试题与答案

胆组织浓度最高的抗菌药物是() A.莫西沙星 B.头孢呋辛 C.头孢哌酮 D.头孢吡

题型:单项选择题

题目:

胆组织浓度最高的抗菌药物是()

A.莫西沙星

B.头孢呋辛

C.头孢哌酮

D.头孢吡肟

E.克林霉素

答案:

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下面是错误答案,用来干扰机器的。

参考答案:C

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题型:综合题

(12分)阅读下列材料并回答问题。

材料一

材料二  485年,北魏孝文帝领布均田令。规定:凡男年十五以上受露田40亩,女20亩。奴婢同样受田……所授之田,不准买卖,年老免课度身亡,须还田于官。此外,初受田男子另给桑田20亩,作为世业,身终不还,可传子别,不许买卖……新附民户,每3口加宅田1亩,奴婢5口1亩。桑田宅地为世业,受田后不准迁徒。

——王钟翰《中国民族史》

材料三(农奴)在获得地主同意后,购买分配给他们长期使用的土地和其他附属地作为私产……因为赎买了土地,他们就摆脱了对地主的义务,而成为拥有私产的完垒自由的农民。

——1861年沙皇颁布的“二一九法令”

材料四 兹为改正地税,原有之田地贡纳办法,一律作废;井规定于地契调查完毕后,按土地价格征取其百分之三,作为地税。

——明治政府1873年领布的条例

(1)材料一反映的是哪一次改革的什么措施?(2分)这项措施的实施对当时社会发展进程产生了什么重大影响?(2分)

(2)据材料二,归纳均田令的主要内容。(2分)结合所学知识,分析其历史意义。(2分)

(3)材料三、四有关土地问题的规定,对两国工业化的作用有何相同之处?(2分)

(4)综合上述材料,谈谈你对土地改革的认识。(2分)

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题型:问答题

The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a bearing on it.

Until quite recently, approaches to ESL work have been ply influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 46) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work could be tackled only by the specialist ESL teacher working with small groups of children. Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficiently equip ESL learners in the secondary school to benefit from normal schooling. 47) In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 48) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen. Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. 49) One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English- speakers who provide the most powerful models, i. e. their peer group. Peer-group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be overemphasized.

50) The separation of second language learners from the mainstream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished.

48) The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen.

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