营气的作用是() A.润泽肌肤 B.化生血液 C.温煦脏腑 D.充养脑髓

题型:单项选择题 B1型题

问题:

营气的作用是()

A.润泽肌肤

B.化生血液

C.温煦脏腑

D.充养脑髓

E.化生神志

考点:初级中药师气血津液气血津液题库
题型:单项选择题 B1型题

阅读理解。

     Vampires (吸血鬼)

     Vampire stories go back thousands of years. The acts we now associate with vampires, such as rising

from the grave and drinking blood, were popularized by Eastern European stories. 

     Most early cultures created stories to explain things they didn't understand. For example, hair and nails

continue to grow after people die, which has already been proved possible by modern science.

     These facts were unknown to most people in the 19th century, however. As a result, the legends

surrounding such mysteries were kept alive.

     Count Dracula

     In 1897, Irish writer Bram Stoker's novel Dracula was published, spreading the vampire stories to a mass

audience. In the hovel, the Count Dracula of Transylvania, a 500-year-old vampire, has drunk his country

dry and must move to England in search of new victims. Dracula means "son of the dragon" or "son of the

devil" in Romania.

     Werewolf

     The story of a half-man, half-wolf beast is as old as that of vampires, and almost as varied. In most

werewolf stories, however, a beast would silently enter settlements at night and steal a young child or an

animal.

     The most common explanation of werewolf stories is that the beast was usually an ordinary wolf. The

genetic disorder, which causes too much body hair, may also have helped to popularize the story.

     Frankenstein

     This is a fictional scientist created by British writer Mary Shelly in 1818. Dr. Frankenstein lives m a castle

and is so addicted to making living beings from parts of dead bodies that he refuses to marry.

     The story of Frankenstein may have been planted in Shelly's mind since she visited Castle Frankenstein in

Germany, where an alchemist (炼术士) tried to do experiments with the aim of making people live longer.

     The Invisible Man

     In H.G.Wells' 1897 story, a young scientist called Griffin, manages to make himself invisible. But he

cannot find a way to become visible again. He then wants to make use of his super power but finally has

gone mad. Wells' tale owes a great debt to Greek philosopher Plato's book Republic.

1. The best title for this passage should be ____.

A. Origins of Ghosts

B. Tales of Horror

C. Exciting Stories

D. Science Fictions

2. The people in the 19th century did NOT know ____.

A. why vampires drank blood

B. why dead people rose from the grave

C. that vampires always kept their nails

D. that hair could continue to grow after people died

3. What do most of the werewolf stories have in common according to the passage?

A. The beast often silently entered settlements at night and stole a little child.

B. The werewolf was in genetic disorder, so it had a lot of body hair.

C. An ordinary wolf would enter settlements at night and steal a child.

D. The beast was sometimes a half-man and sometimes a half-wolf.

4. Which of the following statements is right about Frankenstein and The Invisible Man?

A. They were produced based on the writers' real experience.

B. They were the producers of science and technology.

C. They were not well suited to their surroundings.

D. They were folk legends in the writers' homeland.

题型:单项选择题 B1型题

鉴别胆囊癌实块型与胆囊内胆泥或血块最有价值的指标是()。

A.实性结构回声的大小

B.实性结构的形态及回声强弱

C.胆囊腔消失的程度

D.是否含有结石

E.团块内检出高速动脉血流信号

题型:单项选择题 B1型题

关于百易安手续费,经办行应按照质价相符原则,与客户协商确定百易安手续费金额,原则上收费比例不得超过资金总量的多少()。

A.0.5%

B.1%

C.2%

题型:单项选择题 B1型题

全科医学与社区医学的相同点是()

A.个体医疗

B.群体保健

C.群众医疗

D.个体和群众治疗

E.个体和群体保健

题型:单项选择题 B1型题

(46) When Newman prepared his discourses, the view that a university was more than a place for teaching universal knowledge, that it was also a place for professional education and primarily a place for the "endowment of learning" or research, was prevalent enough for him to reassert the older Oxford position. He was aware of the pressure being exerted on Oxford and Cambridge to provide greater opportunities for teaching that was related to investigation and not to character formation. (47) For centuries scholars and scientists had sought openings within universities for work that was not necessarily directly related to the teaching of young persons or at least teaching dominated by literary, theological and mathematical subjects. There were some successes, and new histories of Oxford and Cambridge universities are uncovering more. Even within the collegiate system, where teaching tutors rather than research professors predominated, research was never altogether out of the question for universities. (48) A life spent in teaching will at some point shade over into research, or perhaps it is better to say "study," since research is systematic study in a given area of knowledge and its subsequent dissemination, although not necessarily through the medium of the lecture hall. But although university professors wrote books, some of them original treatises and not texts, and learned papers were produced by classicists, philosophers and scientists, the overall intellectual environment was as Newman wished, whether in England or Scotland. The research function had not been raised to the level of an ideology. There was no p culture of research that put a premium on originality and stressed the importance of discovery and a division of intellectual labour. It was not an era of Ph.D. candidates and graduate schools, extra-mural grants and contract research. University appointments were not made because potential fellows and chairholders were evaluated for their original contributions to knowledge or could be praised for being on the cutting edge of intellectual life. (49) Learned. yes; but that most often meant an impressive command of existing knowledge with no expectation that scholarly work of seminal importance to a particular field of inquiry was some day likely to emerge and—most importantly—be systematically diffused. The principal institutional victories of Victorian researchers and their predecessors lay elsewhere, in the creation of learned societies, botanical gardens, museums, libraries and specialized institutions.
If the "object" of a university "was ... scientific and philosophical discovery, I do not see why a university should have students," wrote Newman. The teaching of students had assumed new importance during Newman’s lifetime. In arguing for the traditional view that research, while a possible function for universities, should always be secondary, Newman was reflecting important internal transformations that had occurred in his youth. (50) The new examinations culture introduced at Oxford by the reforms of 1800 and developed earlier at Cambridge had reinforced teaching and strengthened the hold of colleges on the university’s pedagogical mission, and a new generation of students, of which Newman was one, had in effect demanded more attention from dons and stimulated many of the changes that improved the intellectual standing of the ancient universities of England.

更多题库