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The Pathfinder When we found him, he was a sorry sight. His clothes were torn, his hands bleeding. Before we reached him, we saw him fall. He lay a moment. Then he pulled himself to his feet, walked unsteadily a few yards through the woods and fell again. After we got him out, we went back to find the gu n that he had thrown down. His tracks showed that for two days he had circled in the forest, wit hin 200 yards of the road. His senses were so dulled by fear and tiredness that he did not hear the cars going by or see the lights at night. We found him just in time. This man, like others before him, had simply been frightened when he knew he was lost. What had been a near disaster might have turned out as only a pleasant walk, had he made a few preparations before he stepped from the highway or off a known path. Whatever sense of direction that a man may have, it’s still largely a question of obs ervation. A skilled woodsman always keeps an eye on his surroundings. He notes that the shape of a mountain, the direction water flows through a swamp, and the way a tree leans across a path. With these in mind, he may be turned around many times, but he is seldom lost. There are exceptions, of course, and once in a while a man does come across some strange problem that puts him into the “lost” situation. A rainstorm or sudden blizzard may catch him without a compass(指南针)in his pocket. Darkness may find him in a rough area, where travel is dangerous without a light. When this happens, the normal first reaction(反应)is the fear of being laughed at as a result of his poor knowledge in the woods. He may also be concerned about the inconvenience that he will cause his friends when he doesn’t show up. This false pride may lead him to keep on the move in a false effort to find his way against all difficulties. The person who thinks ahead is seldom in great danger. He’ll be safe if he observes carefully, thinks ahead, and remains calm. 1 The author suggested that if the man had not been found, he would have __________. A. been shot by a gun                B. become confused C. been attacked by wild animals        D. been in great danger 2. According to the passage, if a person gets lost in the forest, at the very beginning, he would __________. A. worry about being laughed at B. push himself to find his way out C. feel it is convenient to ask for help from his friends D. be concerned about being frightened by wild animals 3. When a person tries to find his way in the woods, __________ is the most important A. intelligence  B. observation    C. direction    D. chance 4. The author tells the story of the lost man as an example of people who __________. A. go into the woods by themselves B. don’t know how to signal for help properly C. are frightened when they think they are lost D. notice everything when stepping from the highway
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举一反三
【多选题】当代教学改革的基本策略包括()。
A.
尊重差异的教学策略
B.
联系生活的教学策略
C.
主动参与的教学策略
D.
合作学习的教学策略
【单选题】女性,22岁,自幼因麻疹后咳喘迁延不愈。近年来发作趋于频繁,程度亦趋严重。1周前感冒后哮喘发作一直未能缓解而住院。体检:患者神志淡漠,呼吸困难,呈端坐位,吸氧下发绀不明显。两肺满布哮鸣音,心率126次/分,律齐,有奇脉如果动脉血气分析呈呼吸性碱中毒,进一步处理应当是()
A.
补充酸性药物如氯化铵、稀盐酸,纠正碱中毒
B.
适当应用镇静剂,抑制过度通气
C.
治疗基础疾病,舒张支气管,纠正缺氧,减少其对过度通气的刺激
D.
增加呼吸无效腔,重复呼吸以纠正C0z排出过多
E.
不予处理,过度通气表明呼吸肌仍有代偿能力
【单选题】中间丝进行装配的最小亚单位是
A.
单体
B.
二聚体
C.
四聚体
D.
八聚体
【单选题】女性,22岁,自幼因麻疹后咳喘迁延不愈。近年来发作趋于频繁,程度亦趋严重。1周前感冒后哮喘发作一直未能缓解而住院。体检:患者神志淡漠,呼吸困难,呈端坐位,吸氧下发绀不明显。两肺满布哮鸣音,心率126次/分,律齐,有奇脉如果动脉血气分析呈呼吸性碱中毒,进一步处理应当是()
A.
补充酸性药物如氯化铵、稀盐酸,纠正碱中毒
B.
适当应用镇静剂,抑制过度通气
C.
治疗基础疾病,舒张支气管,纠正缺氧,减少其对过度通气的刺激
D.
增加呼吸无效腔,重复呼吸以纠正C0 2 排出过多
E.
不予处理,过度通气表明呼吸肌仍有代偿能力
【单选题】担架转送伤病员的护理:()、防止坠床,注意舒适护理,加强病情观察。
A.
注意保暖
B.
静脉通畅
C.
合理体位
D.
心理护理
E.
家属陪护
【单选题】移动学习教字模块的设计中,学生为主体的参与设计环节不包括()
A.
学习效果价
B.
确定学习内容
C.
学习者体验
D.
学习策略设计
【单选题】学习主动性的内涵大体包括了两方面:一方面表现为学生作为学习主体对学习活动的主动参与,强调其自觉性和能动作用;另一方面表现为学生对学习动机、学习内容、学习方法、学习过程、学习结果、学习环境等方面主动做出选择、控制或调节的【 】
A.
策略
B.
无意识
C.
行为倾向
D.
意识
【单选题】以下哪一种融资方式属于股权融资?
A.
银行贷款
B.
民间借贷
C.
发行债券
D.
风险投资
【多选题】新常态课堂高度重视学生 “学”的主体性参与的方面包括哪些?
A.
参与课堂教学的全过程, 包括 参与练习阶段,从问题的提出,到问题讨论与解决,到新问题发现与布置等各个环节
B.
每一位学生都有参与课堂教学的机会,让每一位学生体验到参与成功而带来的成就感
C.
学生参与教,要让学生兵教兵,把教的主动权交给学生,课堂上学生互教、互学
D.
互评作业也是参与的一种形式
【多选题】当代教学改革的基本策略包括()。
A.
尊重差异的教学策略
B.
主动参与的教学策略
C.
合作学习的教学策略
D.
联系生活的教学策略
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