卡诺萨觐见

有关前列腺增生症，下列哪一项是错误的

A．丸前列腺增生的症状与前列腺大小不成正比

B．前列腺增生起始于围绕 * * 精阜部位的腺体，即中央带

C．前列腺体积不大者也可有尿频、尿急和排尿困难

D．前列腺增生患者检测PSA，主要是为了判断增生程度

E．前列腺增生病状轻者可观察等待

在第二次世界大战期间，德国纳粹和日本军国主义者强行用战俘、妇女、儿童和犹太人做医学试验。这一行为正确的伦理判断是（）

A.该研究是为了增进医学对人体的了解

B.该研究是当时战争时期的特殊需要

C.参加试验的医学工作者也是迫于无奈，不得已而为之

D.该行为违背了医学科研的根本目的

E.该行为虽然偏离了医学科研的正确方向，但也为医学研究积累了一定的经验

婴幼儿在紧急状态下需增加心输出量时，具体是怎样代偿的？

Teach for America (TFA) was founded by Wendy Kopp in 1990. It is a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas.

I had thought the programme was about getting more high-quality teachers — but that, it appears, is a secondary benefit. “This is about enlisting the energy of our country’s future leaders in its long-term educational needs, and eliminating inequity,” Wendy explains. It’s great if “corps members”, as TFA calls its active teachers, stay in the classroom — and many do, and rise quickly through the ranks.

But the “alums”, as she calls those who have finished their two-year teaching, who don’t stay in schools often go on to lead in other fields, meaning that increasing numbers of influential people in all walks of life learn that it is possible to teach successfully in low-income communities, and just what it takes. “It means you realise that we can solve this problem.”

As she continues to talk I realise that TFA is — in the best possible sense — a cult. It has its own language (“corps members”, “alums”), recruits are instilled (“We tell them that it can be done, that we know of hundreds, thousands, of teachers attaining tremendous success”), go through an ordeal (“Everyone hits the wall in week three in the classroom”), emerge transformed by privileged knowledge (“Once you know what we know — that kids in poor urban areas can excel — you can accomplish different things”) and can never leave (alumni form a growing, and influential, network). I have not seen the same zeal when talking to those on the equivalent programme in England, Teach First., in which the missionary-style language imported from America had to be toned down, because it just didn’t suit the restrained English style. But could that favour be necessary for its success

Chester, an alum, takes me to visit three TFA corps members at a middle school in the Bronx. They are impressive young people, and their zeal is evident. Two intend to stay in teaching; both want to open charter schools. One, a Hispanic woman, is working out with a friend how to educate migrant Hispanic labourers in Texas; the other would like to open a “green” charter, but in the meantime he has accepted a job with the KIPP charter group in Newark, New Jersey.

All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. “The first year was unbelievably bad,” one tells me. “So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of.”

TFA teachers（）

A. are all impressive young people

B. are tired and unhappy in their work

C. get much resistance from the kids

D. expect high of their students

乙炔站内可使用防爆开关。（）