道1座/3820米，均为Ⅰ、Ⅱ、Ⅲ级围岩，洞内有一断层破碎带，无其它不良地质：路基土石方共68万立方米;既有线拆除的钢轨可用于新铺线路中。本工程总工期为22个月，其中线下工程工期为20个月。
　　该施工单位成立了项目部，在施工组织方面，将线下工程划分为3个工区，并安排了施工队，制定了施工技术方案。

World War II was the watershed event for higher education in modern Western societies. (46) Those societies came out of the war with levels of enrollment that had been roughly constant at

3-5% of the relevant age groups during the decades before the war. But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European  and  American economies for  increasing  numbers  of graduates  with  more   than  a

secondary school education(47) And the  demand that  rose in those societies  for entry  to higher education extended to groups and social classes that had not thought of attending  a university before the war. These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly (though unevenly) during the 1970s and 1980s.

The growth of higher education manifests itself in at least three quite different ways, and these in turn have given rise to different sets of problems. There was first the rate of growth: (48) in many countries of Western Europe,the numbers of students in higher education doubled within

five-year periods during the 1960s and doubled again in seven, eight, or 10 years by  the middle of          

the 1970s. Second, growth obviously affected the absolute size both of systems and individual  institutions.  And  third,  growth  was  reflected  in  changes  in  the  proportion  of the

relevant age group enrolled in institutions of higher education.

Each of these manifestations of growth carried its own peculiar problems in its wake. For example, a high growth rate placed great strains on the existing structures of governance, of administration, and above all of socialization. When a faculty or department grows from, say, five to 20 members within three or four years, (49) and when the new staff are predominantly young men and women fresh from postgraduate study, they largely define the norms of academic life in that faculty. And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution—this was seen in America as well as in France, Italy, West Germany, and Japan. (50) High growth rates increased the chances for academic innovation; they also  weakened  the  forms  and  processes  by  which  teachers  and  students  are  admitted  into a community of scholars during periods of stability or slow growth. In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with  empowerment of junior faculty and to some degree of students as well.

Most people would define optimism as being endlessly happy, with a glass that’s perpetually half full. But that’s exactly the kind of false cheerfulness that positive psychologists wouldn’t recommend. “Healthy optimism means being in touch with reality,” says Tal Ben-Shahar, a Harvard professor. According to Ben-Shahar, realistic optimists are those who make the best of things that happen, but not those who believe everything happens for the best.

Ben-Shahar uses three optimistic exercises. When he feels down--say, after giving a bad lecture--he grants himself permission to be human. He reminds himself that not every lecture can be a Nobel winner; some will be less effective than others. Next is reconstruction. He analyzes the weak lecture, learning lessons for the future about what works and what doesn’t. Finally, there is perspective, which involves acknowledging that in the grand scheme of life, one lecture really doesn’t matter.

企业自用房地产转换为采用公允价值模式计量的投资性房地产，转换日公允价值小于原账面价值的差额计入其他综合收益。（）