Situated Question Answering in the Clinical Domain Selecting the Best Drug Treatment for Di
2023广西全国英语等级考试真题

2023广西全国英语等级考试真题全文共6篇示例,供读者参考篇1My Big English Test Adventure!Hi friends! My name is Lily and I'm 10 years old. I just took the biggest English test of my whole life - the 2023 National English Proficiency Test here in Guangxi Province! It was a super important test that all us students had to take. I was really nervous beforehand, but I studied really hard and in the end I think I did pretty well. Let me tell you all about my crazy English test adventure!First off, we had been preparing for this test for months at school. My English teacher Ms. Wang gave us lots of practice tests and had us do tons of reading, writing, listening and speaking exercises. She said it was crucial we got ready because this was a very big deal test that would show how good our English skills were. I worked really hard, asking my parents for help when I was stuck and even watching some English movies and shows to get more listening practice.The test was held at my school on a Saturday morning in June. I remember waking up super early, putting on my uniform, and walking to school with my mom. There were students from other schools there too - the whole thing felt very official! We had to bring our IDs and test admission tickets. The proctors checked everyone's temperatures and made sure we didn't have any forbidden items like phones or smart watches.Once we got situated in the test room, the head proctor went over all the rules. No cheating, no leaving your seat unless it's an emergency, raise your hand if you need anything. They were very strict! I was feeling pretty nervous by this point, with butterflies in my stomach. The first section was listening comprehension. We had to listen to recordings of conversations and answer multiple choice questions about what we heard. There were some long dialogues that were kind of hard to follow.I tried my best to concentrate.After the listening part, we moved right into the reading section. This involved reading passages and answering questions testing our understanding. Some of the passages were sort of easy, like about sports or food. But others used more difficult vocabulary about science or history topics. I recognized some words from my studies but had to make some educated guessestoo. By the end my brain felt fried from trying to comprehend so much!We got a short break to relax and have a snack. I stretched my legs and drank some water. I was feeling tired but knew I had to power through the last two sections. My friend Jack was sitting nearby and I could tell he looked stressed too. We didn't talk since that was against the rules, but we gave each other a little sympathetic look.The writing section came next. We had to write a short essay responding to a prompt. The prompt I got was "What is your favorite outdoor activity and why?" I put my pencil to work describing how I love riding my bike because it's great exercise and I can explore my city. Writing has always been one of my stronger skills with English so I felt okay about that part.Finally, the speaking section! This is where we had to answer verbal questions and respond to situations. We each wentone-by-one to the front to speak into a recording device. My question was "How did you celebrate your last birthday?" I nervously spoke about how my parents took me and friends bowling and then we had cake at home. Speaking is probably my weakest area so I stumbled a bit over some words. But I was just so relieved to finally be done!After the very last student finished, we were allowed to leave. My parents were waiting outside, and I just collapsed into their arms feeling utterly exhausted. That four-hour test really wiped me out! Still, I felt proud for giving it my full effort.A couple months later, the scores came out. I got... an 82! Not too shabby at all! My parents were thrilled and took me out for my favorite dumplings to celebrate. I definitely have more to learn when it comes to English, but this test helped show how much progress I've made so far. And hey, maybe I'll grow up and become an English teacher myself one day!At the end of the day, tests are tough but also a great way to challenge yourself. This big national test was certainly an unforgettable experience. I'm sure all my classmates would agree - we conquered the 2023 Guangxi English Proficiency Test! A great way to start our summer vacation.篇2My Exciting Adventure at the 2023 Guangxi National English Level ExamHi everyone! My name is Timmy and I want to tell you all about my exciting adventure at the 2023 Guangxi NationalEnglish Level Exam. It was a big day for me and my friends, as we had been preparing for this test for a long time.The exam was held at a big school in our city. When we arrived, there were so many students from different schools, and the atmosphere was filled with excitement and nervousness. We were all hoping to do our best and show what we had learned.The first part of the exam was the listening section. We had to listen to different conversations and answer questions about them. Some were easy, like understanding directions to a place, while others were a bit more challenging, like understanding a story. But we had practiced a lot, so we were confident in our listening skills.After the listening section, we had a short break to relax our minds. Some of my friends were a little worried, but I told them to stay positive and do their best. We encouraged each other and shared some snacks to boost our energy.Next came the reading section. We were given passages to read and had to answer questions about them. The passages were about different topics like animals, sports, and even space! I really enjoyed reading about the planets and stars. It made me dream of becoming an astronaut one day. The questions werenot too difficult, thanks to our dedicated English teacher who had prepared us well.Then came the writing section. This was the part I was most excited about because I love writing stories. We were given a picture and had to write a story based on it. The picture showed a beautiful beach with clear blue water and golden sand. I wrote a story about a boy who found a treasure chest buried in the sand. It was so much fun imagining the adventures he had!Finally, we had the speaking section. We had to talk about a topic of our choice for a few minutes. I chose to talk about my favorite animal, the panda. I shared interesting facts about pandas and even imitated their cute sounds. The examiner smiled and nodded, which made me feel proud.As the exam came to an end, I felt a mix of relief and excitement. I was happy that I had completed the exam, but I was also looking forward to the results. I knew that no matter what the outcome would be, I had done my best and learned a lot along the way.In conclusion, the 2023 Guangxi National English Level Exam was an exciting adventure for me and my friends. We faced challenges, but we also had a lot of fun. It was a memorable experience that taught us the importance of hard work andperseverance. I can't wait to see how we all did and continue improving our English skills.