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患者，女性，37岁，症见小便频数，赤涩热痛，少腹胀满不适，心烦不宁，口腔小溃疡，舌红脉滑数。尿常规化验：红细胞满视野，白细胞4～10个。治宜选用
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题33～38：某七层砌体结构房屋，抗震设防烈度7度，设计基本地震加速度值为0.15g。各层计算高度均为3.Om，内外墙厚度均为240mm，轴线居中。采用现浇钢筋混凝土楼、屋盖，平面布置如图1-16a所示。采用底部剪力法对结构进行水平地震作用计算时，结构水平地震作用计算简图如图1-16b所示。各内纵墙上门洞均为1000mm×2100mm(宽×高)，外墙上窗洞均为1800mm×l500mm(宽×高)。 假设重力荷载代表值G1=G2=G3=G4=G5=G6=4000kN、C7=3000kN，当采用底部剪力法对结构进行水平地震作用计算时，试问，总水平地震作用标准值FEk(kN)，应与下列何项数值最为接近
题33～38：某七层砌体结构房屋，抗震设防烈度7度，设计基本地震加速度值为0.15g。各层计算高度均为3.Om，内外墙厚度均为240mm，轴线居中。采用现浇钢筋混凝土楼、屋盖，平面布置如图1-16a所示。采用底部剪力法对结构进行水平地震作用计算时，结构水平地震作用计算简图如图1-16b所示。各内纵墙上门洞均为1000mm×2100mm(宽×高)，外墙上窗洞均为1800mm×l500mm(宽×高)。 已求得各种荷载(标准值)：屋面板自重总重(含保温防水层)为1300kN，屋面活荷载总重130kN，屋面雪荷载总重100kN；每层墙体总重1900kN，女儿墙总重400kN。采用底部剪力法对结构进行水平地震作用计算时，试问，其中质点C7(kN)，应与下列何项数值最为接近
[说明] 在一公文处理系统中，开发者定义了一个公文结构OfficeDoc，其中定义了公文应该具有的属性。当系统中的文件内容或状态发生变化时，与之相关联的DocExplorer结构的值都需要发生改变。一个OfficeDoc结构能够关联一组DocExplorer结构。当OfficeDoc结构的内容或状态发生变化时，所有与之相关联的DocExplorer结构都将被更新，这种应用被称为观察者模式。以下代码采用C语言实现，能够正确编译通过。 [C程序] #include＜stdio.h＞ #define OBS_MAXNUM 20/*一个OfficeDoc变量最多能够关联的DocExplorer结构变量的个数*/ typedef void(______)(struct OfficeDoc*, struct DocExplorer*); struct DocExplorer { func update; /*DocExplorer结构采用的更新函数*/ /*其他的结构字段省略*/ }; Struct OfficeDoc { ______ myObs[OBS_MAXNUM]; /*存储所有与OfficeDoc相关联的DocExplorer结构指针*/ int index; /*与OfficeDoc结构变量相关联的DocExplorer结构变量的个数*/ }; Void attach (struct OfficeDoc *doc, struct DocExplorer *ob) { /*关联Obersver结构ob与OfficeDoc结构doc*/ int loop = 0; if (doc→index ＞=OBS_MAXNUM |] ob == NULL) return; for (loop=0; loop＜doc→index; loop++) if (doc→myObs [loop] == ob) return; doc→myObs [doc→index] = ob; doc→index++; } void detach (struct OfficeDoc *doc, struct DocExplorer *b) { /*解除doc结构与ob结构间的关系*/ int loop; if (ob == NULL) return; for (loop = 0; loop ＜ doc→ index; loop++) { if (doc→myObs [loop] == ob) { if (loop ＜=doc→index-2) doc→myObs [loop] = doc→myObs [______]; doc→myObs[doc→index-1] = NULL; doc—÷index-一j break; } } } void update1 (struct OfficeDoc *doc, struct DocExplorer *ob) { /*更新ob结构的值，更新代码省略*/ } void update2 (struct OfficeDoc *doc, struct DocExplorer *ob) { /*更新ob结构的值，更新代码省略*/ } void notifyObs (struct OfficeDoc *doc) { /*当doc结构的值发生变化时，通知与之关联的所有DocExplorer结构变量*/ int loop; for (loop = 0; loop ＜doc→index; loop++) { (doc→myObs [loop])→update(______); } } void main() { struct OfficeDoc doc; /*定义一个OfficeDoc变量*/ struct DocExplorer explorer1, explorer2; /*定义两个DocExplorer变量*/ /*初始化与OfficeDoc变量相关的DocExplorer变量个数为0*/ doc. index=0; explorer1. update = update1; /*设置explorer1 变量的更新函数*/ explorer2. update = update2; /*设置explorer2 变量的更新函数*/ attach (&doc, &explorer1); /*关联explorer1与doc对象*/ attach (&doc, &explorer2); /*关联explorer2与doc对象*/ /*其他代码省略*/ ______; /*通知与OfficeDoc相关的所有DocExploer变量*/ return; }
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Recession Fuels Shift from Private to Public Schools A. When the family budget started feeling the recession’s pinch last year, Angela Allyn and her photographer husband, Matt Dinnerstein, pulled their three kids out of Chicago-area private schools and enroled them in Evanston, Ill., public schools. It has been a challenging transition: Maya, 16, now a high school sophomore, "doesn’t like crowds—and her high school is as big as a small college," her mother says. Though Maya is learning a lot in the "amazing" science program, she’s also hoping to leave the crowds behind by doubling up on coursework, graduating by the end of junior year "and then going and doing interesting things", Allyn says. Her younger children face their own challenges, from bullying (恃强凌弱) to sheer boredom. B. The transition also has been an education for Maya’s parents, who say they had "no choice" in the struggling economy but to switch to public schools. They’re saving about $20,000 a year in tuition, but like many former private-school families, they’re coming face-to-face with larger class sizes and the public school bureaucracy as they push to get services for their children. "We ask a lot of questions—we follow up on things," says Allyn, a former professional dancer who’s the cultural arts coordinator for the city of Evanston. "We contact the school board...We’ll challenge teachers, we’ll challenge coordinators. My kids are mortified (使受辱) because they don’t want to be singled out." C. It’s too early to tell whether the recession has had a profound effect on public schools’ educational mission. But parents and educators across the nation say it’s already bringing subtle changes to the culture of many public schools as some families seek the personal attention they received from private schools. D. Private-school parents typically find that the structure of public schools takes some getting used to. In most states, funding for public schools is calculated on a per-student basis, based on average student counts during the first few weeks of the school year. If a student drops out after 40 days, the funding that student generated stays with the school—even if he or she does not return to that campus. Private schools, on the other hand, risk losing tuition payments once a student leaves. "Private schools tend to treat you more like a customer than the public schools," Allyn says. Public schools are "going to get their tax dollars whether or