29（）

A．evaluation
B．communication
C．punctuation
D．consideration

一年内儿童照料者备餐前洗手率提高25%

(认知目标)半年内儿童照料者关于肠道感染性疾病对儿童健康威胁严重性的认识正确率提高30%

(行为目标)一年内儿童餐具清洁率提高20%

一年内降低目标社区五岁以下儿童感染性腹泻发生率

半年内儿童照料者关于儿童肠道感染性疾病易感性的认识正确率提高 30%

镇心祛痰

清肝泻火

滋阴降火

健脾补血

豁痰化瘀

Read the following passage. For each numbered blank there are four choices marked A, B, C and D. Choices the best one and mark your answers on ANSWER SHEET 1.

Excitement, fatigue, and anxiety can all be detected from someone’s blinks, according to psychologist John Stern (21) Washington University in St. Louis. Stern specialized in the study on these tiny twitches, using them as sensitive (22) of how the brain works. "I use blinks as a psychological measure to make (23) about thinking because I have very little (24) in what you tell me about what you are thinking." He says. "If I ask you the question, ’what does the phrase a rolling stone gathers no moss mean’ you can’t tell me (25) you’ve started looking for the answer. But I can, by watching your eyes."

Blinks also tell Stern when you have understood his question--often long before he’s finished asking it--and when you’ve found an answer or part of (26) . "We blink at times (27) are psychologically important." He says. "You have listened to a question, you understand it, (28) you can take time out for a blink. Blinks are (29) marks. Their timing is tied to what is going on in your (30) ."

Stern has found that (31) suppress blinks when they are absorbing or anticipating (32) but not when they’re reciting it. People blink later, for example, (33) they have to memorize six numbers instead of two. "You don’t blink," he says, "until you have (34) the information to some short-term memory store." And if subjects are cued (35) the set of numbers is coming, say, five seconds, they’ll curb their blinks until the task is (36) . Similarly, the more important the information that people are taking in, the more likely they are to put their blinks on hold for (37) Pilots blink less when they’re (38) for flying a plane than when they (39) their eyes from the road to the rearview mirror. But if they see the flashing lights of a state trooper behind them, their (40) will move fast to the speed-meter and back to the mirror.

Chinese restaurants.

Japanese restaurants.

Chinese and Japanese restaurants.

Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.

Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.

The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians’ decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.

This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroes maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.

As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.

一年内儿童照料者备餐前洗手率提高25%

(认知目标)半年内儿童照料者关于肠道感染性疾病对儿童健康威胁严重性的认识正确率提高30%

(行为目标)一年内儿童餐具清洁率提高20%

一年内降低目标社区五岁以下儿童感染性腹泻发生率

半年内儿童照料者关于儿童肠道感染性疾病易感性的认识正确率提高 30%

镇心祛痰

清肝泻火

滋阴降火

健脾补血

豁痰化瘀

Read the following passage. For each numbered blank there are four choices marked A, B, C and D. Choices the best one and mark your answers on ANSWER SHEET 1.

Excitement, fatigue, and anxiety can all be detected from someone’s blinks, according to psychologist John Stern (21) Washington University in St. Louis. Stern specialized in the study on these tiny twitches, using them as sensitive (22) of how the brain works. "I use blinks as a psychological measure to make (23) about thinking because I have very little (24) in what you tell me about what you are thinking." He says. "If I ask you the question, ’what does the phrase a rolling stone gathers no moss mean’ you can’t tell me (25) you’ve started looking for the answer. But I can, by watching your eyes."

Blinks also tell Stern when you have understood his question--often long before he’s finished asking it--and when you’ve found an answer or part of (26) . "We blink at times (27) are psychologically important." He says. "You have listened to a question, you understand it, (28) you can take time out for a blink. Blinks are (29) marks. Their timing is tied to what is going on in your (30) ."

Stern has found that (31) suppress blinks when they are absorbing or anticipating (32) but not when they’re reciting it. People blink later, for example, (33) they have to memorize six numbers instead of two. "You don’t blink," he says, "until you have (34) the information to some short-term memory store." And if subjects are cued (35) the set of numbers is coming, say, five seconds, they’ll curb their blinks until the task is (36) . Similarly, the more important the information that people are taking in, the more likely they are to put their blinks on hold for (37) Pilots blink less when they’re (38) for flying a plane than when they (39) their eyes from the road to the rearview mirror. But if they see the flashing lights of a state trooper behind them, their (40) will move fast to the speed-meter and back to the mirror.

Chinese restaurants.

Japanese restaurants.

Chinese and Japanese restaurants.

Read the following four passages. Answer the questions below each passage by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.

Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.

The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians’ decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.

This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroes. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroes maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.

As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.