有温阳利水功效的方剂是（） A.猪苓散 B.防己黄芪汤 C.真武汤 D.

在进行摸拟试操时，ARPA能做到（）

A、模拟木船机动对所有被跟踪目标的影响

B、不中断更新被跟踪目标信息

C、在显示器上出现明确的试操目标船影响

D、A、B、C三项均能做到

患者，女性，50岁。诊断为急性化脓性胆管炎。查体：面色苍白，肢体湿冷，脉搏每分钟144次，血压86/70mmHg，经大量快速输液后血压和脉搏无改善，测中心静脉压21cmH₂O。血pH7.30。

应采取的治疗方法是（）

A.继续抗休克

B.用血管扩张药

C.给强心药

D.纠正酸中毒

E.加大抗生素用量

阅读并回答下列问题

　　（1） 老师说自己像渡工，渡工说我也像老师但比不上老师。

　　（2）老师出了道作文题，叫《渡工》，有一名学生写道：“不管暴雨、烈日、严寒、酷暑，您总是撑着篙、打着桨，把一批又一批的旅客，尽快地送往彼岸。年深月久，白雪压住了您的双鬓，银霜爬满了您的须眉，寒风吹皱了您的额头，浪花打弯了您的腰背，可您还是那样，渡来渡去，没有片刻停留。远行的人通过您的渡船，早已去万里之遥，而您还在原地周旋。

　　（3） 有人问您，想不想弃舟登岸，远行千里？

　　（4） 您说，想。但渡口需要我，我就不能擅离职守。为了让更多的人远行，我也乐于在此献身。

　　（5）啊，透过您那厚实的胸，我看到了一颗赤诚的心。

　　（6） 老师改这篇作文的时候，只批了一个朱红色的“阅”。第二天，他又出道作文题，名字叫《你眼中的老师》。

　　（7）还是那位同学，最先交了作业，老师接过一看，题目不错——《你眼中的老师》，可是内容却没有上篇丰富，通篇只有一句话：“这篇作文昨天已经做过。”

　　（8）老师这回连“阅”字也没签，只是到附近的供销站去买回一箱蜡烛。那时，这地方还没有通电。

　　（9）十多年过去了，一位年轻的工程师到这地方勘察，这河上要架一座六车道的大桥，上下几层都能通车的那种桥，城里人管那叫立体交叉桥。

　　（10）工程师去请老师参加奠基典礼，老师一看工程师就是当年写一句话作文的学生，就对他说你还应该请老师的老师。工程师点点头，就去了。于是，奠基仪式上，就有两位白发老人参加了剪彩，一位手指细点，中指第一关节有块厚厚的茧，那是笔杆磨下的痕迹。还有一位手指极粗，状如老树根，老茧很多，但大都集中在掌心，那是竹篙刻下的印记。

　　（11）当晚有酒会，灯光耀眼，但工程师执意拉了电闸，点起蜡烛，说今天举行烛光晚会。

1、文章主要记叙了哪两件事？主人公是谁？

___________________________________________________________

2、 文段（7）“这篇作文昨天已经做过”的含义是：

____________________________________________________________ 

3、文段（8）中写道：“老师这回连‘阅’字也没签，只是到附近的供销站买回了一箱蜡烛。”这里蕴涵了老师哪些心理活动？

____________________________________________________________

4、文段（10）中“老师的老师”指谁？老师为什么这样称呼他？

_____________________________________________________________

5、文章最后一段写“当晚有酒会，灯光耀眼”，但工程师却执意不用灯，偏要点上蜡烛，其用意是：

_______________________________________________________________

6、判断正误（对的打“√”，错的打“×”）

A、本文采用了顺叙的记叙方法，文段（9）中“十多年过去了”一句在全文起到承上启下的过渡作用。 （ ）

B、本文在刻画渡工和老师的形象时，主要运用了外貌描写、行动描写、和心理描写，但没运用语言描写。 （ ）

C、本文借助衬托、对比、照应等表现手法来表现主题思想。 （ ）

D、本文以记叙为主，兼用了抒情、议论和说明等表达方式。 （ ）

This book is written expressly for students in an attempt to present the material that is most useful and interesting to them. Previous courses in chemistry are not necessary for the understanding of the material, although those students who have had high school chemistry will find that a review of the inorganic section will better enable them to master the organic and biochemistry sections that follow.

The author has felt that in the past there was an improper selection of material from inorganic, organic, and biochemistry in the majority of the textbooks of chemistry for nurse. The tendency has been to develop the inorganic chemistry to such an extent that organic and biochemistry is covered too briefly. The recent advances in biochemistry and their widespread application to the practice of medicine and nursing have considerably altered the situation. Not only is biochemistry more closely allied to the practical chemistry of medicine and nursing but also it is of more interest to the student. In the author’s experience the response to biochemistry has always been more favorable than to the other sections. Within the brief period allotted to chemistry, therefore, the sections on inorganic, organic, and biochemistry should be so arranged that a good share of the time is spent in the study of biochemistry. This book presents mainly those fundamentals of inorganic and organic chemistry that are necessary for the understanding of the section on biochemistry.

The fundamental points suggested in the Curriculum Guide are included in the book, with some additions in the biochemistry section. The author feels that a study of urine, vitamins, nutrition, and hormones is so obviously a part of biochemistry that at least the fundamentals should be included in this course.

The book has been planned in such a way that it may be adapted to various courses in chemistry. The material suggested by the Curriculum Guide is covered in the first nineteen chapters and may be used in accelerated courses or where minimum time is allotted to chemistry. When the time allotted to the course is sixty to ninety hours, the entire contents of the book may be used to advantage. While the book has been written especially to fit the needs of Schools of Nursing, it could readily be applied in instances where students are required to take but one course in chemistry.

The apathetic attitude of nonprofessional students toward a course in inorganic chemistry may well be overcome by the proper presentation of material selected from inorganic, organic, and biochemistry.

The author’s attitude towards this book is（）

A. doubtful

B. critical

C. apathetic

D. approving

下列哪些不是皮下埋植手术的并发症？（）

A.皮下埋植剂放置困难

B.术后伤口感染

C.埋植剂脱出

D.皮下埋植剂取出困难