篇3My Big English Test Adventure!Wow, what an exciting day! Today I took the big National English Proficiency Test in Guangxi. I've been studying English at school for a few years now, and my teachers said this test would be a great way to show off how much I've learned. I was a little bit nervous, but also really eager to take the test and do my best.The test was held at my school, which was convenient. When I arrived in the morning, there were testing officials everywhere making sure everything ran smoothly. They looked very serious in their uniforms. My palms were getting a little sweaty as I waited in line to get my testing materials.Finally, it was time to head into the testing room. The desks were set up in perfect rows and everything was silent except for the turning of papers. I took a deep breath and opened my test booklet. The first section was listening comprehension.For that part, we had to listen carefully to recordings in English and answer multiple choice questions about what weheard. There were conversations between people as well as speeches and stories. I concentrated so hard, trying to catch every word. Some parts were quite difficult, with unfamiliar vocabulary or tricky idioms. But I felt pretty good about most of my answers.Next up was the reading section. We had several passages to read, ranging from stories and articles to advertisements and schedules. The passages covered all kinds of fun topics like sports, travel, science, and more. I learned some fascinating new facts while answering the questions. My favorite passage was about a brave explorer searching for a legendary lost city in the jungle. How exciting!After reading, it was time to show what I could do with writing. For this part, we had to write a short essay responding to a prompt. The prompt asked us to describe our favorite community celebration or festival. I thought for a moment, then my mind wandered to the Dragon Boat Festival we celebrate here in Guangxi every year. I reminisced about watching the bright dragon boats race across the river, illuminated by colorful lanterns. I described the mouthwatering smells of sticky rice dumplings and other delicious foods. Writing about such a happy memory filled me with warm feelings.The final section tested our English speaking abilities through a series of questions and scenarios. We had to record our spoken responses one at a time in a private recording booth. One question asked me to describe a fun day I spent with my family. I talked about the time we went on a picnic and played games in the park. Another scenario was recommending a good book to a friend and explaining what I liked about it. I gushed about the adventure story I had just finished where the main character was a valiant knight.Phew, what a marathon! After nearly three hours of intense testing, I was finally done. My brain felt a little dizzy from focusing so hard. As I turned in my materials and headed out, I felt immensely proud for giving my full effort. No matter how I scored, I knew I had tackled this major English test with determination.In the end, the test day was a fantastic learning experience itself. It pushed me to recall everything I've studied so far and put my English skills to the test in a big way. I can't wait to get my results back and see how well I did! Maybe I'll Even earn a fancy certificate to hang on my wall.Either way, just taking this important test made me feel like a million dollars. After working so diligently, it felt like a bigachievement in my journey to becoming an English master. Who knows where my English skills will take me in the future? The world is my oyster! But first, I could really go for a rewarding ice cream cone...篇4The Big English Test in GuangxiHi there! My name is Xiaoming and I'm a 5th grader at Nanning No. 3 Elementary School. I just took the big English test called the Guangxi National English Proficiency Test. It was pretty hard but I tried my best!The test was held at my school on a Saturday morning. When I got there, there were lots of kids from other schools too. We all had to line up outside and wait to get our test papers and pencils. The teachers were very strict and made sure we didn't talk or cheat.Finally we went inside to the classrooms to take the test. On my desk there were two test booklets – one for listening and one for reading and writing. I was pretty nervous! The listening part was first.For the listening, we had to put on headphones and listen really carefully to recordings of people speaking English. There were different accents like American English and British English. Some parts were conversations between two people, like asking for directions or ordering food. Other parts were just one person speaking, like giving instructions or telling a story.After each recording, there were multiple choice questions about what we heard. Like "What did the woman order to drink?" or "How did the boy get to school today?" It was hard because you had to listen so carefully. If you zoned out for just a second, you might miss the answer!The reading part had longer passages to read, like news articles or encyclopedia entries. The passages were about all different topics – history, science, culture, you name it. Then there were questions testing if we understood the main ideas, details, vocabulary words, and making inferences.My favorite passage was about this brave kid who saved a baby from a burning house! It was like an action movie. The vocabulary was pretty tough though with words like "heroic" and "perilous." I had to use context clues to figure out what they meant.The writing section had two parts too. First we had to read a short passage, maybe a letter or an ad, and answer some comprehension questions. That wasn't too bad. But then we had to write a longer response, like a story, description or persuasive letter.The prompt I got was "Write a letter to your principal persuading him/her to add a new club or activity to your school."I decided to write about starting an art club where we could paint, draw and make sculptures. I made sure to include an introduction with my main idea, and then a few body paragraphs with reasons and examples to support my idea. I tried to use lots of descriptive details and vocabulary words I've learned like "enhance" and "broaden horizons."Whew, after the writing part my hand was cramping up from all that writing! I was so relieved when the test was finally over. My brain felt like a raisin, all shriveled up from concentrating so hard.When I went home, I just crashed on the couch. My mom made me my favorite dumplings for lunch to re-energize me. While I was eating, she asked me how I thought I did on the test.I told her parts of it were super difficult, but I felt okay overall because I had prepared a lot and tried my best.Now we just have to wait about a month to get our score reports back. I'm keeping my fingers crossed that I did well enough to get a certificate! If I pass this test, it will help me a lot when I apply to good middle schools in a couple years.Whether I pass or not though, I know I gained really good experience from taking this tough English test. It showed me some areas I need to improve my English skills, especially listening and reading comprehension. It motivates me to study even harder.Tests can be stressful, but they push us to do our best. This big exam made me feel like a little English warrior slaying the dragon of difficulties! I'm proud of myself for having the courage and perseverance to take on such an important challenge.Well, thanks for listening to me blab all about my testing experience. I'm going to go play some video games for a while and give my brain a rest! Wish me luck on getting my results. 加油!篇5The 2023 Guangxi English Exam AdventureHi everyone! My name is Little Wang and I'm a 5th grader. I just took the big National English Level Exam here in Guangxi and I'm super excited to tell you all about my exciting adventure!It all started a few months ago when my English teacher Ms. Li told our class that we would be taking an important English exam. At first, I was a little nervous. English can be kind of hard sometimes with all the vocabulary, grammar rules, and stuff. But Ms. Li said if we studied really hard, we could get great scores and earn cool certificates. Well, I really want to be an amazing English speaker when I grow up, so I got super determined!Ms. Li gave us some practice test books and we started getting ready. Every night after school, I would review the books and do practice questions. Sometimes it was tiring, but my mom and dad kept encouraging me. My dad would even quiz me on vocabulary words during dinner! He says knowing good English will help me a lot when I'm older.Finally, the big exam day arrived on May 15th, 2023. I was pretty nervous waiting in line that morning to enter the exam room. But I kept taking deep breaths like Ms. Li taught us. I thought to myself "You've studied so hard Little Wang, you've got this!"The exam had four sections - listening, reading, writing, and speaking. The listening