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下列哪一项不属于基本组织( )

A. 上皮组织
B. 淋巴组织
C. 肌组织
D. 神经组织

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内皮属于( )

A. 单层柱状上皮
B. 单层立方上皮
C. 单层扁平上皮
D. 假复层纤毛柱状上皮

Reports on Britain Under the BombsNight after night, in the hot summer and early fall of 1940, a deep, steady voice came over the Atlantic Ocean from England to America, telling of England's battle for survival under the waves of German bombers. This strong and steady voice, an American voice with a slight accent of North Carolina, belonged to Edward R. Murrow, head of the European staff of the Columbia Broadcasting System. "This is London," said Murrow, while the bombs fell and flames spread on the streets of the city. The heavy raids began in the middle of August, and Nazi bombs started to fall along England's Channel Coast. The German bombers cast dark shadows over the white cliffs of Dover, and England's Home Guard prepared to fight on the beaches, on the cliffs, and in the hills, until the last Englishman died or the invaders were driven off. Air Marshal Goering's bomber pilots were sure of their ultimate triumph over England. Hitler and Goering believed that when London became a burned city like Warsaw or Rotterdam, England would surrender. But the English were more fortunate than the Poles in Warsaw and the Dutch in Rotterdam. The hardships of London really started in the first week of September, when Hitler was at last convinced that the English did not intend to give in. On September 7, 1940, nearly four hundred German bombers hammered the city with bombs in broad daylight. Goering boasted, " " Fires burned, houses fell, gas pipes burst, and dark smoke rose from the streets. Radar sirens wailed, ambulances rushed from one place of agony to another, and firefighters faced the flames hour after hour. It seemed impossible for any city to take so much punishment and continue to endure. But the city endured. Trains brought commuters in from the suburbs. Buses bumped along the streets. The fires were brought under control. Newspapers appeared and people bought them, hurrying to work and reading reports of the battle raging over London. And Edward R. Murrow went on the air, saying in his deep, steady voice, "This is London." He spoke as though nothing could ever keep him from saying those words. He simply voiced the quiet truth of the city's existence. Murrow knew that Britain's fate depended upon the resolution of the people in the shops and streets, the men in the pubs, the housewives, those watching for fire on the roofs, the people who had a thousand difficult and painful things to do. Much depended upon the handful of pilots who rose day after day and night after night to meet the flocks of Nazi bombers. And the people of London were also in the front lines, but they did not have the satisfaction of being able to fight back. They couldn't reach up and smash the enemy planes. They had to put out endless fires. They had to stand firm and take whatever the enemy threw at them. In a broadcast on October 1, 1940, Murrow declared: " " Murrow's projection of eventual victory for the ordinary people proved to be accurate. The Nazi powers were finally defeated by the Allied nations.

You should learn to take charge of your life and recognize that many things are your control. Being tense may cause tremendous and rapid in blood pressure. Alarm or stress chemicals can literally heart muscle fibers.The main factors causing stress are , and doubt, together with the . For some people, anger is the of their stress. The NICE factors—new, interesting, experiences—are recommended in order to calm you down. Like Ben Franklin, you have to set your . To face all the problems you have little control over, you have to learn .

There's a Lot More to Life than a JobIt has often been remarked that the saddest thing about youth is that it is wasted on the young. Reading a survey report on first-year college students, I recalled the regret, " " The survey revealed what I had already suspected from informal polls of students both in Macon and at the Robins Resident Center: If it (whatever it may be) won't compute and you can't drink it, smoke it or spend it, then "it" holds little value. According to the survey based on responses from over 188,000 students, today's college beginners are "more consumeristic and less idealistic" than at any time in the 17 years of the poll. Not surprising in these hard times, the students' major objective "is to be financially well off". Less important than ever is developing a meaningful philosophy of life. Interest in teaching, social service and the humanities is at a low, along with ethnic and women's studies. That's no surprise either. A friend of mine (a sales representative for a chemical company) was making twice the salary of college instructors during her first year on the job—even before she completed her two-year associate degree. "I'll tell them what they can do with their music, history, literature, etc.," she was fond of saying. Frankly, I'm proud of the young lady (not her attitude but her success). But why can't we have it both ways? Can't we educate people for life as well as for a career? I believe we can. If we cannot, then that is a conviction against our educational system—kindergarten, elementary, secondary and higher. In a time of increasing specialization, more than ever, we need to know what is truly important in life. This is where age and maturity enter. Most of us finally have the insight that quality of life is not entirely determined by a balance sheet. Sure, everyone wants to be financially comfortable, but we also want to feel we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow men and to our God. If it is a fact that the meaning of life does not dawn until middle age, is it then not the duty of educational institutions to prepare the way for that revelation? While it's true all of us need a career, preferably a prosperous one, it is equally true that our civilization has collected an incredible amount of knowledge in fields far removed from our own. And we are better for our understanding of these other contributions—be they scientific or artistic. It is equally true that, in studying the diverse wisdom of others, we learn how to think. Weekly we read of unions that went on strike for higher wages, only to drive their employer out of business. No company, no job. But the most important argument for a broad education is that in studying the accumulated wisdom of the ages, we improve our moral sense. I saw a cartoon recently which depicts a group of businessmen looking puzzled as they sit around a conference table; one of them is talking on the intercom: "Miss Baxter," he says, "could you please send in someone who can distinguish right from wrong?" In the long run that's what education really ought to be about. I think it can be. My college roommate, now head of a large shipping company in New York, not surprisingly was a business major. That's the way it should be. Oscar Wilde had it right when he said we ought to give our ability to our work but our genius to our lives. Let's hope our educators answer students' cries for career education, but at the same time let's ensure that students are prepared for the day when they realize their short-sightedness.