denovo synthesis of purine nucleotide
denovo synthesis of purine nucleotide
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Passage 1In the field of psychology, there has long been a certain haziness surrounding the definition ofcreativity, an I-know-it-when-I-see-it attitude that has eluded a precise formulation. During ourconversation, Mark Beeman, a cognitive neuroscientist at Northwestern University, told me that heused to be reluctant to tell people what his area of study was, for fear of being dismissed ormisunderstood. What, for instance, crosses your mind when you think of creativity Well, we knowthat someone is creative if he produces new things or has new ideas. And yet, as John Kounios, apsychologist at Drexel University who collaborates frequently with Beeman, points out, that view iswrong, or at least not entirely right. "Creativity is the process, not the product," he says.To illustrate, Beeman offers an example. Imagine someone who has never used or seen apaperclip and is struggling to keep a bunch of papers together. Then the person comes up with a newway of bending a stiff wire to hold the papers in place. "That was very creative," Beeman says. Onthe flip side, if someone works in a new field--Beeman gives the example of nanotechnology--anything that he produces may be considered inherently "creative." But was the act of producing itactually creative As Beeman put it,"Not all artists are creative. And some accountants are verycreative."Insight, however, has proved less difficult to define and to study. Because it arrives at a specificmoment in time, you can isolate it, examine it, and analyze its characteristics. "Insight is only onepart of creativity," Beeman says."But we can measure it. We have a temporal marker thatsomething just happened in the brain. I′d never say that′s all of creativity, but it′s a central,identifiable component." When scientists examine insight in the lab, they are looking at what typesof attention and thought processes lead to that moment of synthesis: If you are trying to facilitate abreakthrough, are there methods you can use that help If you feel stuck on a problem, are theretricks to get you throughIn a recent study, Beeman and Kounios followed people′s gazes as they attempted to solvewhat′s called the remote-associates test, in which the subject is given a series of words, like "pine,""crab," and "sauce," and has to think of a single word that can logically be paired with all of them.They wanted to see if the direction of a person′ s eyes and her rate of blinking could shed light onher approach and on her likelihood of success. It turned out that if the subject looked directly at aword and focused on it--that is, blinked less frequently, signaling a higher degree of closeattention--she was more likely to be thinking in an analytical, convergent fashion, going throughpossibilities that made sense and systematically discarding those that didn′ t. If she looked at "pine,"say, she might be thinking of words like "tree," "cone," and "needle," then testing each option tosee if it fit with the other words. When the subject stopped looking at any specific word, either bymoving her eyes or by blinking, she was more likely to think of broader, more abstract associations.That is a more insight-oriented approach."You need to learn not just to stare but to look outsideyour focus," Beeman says. (The solution to this remote-associates test: "apple. ")As it turns out, by simple following someone′s eyes and measuring her blinks and fixationtimes, Beeman′s group can predict how someone will likely solve a problem and when she isnearing that solution. That′s an important consideration for would-be creative minds: it helps usunderstand how distinct patterns of attention may contribute to certain kinds of insights.Which of the following is closest in meaning to the underlined word"haziness" inPARAGRAPH ONEA.Arbitrariness.B.Vagueness.C.Misunderstanding.D.Controversy.