not you as a parent are upset. If you’re in a private school and you yank your kid out, that’s a lot of money walking out the (private school’s) door." E. Enrolment figures for the current school year won’t be available until next year, but the US Department of Education’s latest estimate finds that in the last three years, public school enrolment grew by nearly a half-million students, or about 1%, while private school enrolment dropped by about 146,000, or 2.5%. Government projections find that private schools could lose an additional 28,000 students this year, while public schools should gain 246,000. A boost for public schools F. Stories about how the troubled economy is hurting public schools are plentiful these days: Many schools are cutting teaching positions and programs. The Los Angeles Unified School District, the USA’s second-largest, laid off 2,000 teachers last spring and may need to lay off 5,000 more employees—including 1,500 teachers—next fall. G. But could the recession benefit public schools in the end by bringing in new clients "In a way, it’s a good thing for public schools," says New York University education professor Pedro Noguera. "I would say it’s a good time for public schools to pitch the value they bring to middle-c/ass parents." He’s starting to see the effects on the public system in New York City as affluent (富裕的) parents in parts of Brooklyn switch their children from private to public schools and in the process push the public schools to improve. "College-educated parents are not going to subject their kids to second-class education," he says. So their influx (大量涌入) "absolutely has a huge impact," whether it’s by volunteering in classrooms or campaigning for more funding. H. Most years, public schools rarely see more than a few new students as families come and go. Last fall at Thomas Johnson Elementary-Middle School in Baltimore, 60 new students showed up—about half of those from private schools, including a nearby Catholic school that closed in the spring because of shrinking enrolment. Among the new students: first-grader Miles Donovan, who attended preschool at the recently shuttered Catholic Community school. At first, Miles’ mother, jazz pianist Sandy Asirvatham, says she and her husband were stunned by the difference. Knowing the front office I. Several parents at Johnson and surrounding schools in the Federal Hill section of Baltimore—once a blue-collar community that now attracts young professional families—say they sense a "critical mass" of families that’s beginning to change the character of neighbourhood schools. J. Miles Donovan attended kindergarten at another area public school, which invited students to take entrance exams for a gifted programme. It accepted only 15 students per grade. Parents complained when their kids didn’t get a slot, so the programme was expanded to accommodate more kids—and other parents complained because it got too big. A few families stuck with the programme, others pulled out—and a few left the school altogether, Asirvatham says. K. "You come with a certain sense of, ’This is my school, it should be working for me,’" she says of parents whose kids have been in private schools. "I’ve heard parents say, ’That principal is my employee. I pay her salary.’" It’s only natural that private-school parents would think that way, says Jeanne Allen, president of the Washington, DC-based Centre for Education Reform, which advocates for parental choice in education. "In a private school, you don’t want to lose customers." L. Allen has a few friends and colleagues who have moved their kids to public schools—and like conscientious (尽责的) private-school parents, they "know everything about the curriculum and what’s expected of their child," she says. "They investigated how the teachers grade and how you best approach them, whether they like parents or are a little bit scared. They go out of their way to understand all of the offerings in a way that your public-school parent traditionally doesn’t." M. Allyn, in Evanston, Ili., agrees. "Those of us who have seen other options are not as likely to accept the PR," she says. "They’ll tell me, ’It can’t be done, it can’t be done,’ and I don’t understand why it can’t be done, because the private schools managed to do it." She says friends are still talking about how to get their kids into public schools with programs that suit their kids’ needs and interests—much as they talked about private schools in years past. A few have gotten "so frustrated with their public school experience"—dealing with standardised testing and school bureaucracies—that they’re considering home schooling. N. Noguera says schools must take the opportunity to keep these families in the fold. O. "Public schools play such an important role for our democracy as the only institution that serves all children," he says. "If you lose the people who have the power of choice because they have the resources and the information and the time to make a difference, it becomes a system that only serves people who have no other option. And that’s a problem." The arrival of professional families tends to change the character of public schools in the Federal Hill of Baltimore.
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