part was first. We had to listen to recordings and answer multiple choice questions. I tried realllly hard to catch every word the speakers said. Sometimes English words can sound so different than Chinese words!After listening, we moved right into the reading section. We had longer passages to read and answer questions about the main ideas, details, and vocabulary. I read each passage super slowly and carefully. Whenever I came across words I didn't know, I tried to use the context clues to figure them out.Next up was the writing part. We had to write a short essay about our favorite hobby. I chose to write about basketball which I love playing with my friends at school. I made sure to organize my essay into clear paragraphs with good examples and reasons. Writing has always been one of the hardest parts of English for me.The last section was the speaking part and I was pretty nervous for it. We had to go one-by-one into a separate room with a test proctor. The proctor asked me questions like "What do you like about your school?" and "How do you like to spend your free time?" I tried speaking nice and loud and clear.Sometimes I fumbled over words a bit, but I didn't let that stop me!After what felt like a wholeee day, the exam was finally over!I was so exhausted. My brain felt like a wet rag that had been completely wrung out. But I also felt really proud for giving it my absolute best effort. No matter what score I get, I know I worked harder than ever before.A few weeks later, the scores finally came out. I was shaking with anticipation as I opened up the score report. And... I got an amazing score My parents were jumping for joy. We went out for my favorite dumplings that night to celebrate. I could barely sleep, I was so excited and proud.Ms. Li says my high score means I'll get a really great certificate. She said it will help me a ton when I get to middle school and high school. It might even help me get into a good university later on. Who knows, maybe I'll become an English teacher someday just like Ms. Li!But for now, I'm just happy I conquered the big 2023 Guangxi English Exam. I feel like a champion! This experience taught me that if I try my best and never give up, I can achieve anything. Studying English is hard work, but nothing worth doing is easy, right?I want to give a huge thank you to my family, Ms. Li, and all my classmates for supporting me. I'm going to keep working super hard to improve my English. After this exam, I feel like the whole world of English has opened up for me. Who knows what adventures await? I can't wait to find out! Study hard, believe in yourselves, and you can do anything. Let's go take on the world together!篇6The 2023 National English Test in Guangxi – An Adventure!Hello there! My name is Xiao Ming and I'm a 5th grader at Riverside Elementary School in Nanning, the capital city of Guangxi. I want to share with you my exciting experience taking the big National English Test this year!It all started a few months ago when our English teacher, Ms. Wang, told us that we would be taking an important test to check our English skills. She said it was called the National English Proficiency Test for Students and that students all over Guangxi would be taking it. At first, I was a little nervous because English can be pretty hard sometimes with all the funny words and confusing grammar rules. But Ms. Wang encouraged us not to worry too much and just try our best.To get ready, we spent a lot of time in class reviewing everything we had learned so far – things like basic conversations, sentence patterns, vocabulary, reading comprehension, and even a bit of writing. Ms. Wang had us do lots of practice exercises and tests to get us prepared. Some of my classmates even attended extra English classes after school to get extra help. I tried my best to study hard at home too by reviewing my notes, doing the homework, and practicing speaking English with my parents.Finally, the big day arrived – Sunday, May 14th, 2023. I could hardly sleep the night before from the excitement and nerves! That morning, my parents dropped me off at school where the test was being held. There were students from other schools there too, all looking either determined or a little scared. The test invigilators guided us into the exam rooms and we took our assigned seats. The room was so quiet you could hear a pin drop!The first part of the test was listening comprehension. We had to listen carefully to recordings of conversations and passages, then answer multiple choice questions about what we heard. Concentrating that hard made my ears a little tired! But I felt pretty good about getting most of those right.Next up was the reading section where we read some short passages and answered questions testing our understanding. There were a couple of longer texts too that were pretty challenging. I tried my best to read slowly and carefully to not miss any details.The writing part was probably my favorite, even though it's usually one of the tougher skills. We had to write a short response to a prompt about our favorite season. I love summer the most because of the warm weather, school vacation, and getting to play outside a lot with my friends. So I made sure to include some good reasons and examples in my writing.The very last part tested our speaking ability through some individual prompts and role-play scenarios. We each wentone-by-one to another room with a testing assistant and spoke our responses into a recording device. I got a bit tongue-tied for one of the prompts, but I took a deep breath and tried my best on the rest.After what felt like an entire day (but was really just a few hours), the test was finally over! My hand was a little sore from all the writing, but I felt relieved to have finished. A few weeks later, the scores came out and I was overjoyed to find out that I received a really high score in the proficient level! My parentswere so proud of me and treated me to my favorite dumplings to celebrate.Looking back, taking the National English Test was definitely a challenge, but also a great learning experience. It helped me realize how much English I've already learned and motivated me to keep working hard to improve even more. I'm excited to show off my English skills when I go to middle school next year. And who knows, maybe I'll take the test again in a few years to see how much better I can do.For any of my fellow students getting ready for the next English test, here's my advice: Don't be afraid and don't give up! Believe in yourself, study hard, and try your absolute best. You've got this! Maybe I'll even see you at the exam. Let's make Guangxi proud with our awesome English abilities!。
他在哪里工作英语

他在哪里工作英语He Works Where?When we talk about someone's occupation, one of the first questions that comes to mind is "Where does he work?" Knowing where someone works can give us a lot of insight into their lifestyle, interests, and even their personality. In this document, we will explore different ways to ask and answer the question "Where does he work?" in English.One of the most common ways to ask this question is simply, "Where do you work?" This question is straightforward and can be used in both formal and informal settings. When responding to this question, it is important to provide the name of the company or organization where you work, as well as any additional details that may be relevant.Another way to ask about someone's workplace is to inquire, "What is your place of employment?" This question is more formal and is often used in professional or official settings. When answering this question, it is important to provide the full name of the company or organization, as well as its location and any other pertinent information.In casual conversations, you might hear people ask, "So, where do you clock in?" This is a more informal way of asking about someone's workplace, and it is often used among colleagues or friends. When responding to this question, you can simply provide the name of the company or organization without going into too much detail.If you want to know about someone's job location in a more roundabout way, you can ask, "What's the name of the company you work for?" This question allows the person to provide the name of their workplace without feeling pressured to give a lengthy explanation.In some cases, you might want to inquire about the specific location of someone's workplace. In this situation, you can ask, "Where is your office located?" or "Where is your workplace situated?" These questions are useful when you want to know the exact address or area where someone works.When answering questions about your workplace, it is important to be clear and concise. Provide the necessary information without overloading the listener with unnecessary details. If the person asking the question seems interested in learning more, you can always offer additional information.In conclusion, there are various ways to ask and answer the question "Where does he work?" in English. Whether you are in a formal or informal setting, it is important to be clear and concise when discussing someone's workplace. By using the appropriate language and tone, you can effectively communicate information about your job location.。
