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药物中的特殊杂质 异烟肼
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While no woman has been President of the United States, yet the world does have several thousand years of experience with female leaders, and I have to acknowledge it: their historical record puts men’s to shame. A notable share of the great leaders in history have been women: Queen Hatshepsut and Cleopatra of Egypt, Empress Wu Zetian of China, Isabella of Castile, Queen Elizabeth I of England, Catherine the Great of Russia, and Maria Theresa of Austria. Granted, I’m neglecting the likes of Bloody Mary, but it’s still true that those women who climbed to power in monarchies had an astonishingly high success rate. Research by political psychologists points to possible explanations. Scholars find that women, compared with men, tend to excel in consensus-building and certain other skills useful in leadership. If so, why have female political leaders been so much less impressive in the democratic era Margaret Thatcher was a transformative figure, but women have been mediocre prime ministers or presidents in countries like Sri Lanka, India, Bangladesh, Pakistan, the Philippines and Indonesia. Often, they haven’t even addressed the urgent needs of women in those countries. I have a pet theory about what’s going on. In monarchies, women who rose to the top dealt mostly with a narrow elite, so they could prove themselves and get on with governing. But in democracies in the television age, female leaders also have to navigate public prejudices—and these make democratic politics far more challenging for a woman than for a man. In a common experiment, the "Goldberg paradigm", people are asked to evaluate a particular article or speech, supposedly by a man. Others are asked to evaluate the identical presentation, but from a woman. Typically, in countries all over the world, the very same words are rated higher coming from a man. In particular, one lesson from this research is that promoting their own successes is a helpful strategy for ambitious men. But experiments have demonstrated that when women highlight their accomplishments, that’s a turn-off. And women seem even more offended by self-promoting females than men are. This creates a huge challenge for ambitious women in politics or business: if they’re self-effacing, people find them unimpressive, but if" they talk up their accomplishments, they come across as pushy braggarts. The broader conundrum is that for women, but not for men, there is a tradeoff in qualities associated with top leadership. A woman can be perceived as competent or as likable, but not both. "It’s an uphill struggle, to be judged both a good woman and a good leader," said Rosabeth Moss Kanter, a Harvard Business School professor who is an expert on women in leadership. Professor Kanter added that a pioneer in a man’s word, like Hillary Rodham Clinton, also faces scrutiny on many more dimensions than a man—witness the public debate about Mrs. Clinton’s allegedly "thick ankles,"or the headlines last year about cleavage. Clothing and appearance generally matter more for women than for men, research shows. Surprisingly, several studies have found that it’s actually a disadvantage for a woman to be physically attractive when applying for a managerial job. Beautiful applicants received lower ratings, apparently because they were subconsciously pegged as stereotypically female and therefore unsuited for a job as a boss. Female leaders face these impossible judgments all over the world. An M. I. T. economist, Esther Duflo, looked at India, which has required female leaders in one-third of village councils since the mid-1990s. Professor Duflo and her colleagues found that by objective standards, the women ran the villages better than men. For example, women constructed and maintained wells better, and took fewer bribes. Yet ordinary villagers themselves judged the women as having done a worse job, and so most women were not re-elected. That seemed to result from prejudice. Professor Duflo asked villagers to listen to a speech, identical except that it was given by a man in some cases and by a woman in others. Villagers gave the speech much lower marks when it was given by a woman. Such prejudices can be overridden after voters actually see female leaders in action. While the first ones received dismal evaluations, the second round of female leaders in the villages were rated the same as men. "Exposure reduces prejudice," Professor Duflo suggested. Women have often quipped that they have to be twice as good as men to get anywhere—but that, fortunately, is not difficult. In fact, it appears that it may be difficult after all. Modern democracies may empower deep prejudices and thus constrain female leaders in ways that ancient monarchies did not. Women are in a less advantageous position in politics in the democratic era in the following cases EXCEPT
企业采用先进出法计量发出存货的成本，如果本期发出存货的数量超过本期第一次购进存货的数量(假定本期期初无库存)，超过部分仍应按本期第一次购进存货的单位成本计算存货的成本。( )
I was introduced to the concept of literacy animator in Oladumi Arigbede’s (1994) article on high illiteracy rates among women and school dropout rates among girls. According to Arigbede, literacy animators view their role as assisting in the self-liberating development of people in the world who are struggling for a more meaningful life. Animators are a family of deeply concerned and committed people whose gut-level rejection of mass human pauperizafion compels them to intervene on the side of the marginalized. Their motivation is not derived from a love of literacy as merely another technical life skill, and they accept that literacy is never culturally or ideologically neutral. Arigbede writes from her experiences as an animator working with women and men in Nigeria. She believes that literacy animators have to make a clear choice about whose culture and whose ideology will be fostered among those with whom they work. Do literacy educators in the United States consider whether the instruction they pursue conflicts with their students’ traditional cultures or community, or fosters illiteracies in learners’ first or home languages or dialects and in their orality Some approaches to literacy instruction represent an ideology of individualism, control, and competition. Consider, for example, the difference in values conveyed and represented when students engage in choral reading versus the practice of having one student read out loud to the group. To identify as a literacy animator is to choose the ideology of "sharing, solidarity, love, equity, co-operation with and respect of both nature and other human beings". Literacy pedagogy that matches the animator ideology works on maintaining the languages and cultures of millions of minority children who at present are being forced to accept the language and culture of the dominant group. It might lead to assessment that examines the performance outcomes of a community of literacy learners and the social significance of their uses of literacy, as opposed to measuring what an individual can do as a reader and writer on a standardized test. Shor(1993) describes literacy animators as problem-posing, community-based, dialogic educators. Do our teacher-education textbooks on reading and language arts promote the idea that teachers should explore problems from a community-based dialogic perspective It is implied by the author that, because of the kind of teacher education in the US, teachers there tend to ignore ______.
对于妊娠合并肝炎的患者正确的处理是
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