问题 多项选择题

委托监理合同示范文本中,监理人的权力包括( )。

A.设计标准认定权

B.工程款支付的签认权

C.工程设计变更的审批权

D.工程建设有关协作单位组织协调主持权

E.施工技术方案的审核权

答案

参考答案:B,D,E

解析: 监理 * * 力包括:
(1)对工程建设有关事项和工程设计的建议权。
(2)审批工程施工组织设计和技术方案,按照保质量、保工期和降低成本的原则,向承包人提出建议,并向委托人提出书面报告。
(3)工程建设有关协作单位组织协调的主持权。
(4)征得委托人同意,监理人有权发布开工令、停工令、复工令,但应当事先向委托人报告,如在紧急情况下未能事先报告时,则应在24小时内向委托人做出书面报告。
(5)在工程施工合同约定的工程价格范围内,工程款支付的审核和签认权等。
注意:委托监理工程重大事项(诸如:工程规模、设计标准、规划设计、生产工艺设计和使用功能要求的认定,以及对工程变更的审批等)的决定权属于委托人(业主)。

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Lawrence Kohlberg


Born in 1927, Lawrence Kohlberg spent three years as a junior engineer in the merchant marine before entering college. After those years at sea, he was ready to buckle down and push through the rigorous program at Chicago in record time. He completed the four-year B.A. Degree in 1949 after only two years’ work. He clearly demonstrated a great capacity for academic scholarship, and it was natural for him to enroll as a Ph.D. candidate at the same university. He completed his doctorate in 1958; after two years for his undergraduate studies, it took him nine years for the Ph.D. He remarked wryly that it only proved you couldn’t accurately predict human behavior in all cases.
One of the major reasons for delay was his eventual topic, moral development in children and adolescents. A major portion of his doctoral work was in traditional area of clinical psychology and child development, including a traineeship at the famous Children’s Hospital in Boston. A substantial part of his difficulty was that all the time he was learning the traditional theories, including psychoanalytic views, he found in himself a growing skepticism. He began to evolve an alternative set of ideas to explain how children develop moral reasoning. What started as a traditional thesis on the relationship between the superego (the Freudian term for conscience) and moral behavior was transformed into a remarkably original framework for moral development in stages. It is rare for a young Ph.D. candidate to produce truly new insights into human behavior theory. It was uniquely creative for his thesis to force almost a complete revision of moral development theory as well.
With the completion of the thesis, finally, after nine years of work, he accepted an assistant professorship at the University of Chicago in 1962. Just six years later he was offered and accepted a full professorship at Harvard University and joined that faculty to form an innovative graduate program in human development. He was also awarded a special five-year Research Career Award by the National Institute of Mental Health to promote his longitudinal study on stages of moral development in adults as well as in children and adolescents. His major significance derives from the possible applications of the theory to promote psychologically healthy human beings. He is presently developing a series of intervention and teaching procedures that show promise of deliberately improving our level of moral judgment and moral maturity. If we are concerned about improving the quality of interpersonal human relationships, his work at present represents the most helpful insights and processes to help us attain that objective.

The statement in the first paragraph that "you couldn’t accurately predict human behavior in all cases" roughly means ______.

A. people can’t really tell what they can do until it happens.
B. people usually do not know life happenings before the events.
C. people are not allowed to predict life happenings with accuracy.
D. people are not good enough at predicting life events.