Answer the questions(根据短文内容,回答下列

Answer the questions(根据短文内容,回答下列Answer the questions(根据短文内容回答下列问题)Tom saw an advertisement in a newspaper for a beautiful modem bicycle. It cost 55 pounds, so he went to the shop and asked to see one of the wonderful bicycles.The owner of the shop was very happy to show one to Tom. Tom examined it with care, turned to the owner of the shop and said, "There isn't a lamp on this bicycle, but there was one on the bicycle in your advertisement.""Yes, sir," answered the man, "but the lamp isn't included in the price of the bicycle.""Not included in the price of the bicycle?" Tom said angrily. "But that's not honest. If the lamp is in the advertisement, it should be included in the price.""Well, sir," answered the shop owner coldly, "there is also a girl on the bicycle in the advertisement, but we cannot give you a girl with the bicycle, either."【选项】1. What did Tom decide to do when he read the advertisement?__________________________________________________2. How did Tom examine the bike?__________________________________________________3. What didn't Tom find after he looked at the bike?__________________________________________________4. There wasn't a girl on the bicycle in the advertisement, was there?__________________________________________________5. How did Tom feel when he knew the lamp wasn't included in the price of the bicycle?__________________________________________________6. What does the story tell us?__________________________________________________答案解析:1.答案:He went to the shop and asked to see one of the wonderful bicycles.解析:根据第一段的介绍可知,汤姆看到广告后,要去商店看一辆漂亮的自行车。
形容被问题难倒的英语

形容被问题难倒的英语Struggling with difficult English questions can be a frustrating and overwhelming experience for many learners. Whether it's grappling with complex grammar rules, deciphering the nuances of vocabulary usage, or trying to understand the intricacies of sentence structure, the challenges of mastering the English language can often leave individuals feeling perplexed and defeated.One of the primary reasons why English can be so difficult to grasp is its extensive and irregular vocabulary. With over a million words and countless idiomatic expressions, learners are often left feeling overwhelmed by the sheer volume of information they need to absorb. Additionally, the irregularities in English spelling and pronunciation can further compound the difficulty, making it challenging for individuals to confidently express themselves in written and spoken form.Furthermore, the grammatical rules of English can be notoriously complex, with numerous exceptions and irregularities that can confound even the most diligent learners. From mastering the correct usage of tenses and verb forms to understanding the nuances of word order and sentence structure, the intricacies of English grammar can present a formidable barrier for those seeking to achieve fluency in the language.In addition to vocabulary and grammar, the cultural and contextual aspects of English can also pose significant challenges for non-native speakers. Understanding the subtle nuances of idiomatic expressions, colloquialisms, and cultural references can be particularly daunting, as these elements are deeply rooted in the cultural fabric of English-speaking countries and may not havedirect equivalents in other languages.Moreover, the fear of making mistakes and the pressure to communicate fluently can exacerbate the difficulty of grappling with English questions. The fear of being judged or misunderstood can create a sense of anxiety and self-doubt,further hindering the ability to effectively engage with the language. This psychological barrier can significantly impede the learning process and make it even more challenging for individuals to overcome their linguistic struggles.Furthermore, the lack of immersive language environments and opportunities for authentic communication can hinder the development of English proficiency. Without regular exposure to native speakers and real-life contexts in which to practice and refine their language skills, learners may find it difficult to bridge the gap between academic knowledge and practical fluency.In conclusion, the difficulty of English questions can stem from a multitude of factors, including the complexity of vocabulary and grammar, the cultural and contextual nuances of the language, and the psychological barriers that can impede the learning process. Overcoming these challenges requires patience, perseverance, and a supportive learning environment that fosters confidence and encourages authentic communication. By acknowledging the multifaceted nature of thedifficulties inherent in learning English, educators and learners alike can work towards addressing these obstacles and cultivating a more inclusive and effective approach to language acquisition.。
the question is()can be put into practice

the question is()can be put intopractice“The question is can be put into practice” is a thought-provoking statement that requires a deep understanding of the subject to answer. The question addresses the feasibility of an idea, concept, or theory that one may have come up with. In this article, we’ll be discussing the steps you should take to determine if your question can be put into practice.1. Evaluate the questionBefore you can determine if your question can be putinto practice, you need to evaluate the question itself. Consider the following:- Is the question well-defined?- Is the question clear and concise?- Does the question address a specific problem or challenge? - Is the scope of the question realistic?- Is the question practical and relevant?Answering these questions will help you determine the feasibility of the question itself.2. Conduct researchOnce you have evaluated the question, you need to conduct research to determine if the question can be put into practice. This includes looking for existing solutions or methods that have been used to address similar problems or challenges.You can find relevant information by conducting onlineresearch or consulting with experts in the field. Talking to people who have experience in the subject can help you gain a better understanding of the practicality of your question.3. Develop a planOnce you have identified existing solutions and gained a better understanding of the subject, you need to develop a plan. This involves determining the steps necessary to put the question into practice.Some questions may only require a few steps while others may be more complex. You need to break the question down into smaller, actionable steps so that you can determine if it’s practical and feasible to pursue.4. Test your planOne of the best ways to determine if your question can be put into practice is to test your plan. This involves putting your plan into action to see if it yields the desired results.The testing phase allows you to see if your plan is practical, feasible, and effective. If the plan doesn’tyield the desired results, you’ll need to make adjustments or consider alternative solutions.5. Revise and refineBased on the results of testing, you may need to revise and refine your plan. This involves making changes or modifications to the plan, and going back to step four totest the revised plan.By continually refining your plan, you can identify and work out any kinks or roadblocks that may prevent you from putting your question into practice.In conclusion, answering the question “can be put into practice” requires a thorough evaluation of the question,conducting research, developing a plan, testing, and revising and refining. By following these steps, you can determine the practicality and feasibility of your question and take steps to put it into practice.。