Passage 1In the field of psychology, there has long been a certain haziness surrounding the definition ofcreativity, an I-know-it-when-I-see-it attitude that has eluded a precise formulation. During ourconversation, Mark Beeman, a cognitive neuroscientist at Northwestern University, told me that heused to be reluctant to tell people what his area of study was, for fear of being dismissed ormisunderstood. What, for instance, crosses your mind when you think of creativity Well, we knowthat someone is creative if he produces new things or has new ideas. And yet, as John Kounios, apsychologist at Drexel University who collaborates frequently with Beeman, points out, that view iswrong, or at least not entirely right. "Creativity is the process, not the product," he says.To illustrate, Beeman offers an example. Imagine someone who has never used or seen apaperclip and is struggling to keep a bunch of papers together. Then the person comes up with a newway of bending a stiff wire to hold the papers in place. "That was very creative," Beeman says. Onthe flip side, if someone works in a new field--Beeman gives the example of nanotechnology--anything that he produces may be considered inherently "creative." But was the act of producing itactually creative As Beeman put it,"Not all artists are creative. And some accountants are verycreative."Insight, however, has proved less difficult to define and to study. Because it arrives at a specificmoment in time, you can isolate it, examine it, and analyze its characteristics. "Insight is only onepart of creativity," Beeman says."But we can measure it. We have a temporal marker thatsomething just happened in the brain. I′d never say that′s all of creativity, but it′s a central,identifiable component." When scientists examine insight in the lab, they are looking at what typesof attention and thought processes lead to that moment of synthesis: If you are trying to facilitate abreakthrough, are there methods you can use that help If you feel stuck on a problem, are theretricks to get you throughIn a recent study, Beeman and Kounios followed people′s gazes as they attempted to solvewhat′s called the remote-associates test, in which the subject is given a series of words, like "pine,""crab," and "sauce," and has to think of a single word that can logically be paired with all of them.They wanted to see if the direction of a person′ s eyes and her rate of blinking could shed light onher approach and on her likelihood of success. It turned out that if the subject looked directly at aword and focused on it--that is, blinked less frequently, signaling a higher degree of closeattention--she was more likely to be thinking in an analytical, convergent fashion, going throughpossibilities that made sense and systematically discarding those that didn′ t. If she looked at "pine,"say, she might be thinking of words like "tree," "cone," and "needle," then testing each option tosee if it fit with the other words. When the subject stopped looking at any specific word, either bymoving her eyes or by blinking, she was more likely to think of broader, more abstract associations.That is a more insight-oriented approach."You need to learn not just to stare but to look outsideyour focus," Beeman says. (The solution to this remote-associates test: "apple. ")As it turns out, by simple following someone′s eyes and measuring her blinks and fixationtimes, Beeman′s group can predict how someone will likely solve a problem and when she isnearing that solution. That′s an important consideration for would-be creative minds: it helps usunderstand how distinct patterns of attention may contribute to certain kinds of insights.According to John Kounios, what does the underlined word "that" in PARAGRAPH two refer toA.Bending the stiffwire.B.Holding papers in place.C.The idea of making a paperclip.D.The process of making a paperclip.
（ ）,photo synthesis is the ultimate source of food for almost all organisms on earth.A.It is an extremely important processB.An extremely important process,it isC.That an extremely important asD.An extremely important process
共用题干Stars in Their EyesThe Scientific American Book of the Cosmos edited by David Levy,Macmillan，￡20,ISBN 0333782933Previous generations of scientists would have killed to know what we know.For the first time in history,we have a pretty good idea of the material content of the Universe,our position within it and how the whole thing came into being.In these times of exploding knowledge there is a definite need to take stock and assemble what we know in a palatable（受欢迎的）form._______ (46)The essays in The Scientific American Book of the Cosmos have been selected by David Levy,co-discoverer of Comet Shoemaker-Levy 9,which in 1994 struck Jupiter with the violence of several full-scale nuclear wars.________(47)This is certainly a great collection of essays,but it is not , as the book promises , a seamless（完美的，无缝隙的）synthesis of our current knowledge.Nobody can fault the range of articles Levy has included.There are essays on the planets, moons and assorted debris（碎片）in the Solar System , and on our Galaxy , the Milky Way. _______(48)The contributors,too,are stars in their own fields.Not many books can boast chapters written by such giants as Erwin Schrodinger and Francis Crick.My personal favorites are a piercingly clear essay by Albert Einstein on general relativity and an article by Alan Guth and Paul Steinhardt on the inflationary（膨胀的）Universe.So much for the book's content. But Levy has not succeeded in providing an accurate synthesis of our current knowledge of the cosmos,which the book jacket promises.Gathering together previously published articles inevitably leaves subject gaps,missing explanations and so on. ________(49)But there isn't one.In fact,surprisingly for a book so densely packed with information,there is no index.Collecting essays in this way is clearly a good publishing wheeze（巧妙的主意）.But this approach shortchanges the public,who would be better served by an account moulded into a seamless whole.________(50)However,for the next edition,please,please can we have an index?_______ (46)A: Tegmark fears he may hold the record for the longest time taken to read one book.B: In a more positive vein,this is a wonderful collection of essays to dip in and out of if you already have a good overview（概述）of current cosmic understanding.C: Levy is an active astronomer and an accomplished writer,so you'd expect him to provide a broad and accurate picture of our current understanding of the cosmos.D: Scientific American has attempted to cater to this need by bringing together essays that have appeared in the magazine.E: To some extent, these could have been plugged with a glossary（词表）of terms.F: Also included are contributions on the world of subatomic particles,the origin of life on the Earth and the possibility of its existence elsewhere.
