计算甲公司 2022 年度企业所得税应纳税所得额时，准予扣除的业务招待费支出是 ( ) 万元。

背景资料

某大学综合楼工程，地上10层，地下3层，建筑面积85000m²，筏形基础，主体采用钢筋混凝土结构，其中部分为预制装配式结构，建筑高度43m。经公开招标，某建筑施工总承包企业中标。

事件一：合同中约定调值前工程进度款为15800万元，根据各可调因素及其价格指数对总造价按调值公式法进行调整。各调值因素的比重、基准和现行价格指数如下表：

工程实施过程中发生如下事件：

事件二：施工中发生罕见的大暴雨造成下列后果：

①待安装的消防水泵5万元。

②施工机械（塔吊）损失12万元。

③施工单位应建设单位要求照管清理费用20万元。

④施工人员医疗费3.5万元。

发展幼儿语言的关键是父母经常打断幼儿的表述，教授他们各种语法句式。(  )

【背景资料】某施工单位承接了某项工程的总包施工任务，该工程由A、B、C、D四项5工作组成，施工场地狭小，为了进行成本控制，项目经理针对各项工作进行了分析，其结果见下表：

工程进展到第25周5层结构时，公司各职能部门联合对该项目进行突击综合大检查。
检查成本时发现：
C工作，实际完成预算费用960万元，计划完成预算费用为910万元；实际成本855万元，计划成本为801万元。
项目部制定了项目部责任成本，摘录数据如下：

工程进展到28周4层结构坼模后，劳务分包方作业人员直接从窗口向外抛垃圾造成施工扬尘，工程周围居民因受扬尘影响，有的找到项目经理要求停止施工，有的向有关部门投诉。

某居民小区招标水暖工程，内容包含给排水管道安装和通风空调工程、水暖管线三部分，其中通风空调的 工作压力为 600Pa。A 公司中标后，为了管控成本和质量，组建了项目部，制定了施工方案和进度计划。
事件一：在施工过程中，监理发现施工单位用 720Pa 试验压力做风管的强度和严密性试验，并在风管安装 结束后对风管的主、干风管分段进行严密性试验，严密性试验重点检查风管制作的咬口缝。监理认为施工单位 做法不正确，要求改善。
事件二：排水管道安装完毕后，施工单位进行了通水试验，发现排水不畅，经检查房顶的通气管高出平屋 顶顶面均为 0.2m，其中一个孔口被堵住，此外排水管和通气管的连接，如下图所示。针对以上情况，施工单位 很快做出了整改。 

事件三：施工单位准备对安装在室内的雨水管道在安装前进行灌水试验，被监理制止，监理认为施工单位 的做法不妥，要求施工单位改进。
施工单位按照施工图要求施工完成后，对空调系统进行了非设计满负荷下的联合试运转，认真检查了试运 转的内容，最终顺利通过验收。

介绍经纪商的主要职责是介绍客户，即凭借手中的客户资源和信息渠道优势为期货公司和投资者“牵线搭桥”。(    ）

Write an essay of 160-200 words based on the following drawing. In your essay, you should

1)describe the drawing briefly,

2)interpret its intended meaning, and

3)give your comments.

You should write neatly on the ANSWER SHEET. (20points)

【背景资料】

某施工单位承接了一条二级公路的施工，路线全长30.85km，路基宽度为8.5m，路面宽度为2×3.5m。该工程内容包括路基，桥梁及路面工程等。路面结构层如图1所示。

为减少桥头不均匀沉降，防止桥头跳车，桥台与路堤交接处按图2施工。

该项目实施过程中发生了如下事件：

事件一：施工单位对水泥稳定碎石基层表面做了如下处理：①在沥青面层施工前1~2d内，采用人工清扫方式清理水泥稳定碎石基层表面;②当基层表面岀现小坑槽时,用原有基层材料找补；③当基层表面出现较大范围松散时,清除掉该范围内全部基层重新铺装。

事件二：水泥稳定碎石基层施工完成后，施工单位会同监理单位对水泥稳定碎石基层的    压实度、平整度、横坡进行了实测。

事件三：施工组织设计中，桥台台背回填的技术方案部分内容如下：①台背填料选用砂石料或二灰土；②自台身起，顺路线方向，填土的长度在顶面处不小于桥台的高度；③锥坡填土与台背填土同时进行；④采用小型机械进行压实，压实度不小于94%；⑤台背回填在结构物强度达到设计强度65%以上进行。

毛利率法是指根据本期销售净额乘以上期实际（或本期计划）毛利率计算本期销售毛利的一种方法。

我国兵役法规定，未服过役的基干民兵，在18－20岁期间，应参加（     ）天军事训练

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. (41) _______ You begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: Who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. (42) _______

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. (43) _______

Such background material inevitably reflects who we are. (44) _______ This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page--including for texts that engage with fundamental human concerns--debates about texts can play an important role in social discussion of beliefs and values.

How we read a given text also depends to some extent on our particular interest in reading it. (45) _______ Such dimensions of reading suggest--as others introduced later in the book will also do--that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, difficult kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.

[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course? Reading it simply for pleasure? Skimming it for information? Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

[B] Factors such as the place and period in which we are reading, our gender, ethnicity, age and social class will encourage us towards certain interpretations but at the same time obscure or even close off others.

[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the context. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

[D] In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

[E] You make further inferences, for instance, about how the text may be significant to you, or about its validity--inferences that form the basis of a personal response for which the author will inevitably be far less responsible.

[F] In plays, novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

[G] Rather, we ascribe meanings to texts on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.