高一英语单词拼写练习试题集

高一英语单词拼写练习试题答案及解析1. A new factory is to be_________(位于)on this site.【答案】situated / located【解析】考查固定搭配:be situated / located---,坐落于---,故填situated / located。
2. With he help of his friends, he finally s________ the problem.【答案】solved【解析】考查动词拼写。
句意:在他朋友们的帮助下,他最终解决了那个问题。
根据句意可知,此处描述的是事情已完成,应使用一般过去时。
故填solved。
3. When he was in trouble, he ____________(寻求)advice from his lawyer.【答案】sought【解析】考查动词。
陷入麻烦的时候向律师征求意见。
seek advice from sb.“向某人征求意见”。
注意seek的过去式是sought。
故填sought。
4. I satisfied his __________ (好奇心) to show him around the museum the other day.【答案】curiosity【解析】前两天,我满足了他的好奇心,领他参观了博物馆。
his是形容词性物主代词,修饰名词。
his curiosity做satisfy的宾语。
5. This old picture r__________ me of my childhood whenever I see it.【答案】reminds【解析】句意:不管什么时候看到这幅老照片,它都使我想起童年。
主语为第三人称单数,根据主谓一致原则,该句谓语动词应用第三人称单数形式。
6. With a smile on his face, he seems to be having a d______ chat with the boss.【答案】delightful【解析】句意:他面带微笑,似乎和老板聊得很开心。
英文作文解题方法

英文作文解题方法1. To tackle an English essay question, the first thingI do is to carefully read and understand the prompt. It's important to grasp the key points and requirements before diving into the writing process.2. Once I have a clear understanding of the question, I brainstorm ideas and jot down any relevant thoughts that come to mind. This helps me generate a pool of potential content to include in my essay.3. After brainstorming, I organize my ideas into an outline. This helps me structure my essay and ensures thatI cover all the necessary points in a coherent manner.4. When it comes to writing, I make sure to start witha strong introduction that grabs the reader's attention. I often begin with an interesting fact, a thought-provoking question, or a relevant quote to set the tone for the essay.5. As I move on to the body paragraphs, I focus on presenting my arguments and supporting evidence in a clear and concise manner. Each paragraph should have a clear topic sentence and provide detailed explanations or examples to support my points.6. In the conclusion, I summarize the key points of my essay and restate my thesis in a way that leaves a lasting impression on the reader. I aim to end with a thought-provoking statement or a call to action to encourage further reflection on the topic.7. After completing the first draft, I take a break before revising and editing my work. This allows me to approach the essay with fresh eyes and catch any errors or areas for improvement.8. During the revision process, I pay close attention to the language and style of my writing. I aim to use varied sentence structures and vocabulary to keep the reader engaged and showcase my language skills.9. Finally, I proofread my essay for grammar, punctuation, and spelling errors. It's crucial to present a polished piece of writing that reflects my best work.。
四六级阅读难点关键句

四六级阅读难点关键句100句CET阅读难点关键句100句1. Wearing a seat belt saves lives; it reduces your chance of death or serious injury by more than half.2. But it will be the driver‟s responsibility to make sure that children under 14 do not ride in the front unless they are wearing a seat belt of some kind.3. However, you do not have to wear a seat belt if you are reversing your vehicle; or you are making a local delivery or collection using a special vehicle; or if you have a valid medical certificate which excuses you from wearing it.4. Remember you may be taken to court for not doing so, and you may be fined if you cannot prove to the court that you have been excused from wearing it.5. Professor Taiju Matsuzawa wanted to find out why otherwise healthy farmers in northern Japan appeared to be losing their ability to think and reason at a relatively early age, and how the process of ageing could he slowed down.6. With a team of colleagues at Tokyo National University, he set about measuring brain volumes of a thousand people of different ages and varying occupations.7. Computer technology enabled the researchers to obtain precise measurements of the volume of the front and side sections of the brain, which relate to intellect (智能) and emotion, and determine the human character.8. Contraction of front and side parts as cells die off was observed in some subjects in their thirties, but it was still not evident in some sixty and seventy-year-olds.9. The findings show in general terms that contraction of the brain begins sooner in people in the country than in the towns.10. White collar workers doing routine work in government offices are, however, as likely to have shrinking brains as the farm worker, bus driver and shop assistant.11. We know that you have a high opinion of the kind of learning taught in your colleges, and that the costs of living of our young men, while with you, would be very expensive to you.12. But you must know that different nations have different ways of looking at things, and you will therefore not be offended if our ideas of this kind of education happen not to be the same as yours.13. We are, however, not the less obliged by your kind offer, though we refuse to accept it; and, to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take care of their education, teach them in all we know , and make men of them.14. In what now seems like the prehistoric times of computer history, the earth‟s postwar era, there was quite a wide-spread concern that computers would take over the world from man one day. 15. Already today, less than forty years later, as computers are relieving us of more and more of the routine tasks in business and in our personal lives. We are faced with a less dramatic but also less foreseen problem.16. Obviously, there would be no point in investing in a computer if you had to check all its answers, but people should also rely on their own internal computers and check the machine when they have the feeling that something has gone wrong.17. Certainly Newton considered some theoretical aspects of it in his writings, but he was reluctant to go to sea to further his work.18. For most people the sea was remote, and with the exception of early intercontinental travellersor others who earned a living from the sea, there was little reason to ask many questions about it , let alone to ask what lay beneath the surface.19. The first time that the question “ What is at the bottom of the oceans?” ha d to be answered with any commercial consequence was when the laying of a telegraph cable from Europe to America was proposed.20. At the early attempts, the cable failed and when it was taken out for repairs it was found to be covered in living growths, a fact which defied contemporary scientific opinion that there was no life in the deeper parts of the sea.21. For every course that he follows a student is given a grade, which is recorded, and the record is available for the student to show to prospective employers.22. All this imposes a constant pressure and strain of work, but in spite of this some students still find time for great activity in student affairs.23. The effective work of maintaining discipline is usually performed by students who advise the academic authorities.24. Much family quarrelling ends when husbands and wives realize what these energy cycles mean, and which cycle each member of the family has.25. Whenever possible, do routine work in the afternoon and save tasks requiring more energy or concentration for your sharper hours.26. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.27. