【单选题】

患者,女,30岁。主诉:近1~2年来自觉全口牙齿松动,咀嚼力量减弱。若诊断为广泛型侵袭性牙周炎,临床检查最有可能的发现是(  )

A.

多数牙移位

B.

多发的牙周脓肿

C.

磨牙根分叉病变Ⅲ度

D.

多数牙牙槽骨呈中度吸收

E.

多数牙牙龈退缩明显

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参考解析
【单选题】

缺铁性贫血神经系统表现(   )

A.
智力及动作发育落后有倒退现象
B.
兴奋、多动
C.
注意力不集中,记忆力减退
D.
腱反射减弱
E.
感觉异常
【单选题】

最早的金属期货交易诞生于(   )。

A.
英国
B.
美国
C.
中国
D.
法国
【单选题】

阅读《别了,不列颠尼亚》备课实录(节选),按照要求答题。
张老师:这一课我想用一课时完成。
陈老师:我也是这样设想的。你的教学怎样设计呢?
张老师:我想第一是复习新闻知识;第二是了解特写消息与一般消息的异同,让学生学习特写的表达技巧;第三是与学生共同品味本文庄重、含蓄的语言风格。
李老师:我想重点应落在“现实场景的再现”上。
陈老师:“现实场景的再现”抓得很好,但我觉得还要注意“历史材料的运用”,描述现实场景的同时兼顾历史的回顾,使作品增加一种历史的厚重感。
对上面几位教师的做法,评价不正确的是()

A.
陈老师选择的教学内容侧重引导学生注意材料的来源与真实性
B.
陈老师的做法关注学生在新闻阅读过程中精神的活动和生命的活动
C.
张老师以新闻知识学习为教学重点,符合文本内容及学情的要求
D.
张老师以新闻知识的教学引出新闻语言教学的教学方式还需调整
【单选题】

某法院判决赵某犯诈骗罪处有期徒刑4年,犯盗窃罪处有期徒刑9年,合并执行有期徒刑11年。赵某提出上诉。中级法院经审理认为,判处刑罚不当,犯诈骗罪应处有期徒刑5年,犯盗窃罪应处有期徒刑8年。根据上诉不加刑原则,下列哪一做法是正确的?(   )

A.

以事实不清、证据不足为由发回原审法院重新审理

B.

直接改判两罪刑罚,分别为5年和8年,合并执行12年

C.

直接改判两罪刑罚,分别为5年和8年,合并执行仍为11年

D.

维持一审判决

【B型选择题】

通过三醋酸纤维素膜或聚酰胺膜除去热原属于(   )

A.

吸附法

B.

离子交换法

C.

凝胶滤过法

D.

超滤法

E.

反渗透法

【单选题】

操作风险是银行日常经营中面临的主要风险之一。

A.
B.
【单选题】

中位数是一组统计数据中的代表性数值。在一次考试后采集到一组数据{54,66,87,74,69,76,81,78,73,83,77,71},则这组数据的中位数是(  )。

A.
73
B.
74
C.
75
D.
76
【单选题】

患者,女,24岁。月经提前1周,经量多,色鲜红,腰膝酸痛,五心烦热,舌质红,脉细数。除哪组药外均可选用

A.
生地、牡丹皮
B.
牡丹皮、地骨皮
C.
地榆、槐花
D.
小蓟、侧柏叶
E.
艾叶、炮姜
【单选题】

Passage 2

Americans no longer expect public figures, whether in speech orin writing, to command the English language with skill and gift. Nor do theyaspire to such command themselves. In his latest book, Doing Our Own Thing: TheDegradation of Language and Music and Why We Should ,Like, Care, JohnMcWhorter, a linguist and controversialist of mixed liberal and conservativeviews ,sees the triumph of 1960s counter-culture as responsible for the declineof formal English.

Blaming the permissive 1960s is nothing new, but this is not yetanother criticism against the decline in education. Mr. McWhorter’s academicspeciality is language history and change, and he sees the gradualdisappearance of “whom”, for example, to be natural and no more regrettablethan the loss of the case-endings of Old English.

But the cult of the authentic and the personal ,“doing our ownthing”, has spelt the death of formal speech, writing, poetry and music. Whileeven the modestly educated sought an elevated tone when they put pen to paperbefore the 1960s, even the most well regarded writing since then has sought tocapture spoken English on the page. Equally, in poetry, the highly personal,performative genre is the only form that could claim real liveliness. In bothoral and written English, talking is triumphing over speaking, spontaneity overcraft.

Illustrated with an entertaining array of examples from both highand low culture, the trend that Mr. McWhorter documents is unmistakable. But itis less clear, to take the question of his subtitle ,why we should, like, care.As a linguist, he acknowledges that all varieties of human language, includingnon-standard ones like Black English, can be powerfully expressive-there existsno language or dialect in the world that cannot convey complex ideas. He is notarguing, as many do, that we can no longer think straight because we do nottalk proper.

Russians have a deep lovefor their own language and carry large chunks of memorized poetry in theirheads, while Italian politicians tend to elaborate speech that would seem old-fashionedto  most English-speakers. Mr. McWhorteracknowledges that formal language is not strictly necessary, and proposes noradical education reforms-he is really grieving over the loss of somethingbeautiful  more than useful. We now takeour English   "on paper platesinstead of china". A shame, perhaps, but probably an inevitable one.


To which of the following statements would McWhorter most likely agree?

A.
Logical thinking is not necessarily related to the way we talk.
B.
Black English can be more expressive than standard English.
C.
Non-standard varieties of human language are just as entertaining.
D.
Of all the varieties, standard English can best convey complex ideas.
【单选题】

某幼儿教师特别喜欢班里几个活泼、开朗、听话的孩子,上课总是提问他们,这违背了班级管理的()。

A.
主体性原则
B.
整体性原则
C.
高效性原则
D.
参与性原则