对未取得取水申请批准文件擅自建设取水工程或者设施的违法行为如何处理？

已知椭圆mx²+3y²-6m=0的一个焦点为（0，2），则m的值是______．

患者男，22岁，因“骨痛、身高变矮4年”来诊。4年前始有骨痛，身高变矮，曾在外院诊为“骨质疏松”，予补钙治疗，效果不佳。2年前，提重物时发生左侧肱骨骨折，已治愈。近3年来，患者经常在两餐之间出现上腹痛，伴有反酸、嗳气及胃灼热。近半年来，间断头痛，视力下降。查体：BP100/70mmHg；身高165cm（2年前身高170cm）；意识清楚；心、肺、腹部未见异常；脊柱胸椎后凸，四肢未见畸形。

患者入院后应行的检查是（）。

A.血生化

B.脊柱和四肢X线片

C.腹部B超

D.视力及视野检查

E.胃镜

F.颅脑X线片

七年级（2）班教室里的座位共有7排8列，其中小明的座位在第3排第7列，简记为（3，7），小华坐在第5排第2列，则小华的座位可记作（     ）。

在地球赤道上空，沿东西方向水平放置一根通以由西向东的直线电流，则此导线（　　）

A．受到竖直向上的安培力

B．受到竖直向下的安培力

C．受到由南向北的安培力

D．受到由西向东的安培力

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas.

I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. “This is about enlisting the energy of our country’s future leaders in its long-term educational needs, and eliminating inequity,” Wendy explains. It’s great if “corps members”, as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks.

But the “alums”, as she calls those who have finished their two-year teaching, who don’t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. “It means you realise that we can solve this problem.”

As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language (“corps members”, “alums”), recruits are instilled (“We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success”), go through an ordeal (“Everyone hits the wall in week three in the classroom”), emerge transformed by privileged knowledge (“Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things”) and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First., in which the missionary-style language imported from America had to be toned down, because it just didn’t suit the restrained English style. But could that favour be necessary for its success

Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a “green” charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey.

All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. “The first year was unbelievably bad,” one tells me. “So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of.”

What does the author think of the Teach First programme in England（）

A. It lacks the same fervour that TFA has

B. It doesn’t suit the British English style

C. It is imported from the USA

D. It is not successful in the UK