According to the passage，the end goal of great literature is( ) A.the recounting of dramatic and exciting stories，and the creation of character B.to create anew a synthesis of life that illumines the human condition C.the teaching of morality and ethical behavior D.to write about tragedy and despair
SDH全称为（）A、synchronous digital hierarchyB、synthesis digital hierarchyC、synchronously developed hierarchyD、synthesized development hierarchy
SONET全称为（）A、synchronous optimized networkB、synchronous optical networkC、synthesis optimized networkD、synthesis optical network
单选题Materials and Tools for Language Learning ① The range of materials and tools available to help you with your language studies is huge, from dictionaries to language courses. All of them can help you in different ways, and the appropriate use of these materials and courses will make your language learning much easier and more effective. ② Possibly the most useful tools there are for learning a language are dictionaries. Dictionaries come in a number of formats including bilingual, monolingual, illustrated, electronic and online. Bilingual dictionaries are perhaps the most useful ones for beginners and intermediate learners, while monolingual dictionaries, which are designed for native speakers, are also useful for advanced learners. Pocket dictionaries are good for quick reference and easy to carry around. Larger dictionaries are better if you want more definitions, examples of usage, and information about pronunciation, and grammar. Electronic dictionaries are available as handheld units, or as software. Handheld ones are portable, easy and quick to search, and often provide other functions, such as, text-to-speech, voice recognition and speech synthesis organizers, address books. They tend to be rather expensive though. Software dictionaries offer many of the same functions, and can be used on computers, and mobile phones. ③ The traditional courses tend to consist of textbooks containing dialogues, exercises, notes on grammar, and maybe cultural information. Accompanying cassettes, CDs and/or mp3s are often available. Most such courses are intended for complete beginners or people with only minimal knowledge of the language. Intermediate and advanced-level courses are available for some of the popular languages, such as French, German, Italian and Spanish. ④ Audio courses usually consist solely of cassettes or CDs, though some may also include a limited amount of printed material. All dialogues, exercises, instructions and explanations are recorded and the focus of these courses is teaching you to understand and speak the languages. They are very good at teaching you authentic pronunciation and a manageable amount of vocabulary. ⑤ Various computer-aided courses are available on CD-ROMs and DVDs. Each course is different but they generally include dialogues, audio, exercises and tests. Some also include phrasebooks, dictionaries, videos, games and provide online and/or telephone support.The materials and tools available to help you with your language studies range（）.Amore definitions, examples of usage, and information about pronunciation, and grammarBauthentic pronunciation and a manageable amount of vocabularyCphrasebooks, dictionaries, videos, games and provide online and/or telephone supportDfrom dictionaries to language coursesEin a much easier and more effective wayFbeginners or people with only a little knowledge of the language
单选题Materials and Tools for Language Learning ① The range of materials and tools available to help you with your language studies is huge, from dictionaries to language courses. All of them can help you in different ways, and the appropriate use of these materials and courses will make your language learning much easier and more effective. ② Possibly the most useful tools there are for learning a language are dictionaries. Dictionaries come in a number of formats including bilingual, monolingual, illustrated, electronic and online. Bilingual dictionaries are perhaps the most useful ones for beginners and intermediate learners, while monolingual dictionaries, which are designed for native speakers, are also useful for advanced learners. Pocket dictionaries are good for quick reference and easy to carry around. Larger dictionaries are better if you want more definitions, examples of usage, and information about pronunciation, and grammar. Electronic dictionaries are available as handheld units, or as software. Handheld ones are portable, easy and quick to search, and often provide other functions, such as, text-to-speech, voice