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively.28. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?29. It may have been a sharp criticism of the pupil‟s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child‟s deep feelings.30. The teacher was not wrong to draw attention to the errors, but if his priorities had centred on the child‟s ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement.31. Given the nature of government and private employers, it seems most likely that discrimination by private employers would be greater.32. The release of the carbon in these compounds for recycling depends almost entirely on the action of both aerobic and anaerobic bacteria and certain types of fungi.33. A spirited discussion springs up between a young girl who says that women have outgrown the jumping-on-a-chair-at-the-sight-of-a mouse era and a major who says that they haven‟t.34. They are trying to find out whether there is something about the way we teach language to children which in fact prevents children from learning sooner.35. Mathematicians who have tried to use the computers to copy the way the brain works have found that even using the latest electronic equipment they would have to build a computer which weighed over 10,000 kilos.36. Since different people like to do so many different things in their spare time, we could make a long list of hobbies, taking in everything from collecting matchboxes and raising rare fish, tolearning about the stars and making model ships.37. They know that a seal swimming under the ice will keep a breathing hole open by its warm breath, so they will wait beside the hole and kill it.38. We may be able to decide whether someone is white only by seeing if they have none of the features that would mark them clearly as a member of another race.39. Although signs of dishonesty in school , business and government seem much more numerous in years than in the past, could it be that we are getting better at revealing such dishonesty?40. It is not quite a matter of disagreeing with the theory of independence, but of rejecting its implications: that the romances may be taken in any or no particular order, that they have no cumulative effect, and that they are as separate as the works of a modern novelist.41. His thesis works relatively well when applied to discrimination against Blacks in the United States, but his definition of racial prejudice as “ racially-based negative prejudgments against a group generally accepted as a race in any given region of ethnic competition,” can be interpreted as also including hostility toward such ethnic groups as the Chinese in California and the Jews in medieval Europe.42. Gutman argues convincingly that the stability of the Black family encouraged the transmission of and so was crucial in sustaining —the Black heritage of folklore, music, and religious expression from one generation to another, a heritage that slaves were continually fashioning out of their African and American experiences.43. Even the folk knowledge in social systems on which ordinary life is based in earning, spending, organizing, marrying, taking part in political activities, fighting and so on , is not very dissimilar from the more sophisticated images of the social system derived from the social sciences, even though it is built upon the very imperfect samples of personal experience.44. There are several steps that can be taken, of which the chief one is to demand of all the organizations that exist with the declared objectives of safeguarding the interests of animals that they should declare clearly where they stand on violence towards people.45. It was possible to demonstrate by other methods refined structural differences among neuron types, however, proof was lacking that the quality of the impulse or its conduction was influenced by these differences, which seemed instead to influence the developmental patterning of the neural circuits.46. According to this theory, it is not the quality of the sensory nerve impulses that determines the diverse conscious sensations they produce, but rather the different areas of the brain into which they discharge , and there is some evidence for this view.47. The result of attrition is that, where the areas of the whole leaves follow a normal distribution,a bimodal distribution is produced, one peak composed mainly of fragmented pieces, the other of the larger remains.48. The Bible does not tell us how the Roman census takers made out, and as regards our more immediate concern, the reliability of present day economic forecasting, there are considerable difference of opinion.49. A survey conducted in Britain confirmed that an abnormally high percentage of patients suffering from arthritis of the spine who had been treated with X rays contracted cancer.50. Yet across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us.51. Even the doctoral degree, long recognized as a required “ union card” in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge with out immediate application to a professor‟s classroom duties.52. While a selection of necessary details is involved in both, the officer must remain neutral and clearly try to present a picture of the facts, while the artist usually begins with a preconceived message or attitude which is then transmitted through the use of carefully selected details of action described in words intended to provoke associations and emotional reactions in the reader.53. Articles in the popular press even criticize the Gross National Production (GNP) because it is not such a complete index of welfare, ignoring, on the one hand, that it was never intended to be, and suggesting, on the other, that with appropriate changes it could be converted into one.54. Other experiments revealed slight variations in the size, number, arrangement, and interconnection of the nerve cells, but as far as psychoneuaral correlations were concerned, the obvious similarities of these sensory fields to each other seemed much more remarkable than any of the minute differences.55. The Chinese have distributed publications to farmers and other rural residents instructing them in what to watch for their animals so that every household can join in helping to predict earthquakes.56. Supporters of the Star Wars defense system hope that this would not only protect a nation against an actual nuclear attack, but would be enough of a threat to keep a nuclear war from ever happening.57. Neither would it prevent cruise missiles or bombers, whose flights are withi n the Earth‟s atmosphere, from hitting their targets.58. Civil rights activists have long argued that one of the principal reasons why Blacks, Hispanics, and other minority groups have difficulty establishing themselves in business is that they lack access to the sizable orders and subcontracts that are generated by large companies.59. During the nineteenth century, she argues, the concept of the “useful” child who contributed to the family economy gave way gradually to the present day notion of the “useless” child who, though producing no income for, and indeed extremely costly to its parents, is yet considered emotionally “ priceless”.60. Well established among segments of the middle and upper classes by the mid-1800‟s, this new view of childhood spread throughout society in the late nineteenth and early twentieth centuries as reformers introduced child labor regulations and compulsory education laws predicted in part on the assumption that a child‟s emotional value made child labor taboo.61. Of course, it would be as dangerous to overreact to history by concluding that the majority must now be wrong about expansion as it would be to re-enact the response that greeted the suggestion that the continents had drifted.62. While the fact of this consumer revolution is hardly in doubt, three key questions remain: who were the consumers? What were their motives? And what were the effect of the new demand for luxuries?63. Although it has been possible to infer from the goods and services actually produced what manufacturers and servicing trades thought their customers wanted, only