问题 问答题 论述题

背景:

某安装公司总承包一中型冶炼厂的改造及扩建工程,由于施工场地比较狭窄,业主为安装公司在临老厂生活区的河边租用了一百亩农田作为某安装公司临时用地。安装公司在临时租用地内建了食堂、浴室和职工宿舍,在临老厂生活区安排钢结构制作场地和露天喷砂场地,在制作场地旁是露天钢材堆放场地,并安排了停车场、洗车台、修车厂,由于制作钢构和非标安排三班倒作业,夜晚灯火通明,场内有人流动,故临时场地未做围墙,只是用铁丝网与老厂生活区相隔。改造工程拆除的油毡、废沥青就地焚烧,固体废弃物运至厂外农田旁的坑内堆放,由于地处北方干旱地区,现场路面未做硬化处理,也未挖排水沟,地方政府环保部门来厂检查工作时,正值拆迁和钢结构制作高峰,看到现场的情况遂下令停工整改。 

问题:

1.本项目环境影响的因素有哪些?

2.针对已分析出的环境影响因素,应制定哪些措施?

3.如何保证这些环境措施的落实?

答案

参考答案:

1.本项目环境影响的因素有:

(1)水污染;(2)大气污染;(3)土壤污染;(4)噪声污染;(5)光污染;(6)固体废弃物;7)资源和能源的浪费。

2.针对本项目环境影响因素,应制定的环境保护措施有:

(1)治理水污染源的措施:

食堂、浴室等产生污水的设施撤离到与河流较远的地方;现场道路旁及必要场地修建排水沟;污水必须经净化处理后方可排放,如建设临时污水处理设施或与老厂排污管沟通统一处理。

(2)治理大气污染源的措施:

立即停止废油毡、废沥青的焚烧;道路路面做硬化处理,并要经常洒水防尘:喷砂场地应采取粉尘隔离措施,如搭建隔离棚等。

(3)土壤污染的治理措施:

所有钢材的露天堆放和作业场地,要把钢材与地面隔离,如采用隔离布等;在修车台修车时,一方面要采用隔离措施,防止废油直接落入大地,同时要采用回收措施,处理后再利用避免浪费。

(4)噪声及光污染源的治理措施:

喷砂场地及制作场地搬到远离居民居住的地方;采取隔声和遮光措施;停止夜间施工。

(5)垃圾污染源的治理措施:

实施固体垃圾分类存放;固体废弃物要定期清理并运至垃圾处理站统一处理,严禁将废弃物用作土方回填;垃圾在运输过程中要密封,以防泄漏、洒落,造成土壤、大气和水的污染。

(6)节约资源能源的措施:

洗车场应建立沉淀池,循环利用水资源;随时检查水管、水龙头的完好状况并及时修理;可回收利用的材料,尽可能回收利用,如废油、废钢材等;节约用电。

(7)综合环境管理措施:

制定实施目标、指标及管理方案;明确关键岗位人员和管理人员的职责;建立施工现场对环境保护的管理制度;建立应急准备及响应等的管理制度;对工程分包方及施工现场相关单位提出控制措施和要求;对本企业相关部门分别提出针对性环保要求和措施,尤其对有毒有害、易燃易爆物品,从采购、运输、保管、使用制定一系列措施。

3.保证环境保护措施的落实,应做到:

提高全员环境保护意识及学习相关专业的法律法规知识;制定落实相关环境保护措施社会资源进行监督和控制;施工全过程各个环节的控制和跟踪。

单项选择题
阅读理解

阅读理解。

     Kathy started at my nursery school at the age of three. She settled into the group easily, and would be

first on the slide and highest up the climbing frame. She could put on her coat without help and not only

fasten her own buttons but other children's too.

     She was a lovely child but unfortunately a scratcher. If anyone upset her or stood in her way, her right

hand would flash out fast and scratch down the face of her playmates. Children twice her age would fly in

fear from her.

     This must have been very rewarding for Kathy but obviously it had to be stopped. All the usual ways

failed and then I remembered an account by G Atkinson Highfield School, of how fights in the playground

had been stopped. No punishment had been given, but the attacker had been ignored and the victims rewarded.

So I decided to try out on Kathy.

     With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent

her scratching, but I was determined to stay within arm's length all afternoon.

     All was peaceful but then I saw Kathy's hand moved and heard the scream. Gently I gathered up the little

hurt one in my arms and said "Nice, nice sweetie" and then looked puzzled when she got nothing.

     Soon came another scream, this time from John. While holding him in my arms, I said, "Look, Kathy, a

nice Smartie for John" and put it into John's mouth.

     A smile of understanding flashed across Kathy's face. Minutes later, she came to me and said loudly, "Give

me a Smartie! I have hurt my finger!"  

     "No," I replied, "you'll get it if someone hurts you."

     On purpose, she turned and scratched a nearby boy, Tom, and waited quietly while I mothered and

rewarded him, then she walked away. She has never scratched a child since.

     Parents who find older children bullying younger brothers and sisters might do well to replace shouting

and punishment by rewarding and giving more attention to the injured ones. It's certainly much easier and

more effective.

1. From the passage, we know that Kathy is ______.

A. sensitive but slow

B. smart but a bit rude

C. independent but selfish

D. quick but sort of passive.

2. Kathy scratched Tom because ______.

A. she was angry at Tom, who was in her way

B. she wanted to get a Smartie from the teacher

C. she was in the habit of scratching other children

D. she wanted to know if the teacher meant what she had said

3. According to the passage, the underlined word "bullying" is closest in meaning to "______".

A. helping

B. punishing

C. hurting

D. protecting

4. The writer of this passage aims to recommend an approach to ______.

A. rewarding children's good behavior

B. correcting children's bad behavior

C. punishing badly-behaved children

D. praising well-behaved children