问答题wilms瘤

问答题试述引起颅内压增高的常见原因?

问答题ESWL的禁忌证有哪些?

问答题试述电视胸腔镜。

问答题American and Japanese researchers are developing a smart car that will help drivers avoid accidents by predicting when they are about to make a dangerous move. The smart car of the future will be able to tell if drivers are going to turn, change lanes, speed up, slow down or pass another car. If the driver's intended action could lead to an accident, the car will activate a warning system or override the move. (46) "By shifting the emphasis of car safety away from design of the vehicle itself and looking more toward the driver's behavior, the developers believe that they can start to build cars that adapt to suit people's needs," New Scientist magazine said. Alex Pentland of the Massachusetts Institute of Technology collaborated on the project with Andrew Liu who works for the Japanese carmaker Nissan. (47) Tests of their smart car using a driving simulator have shown that it is 95 percent accurate in predicting a driver's move 12 seconds in advance. (48) The system is based on driving behavior which the researchers say can be divided into chains of sub-actions which include preparatory moves. It monitors the driver's behavior patterns to predict the next move. "To make its predictions, Nissan's smart car uses a compute, r and sensors on the steering wheel, accelerator and brake to monitor a person's driving patterns. (49) A brief training session, in which the driver is asked to perform certain maneuvers, allows the system to calculate the probability of particular actions occurring in two-second time segments, "the magazine said. Liu has also done work on tracking eye movement to predict driving behavior. (50) He said the smart car could be adapted to monitor eye movement which could give even earlier predictions of when a driver is about to make a wrong move.

问答题简述出血性卒中治疗原则。

多选题胃酸刺激性分泌试验有

问答题小脑幕切迹疝的临床表现。

问答题试述各型肺癌病理学特点。

多选题乳癌中属于低分化的是

问答题试述膀胱癌的临床分期?

多选题全胃肠外营养中，为预防高渗性非酮性昏迷，应采取

多选题乳腺囊性病的突出表现是

问答题试述心脏黏液瘤。

问答题试述风湿性二尖瓣狭窄系的外科治疗手术适应证。

多选题手术前临时决定延迟手术日期的原因有

问答题Our daily existence is divided into two phases, as distinct as day and night. We call them work and play. We work many hours a day and we allow the necessary minimum for such activities as eating and shopping. 46) The rest we spend in various activities which are known as recreations, an elegant word which disguises the fact that we usually do not even play in our hours of leisure, but spend them in various forms of passive enjoyment or entertainment. We need to make, therefore, a hard-and-fast distinction not only between work and play but, equally, between active play and passive entertainment. 47) It is, I suppose, the decline of active play — of amateur sport — and the enormous growth of purely receptive entertainment which have given rise to a sociological interest in the problem. If the greater part of the population, instead of indulging in sport, spend their hours of leisure "viewing" television programs, there will inevitably be a decline in health and physique. In addition, we have yet to trace the mental and moral consequences of prolonged diet of sentimental or sensational spectacles on the screen. 48) There is, if we are optimistic, the possibility that the diet is too thin and unnourishing to have much permanent effect on anybody. Nine films out of ten seem to leave absolutely no impression on the mind or imagination of those who have seen them. 49) It is only when entertainment is active, participated in, practiced, that it can properly be called play, and as such it is a natural use of leisure. In that sense play stands in contrast to work, and is usually regarded as an activity that alternates with work. Work itself is not a single concept. We say quite generally that we work in order to make a living. Some of us work physically, tilling the land, minding the machines, digging the coal; others work mentally, keeping accounts, inventing machines, teaching and preaching, managing and governing. 50) There does not seem to be any factor common to all these diverse occupations, except that they consume our time, and leave us little leisure.

问答题What’s your earliest memory? Do you remember learning to walk? The birth of a sibling? Nursery school? Adults rarely remember events from much before kindergarten, just as children younger than 3 or 4 seldom recall any specific experiences (as distinct from general knowledge). Psychologists have floated all sorts of explanations for this “childhood amnesia”. The reductionists appealed to the neurological, arguing that the hippocampus, the brain region responsible for forming memories, doesn’t mature until about the age of 2. But the reigning theory holds that since adults do not think like children, they cannot access childhood memories. Adults are struck with grown-up “schema”, the bare bones of narratives. (46)When they riffle through the mental filing cabinet in search of fragments of childhood memories to hang on this narrative skeleton, according to this theory, they don’t find any that fit. It’s like trying to find the French word in an English index. Now psychologist Katherine Nelson of the City University of New York offers a new explanation for childhood amnesia. (47)She argues that children don’t even form lasting, long-term memories of personal experiences until they learn to use someone else’s description of those experiences to turn their own short-term, fleeting recollections into permanent memories. In other words, children have to talk about their experiences and hear others talk about them — hear Mom recount that days’ trip to the dinosaur museum, hear Dad re- member aloud their trip to the amusement park. Why should memory depend so heavily on narrative? Nelson marshals evidence that the mind structures remembrances that way. (48)Children whose mothers talk about the day’s activities as they wind down toward bedtime, for instance, remember more of the day’s special events than do children whose mothers don’t offer this novelistic framework. Talking about an event in a narrative way helps a child remember it. (49)And learning to structure memories as a long-running narrative, Nelson suggests, is the key to a permanent “autobiographical memory”, the specific remembrances that form one’s life story. (What you had for lunch yesterday isn’t part of it; what you ate on your first date with your future spouse may be.) Language, of course, is the key to such a narrative. Children learn to engage in talk about the past. The establishment of these memories is related to the experience of talking to other people about them. (50)In particular, a child must recognize that a retelling — of that museum trip, say — is just the trip itself in another medium, that of speech rather than experience. That doesn’t happen until the child is perhaps four or five. By the time she’s ready for kindergarten she’ll remember all sorts of things. And she may even, by then, have learned’ not to blurt them out in public.