a study of relevant personal documents written by actual consumers will provide a precise picture of who wanted what.64. With respect to their reasons for immigrating, Grassy does not deny their frequently noted factthat some of the immigrants of the 1630‟s, most notably the organizers and clergy, advanced religious explanations for departure, but he finds that such explanations usually assumed primacy only in retrospect.65. If we take the age-and sex-specific unemployment rates that existed in 1956 (when the overall unemployment rate was 4.1 percent) and weight them by the age- and sex-specific shares of the labor force that prevail currently, the overall unemployment rate becomes 5 percent.66. He was puzzled that I did not want what was obviously a “ step up” toward what all Americans are taught to want when they grow up: money and power.67. Unless productivity growth is unexpectedly large, however, the expansion of real output must eventually begin to slow down to the economy‟s larger run growth potential if generalized demand pressures on prices are to be avoided.68. However, when investment flows primarily in one direction, as it generally does from industrial to developing countries, the seemingly reciprocal source-based restrictions produce revenue sacrifices primarily by the state receiving most of the foreign investment and producing most of the income—namely ,the developing country partner.69. The pursuit of private interests with as little interference as possible from government was seen as the road to human happiness and progress rather than the public obligation and involvement in the collective community that emphasized by the Greeks.70. The defense lawyer relied on long-standing principles governing the conduct of prosecuting attorneys: as quasi-judicial officers of the court they are under a duty not to prejudice a party‟s case through overzealous prosecution or to detract from the impartiality of courtroom atmosphere.71. No prudent person dared to act on the assumption that, when the continent was settled, one government could include the whole; and when the vast expense broke up, as seemed inevitable, into a collection of separate nations, only discord, antagonism, and wars could be expected.72. If they were right in thinking that the next necessity in human progress was to lift the average person upon an intellectual and social level with the most favored, they stood at least three generations nearer than Europe to that goal.73. Somehow he knows that if our huckstering civilization did not at every moment violate the eternal fitness of things, the poet‟s song would have been given to the world, and the poet would have been cared for by the whole human brotherhood, as any man should be who does the duty that every man owes it.74. The instinctive sense of the dishonor which money-purchase does to art is so strong that sometimes a man of letters who can pay his way otherwise refuses pay for his work, as Lord Byron did, for a while, from a noble pride, and as Count Tolstoy has tried to do, from a noble conscience.75. Perhaps he believed that he could not criticize American foreign policy without endangering the support for civil rights that he had won from the federal government.76. Abraham Lincoln, who presided in his stone temple on August 28, 1963 above the children of the slaves he emancipated (解放), may have used just the right words to sum up the general reaction to the Negroes’massive march on Washington.77. In the Warren Court era, voters asked the Court to pass on issues concerning the size and shape of electoral districts, partly out of desperation because no other branch of government offered relief, and partly out of hope that the Court would reexamine old decisions in this area as it had in others, looking at basic constitutional principles in the light of modern living conditions.78. Some even argue plausibly that this weakness may be irremediable : in any society that, like a capitalist society, seeks to become ever wealthier in material terms disproportionate rewards are bound to flow to the people who are instrumental in producing the increase in its wealth.79. This doctrine has broadened the application of the Fourteenth Amendment to other, nonracial forms of discrimination, for while some justices have refused to find any legislative classification other than race to be constitutionally disfavored, most have been receptive to arguments that at least some nonracial discriminations, sexual discriminat ion in particular, are “suspect” and deserve this heightened scrutiny by the courts.80. But as cameras become more sophisticated, more automated, some photographers are tempted to disarm themselves or to suggest that they are not really armed, preferring to submit themselves to the limits imposed by premodern camera technology because a cruder, less high-powered machine is thought to give more interesting or emotive results, to have more room for creative accident.81. Both novelists use a storytelling method that emphasizes ironic disjunctions between different perspectives on the same events as well as ironic tensions that inhere in the relationship between surface drama and concealed authorical intention, a method I call an evidentiary narrative technique.82. When black poets are discussed separately as a group, for instance, the extent to which their work reflects the development of poetry in general should not be forgotten, or a distortion of literacy history may result.83. These differences include the bolder and more forthright speech of the later generation and its technical inventiveness.84. But black poets were not battling over old or new rather, one accomplished Black poet was ready to welcome another, whatever his or her style, for what mattered was racial pride.85. Tolstoy reversed all preconceptions and in every reversal he overthrew the “ system”, the “ machine”, the externally ordained belief, the conventional behaviour in favor of unsystematic, impulsive life, of inward motivation and the solutions of independent thought.86. It was better covered by television and press than any event here since President Kennedy’s inauguration (就职) , and , since indifferent is almost as great a problem to the Negro as hostility, this was a plus.87. But do not the challenge and the excitement of the critical problem as such lie in that ambivalence of attitude which allows us to recognize the intelligence and even the splendor of Meredith‟s work, while, at the same time, we experience a lack of sympathy, a failure of any enthusiasm of response?88. In this respect she resembled one of her favourite contemporaries, Mary Brunton, who would rather have “ glided through the world unknown” than been suspected of literary airs—to be shunned, as literary women are, by the more pretending of their own sex, and abhorred, as literary women are, by the more pretending of the other!89. From those sounds which we hear on small or on coarse occasions, we do not easily receive strong impressions, or delightful images; and words to which we are nearly strangers, whenever they occur, draw that attention on themselves which they should transmit to things.90. To proceed thus is to set up a fivefold hypothesis that enables you to gather from the innumerable items cast up by the sea of experience upon the shores of your observation only the limited number of relevant data—relevant, that is, to one or more of the five factors of yourhypothesis.91. As an author, I am naturally concerned that a surprisingly large percentage of the population of the United States is functionally illiterate; if they can‟t read or cannot understand what they read, they won‟t buy books, or this magazine.92. They do not know those parts of the doctrine which explain and justify the remainder ; the considerations which show that a fact which seemingly conflicts with another is reconcilable with it, or that, of two apparently strong reasons, one and not the other ought to be preferred.93. Quite apart from the logistic problems, there existed a well-established tradition in Britain which refused to repatriate against their will