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与附子“逐风寒湿邪”功效有关的药理作用( )
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2010年6月5日，1993年7月21日出生的高中一年级学生小龙，因寰宇公司的公交车司机张某紧急刹车而受伤，花去若干医疗费。2011年2月小龙伤愈继续上学，写了授权委托书给其父李某，让他代理其提起诉讼。李某以正当的诉讼参加人的身份于2011年3月对寰宇公司及其司机张某提起了诉讼，要求寰宇公司和张某承担违约责任。在诉讼进行中，李某将要求被告承担违约责任改为被告承担侵权责任，要求赔偿医疗费、护理费、误工费等各项费用共2.8万元。本案被告在答辩中认为，司机紧急刹车是因为行人陈某违章过路引起，责任应当由陈某承担，因此要求追加陈某作为无独立请求权的第三人参加诉讼。请回答问题： 2011年7月20日，法院判决被告赔偿原告医疗费等1.8万元，陈某无过错不承担责任。2011年7月25日，李某以诉讼代理人的身份，以一审被告为被上诉人提起上诉；被告以陈某为被上诉人提起上诉；陈某以一审被告为被上诉人提起上诉。依据法律和司法解释，下列选项正确的是：( )．
2007年，北京市的广告经营单位达到17596家，比2006年增长了14.3%。其中，广告公司14944家，比2006年增长了13.1%。全市广告从业人员127396人，比2006年增加了0.3%。广告经营额持续增长。2006年全市的广告经营额为259亿元，占全国广告经营额的13.7%：2007年达到312.52亿元。 2007年，本市共有传统媒体1449家。其中：广播电台4家；电视台22家；杂志社、出版社1231家；报纸192家。从事互联网广告的新媒体有845家。 各媒体广告发布量均有所增长。2007年，工商行政管理部门共监测电视、广播、平面和网络媒体(所有网络媒体数据均为网络图形广告数据)广告3927324条次。其中，监测平面媒体广告1673488条次，比2006年增加了18750%；监测电视媒体广告1654493条次，比2006年增加了15.60%；监测网络媒体图形广告169441条次，比2006年略有增长；监测广播媒体广告429902条次，比2006年增加了5.88%。 招聘、招商和食品类广告投放比例增加。与2006年的广告发布情况相比，2007年的招聘、招商等告知服务广告比2006年同期增长了45.5%；食品类广告比2006年同期增长了27%，企业形象广告、租赁服务、销售服务、人用药品、建材、报刊书籍、房地产和金融服务等广告都有不同程度的增加。 医疗、餐饮服务广告明显减少。与2006年的广告发布情况相比，2007年的医疗服务广告同比减少了47.2%；医疗美容广告同比减少了77%；餐饮服务广告同比减少了30.4%。 2007年北京市平均每个广告经营单位的从业人员数为( )。
Write on ANSWER SHEET ONE a composition of about 200 words on the following topic: The Main Differences between the Life in University and the Life in High School You are to write in three parts. In the first part, state clearly what you think the main differences between college life and high school life. In the second, state which one you prefer and explain why. In the last part, bring what you have written to a natural conclusion or a summary. Marks will be rewarded for content, organization, grammar and appropriacy. Failure to following the instructions may result in a loss of marks.
As with any subject, people learn faster when concentration is high and we’re actively interested in learning. Being interested and relaxed helps too. In intensely verbal courses the teachers are most effective when they act as a facilitator. Their prime task is to grab attention, help make sure that the activities are interesting and provide background information, which helps students to actively participate in the lesson and plan and implement effective, complimentary home study programs. The student is responsible for keeping himself or herself "Under Pressure" in the ways mentioned above. Of course this requires that students understand the types of pressure they should take upon themselves and when to back off. Imposed pressure is different in quality to self-imposed pressure, and it is the latter which is appropriate for adult learners, and children too, I suspect. In the typical actively verbal language class, understanding of the processes needed for effective language acquisition is necessarily inferred by the students. Communicating clearly with everyone in the class is difficult enough, so talking about why an activity is useful is quite likely to confuse and bemuse rather than enlighten students in a language course. For this reason transparent, open-ended activities with clear task goals form the foundation of any intensely verbal course. In other words, short demonstrations are followed by pair and group work doing the demonstrated activity and it is up to the students to make sure they involve themselves while the teacher is trying to target the activities so they are appropriae, allowing the students to discover for themselves ways in which the activity helps achieve their language target. Making activities appropriate is the key, meaning that students should be able to quickly realize that they can vary and extend what they are doing -- that the example is a starting point, not a prescriptive pattern but a working start point which points them in a direction for exploration. According to the author, which of the following is the most important in language acquisition activities
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