有关临床检验标本采集中出现差错的处理，最正确的描述是（） A.直接交由医院行政部门交

地球赤道上的观测站随地球自转的向心加速度为a₁，线速度为v₁；绕地球表面附近做匀速圆周运动的人造地球卫星的向心加速度为a₂，线速度为v₂；地球同步卫星的向心加速度为a₃，线速度为v₃；第一宇宙速度为v．则下列关系式正确的是[ ]

A．a₁=a₂<a₃      

B．a₁<a₃<a₂        

C．v₁<v₂<v₃        

D．v₁<v₂=v

自助式前台系统通常包括基金销售机构网点现场自助系统和通过互联网、电话、移动通信等非现场方式实现的自助系统。( )

阅读下文，回答下列各题。

。约言之，藏书的当能铸冶治学的风气，影响学风，学术思想的活跃，学术思想的活跃又进一步学风，并给著述提供津梁。战国时期学术的百家争鸣的出现，无疑与图书事业的发展有千丝万缕的联系。

。梁代萧绎出任荆州称帝江陵，，招致饱学之士如林，使长江中游地方出现了一次学风高潮，成为全国性的文化中心。明末士大夫藏书已成风气，这把许多士人学子引向了读书治学，蔚然而兴学风。明清学风在江南大盛，而江南藏书号称最富，全国性的藏书胜所大约在燕京、金陵、姑苏、临安四地，而江南奄有三处。虞山人钱谦益降云楼藏书几可与内府相埒(liè等同)。郑人范钦天一阁藏书为两浙第一。常熟人毛晋藏书达84000册之巨。《清代藏书楼发展史》一书说，明清的藏书事业如火炬一样被传递着”，“使它成为此后三百年中推动学术发展的一个重要力量”。藏书之所往往是人文荟萃之地。江南多藏书，故江南多才士，已为世所称道。藏书之所往往是人文荟萃的地方。前说南梁江陵曾为一个文化中心，有藏书十余万卷，文人学士多会于斯。公元544年西魏大军攻破江陵，十余万卷图书付之一炬，藏书毁灭殆尽，这个学术中心便不复存在，使斯地出现过好几百年的人文萧条。

这段文字的主旨是（）。

A．从学风大兴与藏书之盛的对应关系，说明治学促进了藏书

B．从藏书之盛与学风大兴的对应关系，说明藏书促进了学风

C．从藏书兴衰与学风大兴的相应关系，说明治学与藏书必须结合

D．从藏书之盛与学风兴衰的相应关系，说明藏书多人才就多

（）是清通管道下井作业时检查井井盖开启后的第一步。

A.设置护拦和明显标志

B.自然通风

C.用竹棒搅动井内池水

D.气体检测

Aristotle was one of those who could found a civilization, and while he thought of education as both a social value and an end in itself, he ascribed its chief importance (21) what might be considered a third basic concept of education: to train the mind to think, (22) what it is thinking about. The key is not (23) it knows but how it (24) any new fact or argument. "An educated man," Aristotle wrote in On the Parts of Animals, "should be able to (25) a fair offhand judgment as to the goodness or badness of the method used by a professor in his exposition. To be (26) is in fact to be able to do this."
The Aristotle view of education as a (27) has become the conventionally worthy answer today (28) college presidents and other academic leaders are asked what an education should be. An educated man, says Harvard President Bok, (29) a deep breath, must have a "curiosity in (30) the unfamiliar and unexpected, an open-mindedness in entertaining opposing points of view, (31) for the ambiguity that surrounds so many important issues, and a willingness to make the best decision he can in the fact of uncertainty and doubt."
This is an approach that appears to (32) more importance to the process of learning (33) to the substance of what is learned. The very old notion of the generalist who could comprehend all subjects has (34) been an impossibility. To make matters (35) more difficult, the fields of knowledge keep changing.

A. yetB. then C. still D. so