recognition and speech synthesis organizers, address books. They tend to be rather expensive though. Software dictionaries offer many of the same functions, and can be used on computers, and mobile phones. ③ The traditional courses tend to consist of textbooks containing dialogues, exercises, notes on grammar, and maybe cultural information. Accompanying cassettes, CDs and/or mp3s are often available. Most such courses are intended for complete beginners or people with only minimal knowledge of the language. Intermediate and advanced-level courses are available for some of the popular languages, such as French, German, Italian and Spanish. ④ Audio courses usually consist solely of cassettes or CDs, though some may also include a limited amount of printed material. All dialogues, exercises, instructions and explanations are recorded and the focus of these courses is teaching you to understand and speak the languages. They are very good at teaching you authentic pronunciation and a manageable amount of vocabulary. ⑤ Various computer-aided courses are available on CD-ROMs and DVDs. Each course is different but they generally include dialogues, audio, exercises and tests. Some also include phrasebooks, dictionaries, videos, games and provide online and/or telephone support. 1.Paragraph①（） 2.Paragraph②（） 3.Paragraph③（） 4.Paragraph④（） 5.Paragraph⑤（） A. What is the function of audio courses? B. What is the function of flash cards? C. What is the function of traditional courses? D. What are the most useful tools for language learning? E. What is the function of computer-aided courses? F. What can help you a lot with your language learning? 下列选项正确的是（）。AF、D、C、A、EBC、D、F、A、BCF、B、D、A、EDC、F、B、E、D
单选题Materials and Tools for Language Learning ① The range of materials and tools available to help you with your language studies is huge, from dictionaries to language courses. All of them can help you in different ways, and the appropriate use of these materials and courses will make your language learning much easier and more effective. ② Possibly the most useful tools there are for learning a language are dictionaries. Dictionaries come in a number of formats including bilingual, monolingual, illustrated, electronic and online. Bilingual dictionaries are perhaps the most useful ones for beginners and intermediate learners, while monolingual dictionaries, which are designed for native speakers, are also useful for advanced learners. Pocket dictionaries are good for quick reference and easy to carry around. Larger dictionaries are better if you want more definitions, examples of usage, and information about pronunciation, and grammar. Electronic dictionaries are available as handheld units, or as software. Handheld ones are portable, easy and quick to search, and often provide other functions, such as, text-to-speech, voice recognition and speech synthesis organizers, address books. They tend to be rather expensive though. Software dictionaries offer many of the same functions, and can be used on computers, and mobile phones. ③ The traditional courses tend to consist of textbooks containing dialogues, exercises, notes on grammar, and maybe cultural information. Accompanying cassettes, CDs and/or mp3s are often available. Most such courses are intended for complete beginners or people with only minimal knowledge of the language. Intermediate and advanced-level courses are available for some of the popular languages, such as French, German, Italian and Spanish. ④ Audio courses usually consist solely of cassettes or CDs, though some may also include a limited amount of printed material. All dialogues, exercises, instructions and explanations are recorded and the focus of these courses is teaching you to understand and speak the languages. They are very good at teaching you authentic pronunciation and a manageable amount of vocabulary. ⑤ Various computer-aided courses are available on CD-ROMs and DVDs. Each course is different but they generally include dialogues, audio, exercises and tests. Some also include phrasebooks, dictionaries, videos, games and provide online and/or telephone support.The traditional courses are designed for（）Amore definitions, examples of usage, and information about pronunciation, and grammarBauthentic pronunciation and a manageable amount of vocabularyCphrasebooks, dictionaries, videos, games and provide online and/or telephone supportDfrom dictionaries to language coursesEin a much easier and more effective wayFbeginners or people with only a little knowledge of the language
名词解释题代谢拮抗（lethal synthesis）