To address such concerns, an experimental version of the traditional scholarly methods course was designed to raise students' consciousness about the usefulness of traditional learning for any modern critic or theorist. To minimize the artificial aspects of the conventional course, the usual procedure of assigning a large number of small problems drawn from the entire range of historical periods was abandoned, though this procedure has the obvious advantage of at least superficially familiarizing students with a wide range of reference sources. Instead students were engaged in a collective effort to do original work on a neglected eighteenth-century writer, Elizabeth Griffith, to give them an authentic experience of literary scholarship and to inspire them to take responsibility for the quality of their own work.
Griffith's work presented a number of advantages for this particular pedagogical purpose. First, the body of extant scholarship on Griffith was so tiny that it could all be read in a day; thus students spent little time and effort mastering the literature and had a clear field for their own discoveries. Griffith's play The Platonic Wife exists in three versions, enough to provide illustrations of editorial issues but not too many for beginning students to manage. In addition, because Griffith was successful in the eighteenth century, as her continued productivity and favorable reviews demonstrate, her exclusion from the canon and virtual disappearance from literary history also helped raise issues concerning the current canon.
The range of Griffith's work meant that each student could become the world's leading authority on a particular Griffith text. For example, a student studying Griffith's Wife in the Right obtained a first edition of the play and studied it for some weeks. This student was suitably shocked and outraged to find its title transformed into A Wife in the Night in Watt's Bibliotheca Britannica. Such experiences, inevitable and common in working on a writer to whom so little attention has been paid, serve to vaccinate the student I hope for a lifetime--against credulous use of reference sources. (433)
The author of the passage is primarily concerned with ______.
A.revealing a commonly ignored deficiency
B.proposing a return to traditional terminology
C.describing an attempt to correct a shortcoming
D.assessing the success of a new pedagogical approach
第3题
栓塞物质的选择,以下哪项不对:()
A.应根据靶血管直径选择栓塞剂
B.应根据治疗目的选择栓塞剂
C.动静脉畸形应选择长期性栓塞剂
D.肿瘤应选择永久性栓塞剂
E.出血应选择中短期栓塞剂
第5题
A.自家血凝块属于短期栓塞剂,栓塞时间可维持24~48小时
B.碘油和明胶海绵属于永久栓塞剂
C.长期栓塞剂栓塞时间可维持数周或数月
D.无水乙醇属于永久栓塞剂
E.螺圈属于永久栓塞剂
第6题
A.对血管造影术未发现对比剂外溢征象的患者,依据CTA所见实施栓塞;
B.依据内镜检查结果做栓塞;
C.依据内镜下留置病变部位的金属夹做栓塞;
D.常用于结肠间歇性出血的栓塞;
E.常用于治疗十二指肠间歇性出血的栓塞。
第7题
A.自体血凝块属于短期栓塞剂,栓塞时间可维持24~48h
B.碘油和明胶海绵属于永久栓塞剂
C.长期栓塞剂栓塞时间可维持数周或数月
D.无水乙醇属于永久栓塞剂
E.螺圈属于永久栓塞剂
第8题
A.自家血凝块属于短期栓塞剂,栓塞时间可维持24~48小时
B.碘油和明胶海绵属于永久栓塞剂
C.长期栓塞剂栓塞时间可维持数周或数月
D.无水乙醇属于永久栓塞剂
E.螺圈属于永久栓塞剂
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