people who found themselves in British hands and the nature of whose reception by their own government was, to say the least, dubious.94. An obsession with the exact privileges of a colonial legislature and the precise extent of Britain‟s imperial power, the specifics of a state constitution and the absolute necessity of a federal one, all expressed this urge for a careful articulation as proof that the right relationship with external powers did indeed prevail.95. One encyclopaedia tells us that intelligence is related to the ability to learn, to the speed with which things are learned, to how well and how long ideas are remembered, to the ability to understand those ideas and use them in problem-solving, and to creativity.96. The event marked the end of an extended effort by William Barton Rogers, M.I.T. …s founder and first president, to create a new kind of educational institution relevant to the times and to the contrary‟s ne ed, where young men and women would be educated in the application as well as the acquisition of knowledge.97. Each departmental program consists, in part, of a grouping of subjects in the department‟s areas of professional interest and, in part, of additional opportunities for students of their choice.98. Alternatively, a student may use elective time to prepare for advanced study in some professional field, such as medicine or law, for graduate study in some area in which M. I. T. gives no undergraduate degree, such as meteorology or psychology, or for advanced study in an interdisciplinary field, such as astrophysics, communication science, or energy.99. While the undergraduate curriculum for an open Bachelor of Science degree, as listed by a department, may have its own unique features, each program must be laid out in consultation with a departmental representative to assure that it is meaningful in structure and challenging in content.100. Where previously it had concentrated on the big infrastructure projects such as dams, roads and bridges, it began to switch to projects which directly improved the basic services of a country.。
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Situated Question Answering in the Clinical Domain: Selecting the Best Drug Treatment for Diseases Dina Demner-Fushman1,3and Jimmy Lin1,2,31Department of Computer Science2College of Information Studies3Institute for Advanced Computer StudiesUniversity of MarylandCollege Park,MD20742,USAdemner@,jimmylin@AbstractUnlike open-domain factoid questions,clinical information needs arise within therich context of patient treatment.This en-vironment establishes a number of con-straints on the design of systems aimedat physicians in real-world settings.Inthis paper,we describe a clinical ques-tion answering system that focuses on aclass of commonly-occurring questions:“What is the best drug treatment for X?”,where X can be any disease.To evalu-ate our system,we built a test collectionconsisting of thirty randomly-selected dis-eases from an existing secondary source.Both an automatic and a manual evalua-tion demonstrate that our system comparesfavorably to PubMed,the search systemmost commonly-used by physicians today.1IntroductionOver the past several years,question answering (QA)has emerged as a general framework for ad-dressing users’information needs.Instead of re-turning“hits”,as information retrieval systems do, QA systems respond to natural language questions with concise,targeted information.Recently,re-search focus has shifted away from so-called fac-toid questions such as“What are pennies made of?”and“What country is Aswan High Dam lo-cated in?”to more complex questions such as “How have South American drug cartels been us-ing banks in Liechtenstein to launder money?”and “What was the Pentagon panel’s position with re-spect to the dispute over the US Navy training range on the island of Vieques?”—so-called“re-lationship”and“opinion”questions,respectively.These complex information needs differ from factoid questions in many important ways.Un-like factoids,they cannot be answered by named-entities and other short noun phrases.They do not occur in isolation,but are rather embedded within a broader context,i.e.,a“scenario”.These com-plex questions set forth parameters of the desired knowledge,which may include additional facts about the motivation of the information seeker, her assumptions,her current state of knowledge, etc.Presently,most systems that attempt to tackle such complex questions are aimed at serving in-telligence analysts,for activities such as counter-terrorism and war-fighting.Systems for addressing complex information needs are interesting because they provide an op-portunity to explore the role of semantic struc-tures in question answering,e.g.,(Narayanan and Harabagiu,2004).Opportunities include explicit semantic representations for capturing the con-tent of questions and documents,deep inferential mechanisms(Moldovan et al.,2002),and attempts to model task-specific influences in information-seeking environments(Freund et al.,2005).Our own interest in question answering falls in line with these recent developments,but we focus on a different type of user—the primary care physician.The need to answer questions re-lated to patient care at the point of service has been well studied and documented(Gorman et al.,1994;Ely et al.,1999;Ely et al.,2005). However,research has shown that existing search systems,e.g.,PubMed,are often unable to sup-ply clinically-relevant answers in a timely man-ner(Gorman et al.,1994;Chambliss and Conley, 1996).Clinical question answering represents a high-impact application that has the potential to improve the quality of medical care.From a research perspective,the clinical do-main is attractive because substantial medical knowledge has already been codified in the Uni-fied Medical Language System(UMLS)(Lind-berg et al.,1993).This large ontology en-ables us to explore knowledge-rich techniques and move beyond question answering methods primar-ily driven by keyword matching.In this work,we describe a paradigm of medical practice known as evidence-based medicine and explain how it can be computationally captured in a semantic domain model.Two separate evaluations demonstrate that semantic modeling yields gains in question an-swering performance.2Considerations for Clinical QAWe begin our exploration of clinical question an-swering byfirst discussing design constraints im-posed by the domain and the information-seeking environment.The practice of evidence-based medicine(EBM)provides a well-defined process model for situating our system.EBM is a widely-accepted paradigm for medical practice that in-volves the explicit use of current best evidence, i.e.,high-quality patient-centered clinical research reported in the primary medical literature,to make decisions about patient care.As shown by pre-vious work(De Groote and Dorsch,2003),cita-tions from the MEDLINE database maintained by the National Library of Medicine serve as a good source of evidence.Thus,we conceive of clinical question answer-ing systems as fulfilling a decision-support role by retrieving highly-relevant MEDLINE abstracts in response to a clinical question.This repre-sents a departure from previous systems,which fo-cus on extracting short text segments from larger sources.The implications of making potentially life-altering decisions mean that all evidence must be carefully examined in context.For example,the efficacy of a drug in treating a disease is always framed in the context of a specific study on a sam-ple population,over a set duration,at somefixed dosage,etc.The physician simply cannot recom-mend a particular course of action without consid-ering all these complex factors.Thus,an“answer”without adequate support is not useful.Given that a MEDLINE abstract—on the order of250words, equivalent to a long paragraph—generally encap-sulates the context of a clinical study,it serves as a logical answer unit and an entry point to the infor-mation necessary to answer the physician’s ques-tion(e.g.,via drill-down to full text articles).In order for a clinical QA system to be success-ful,it must be suitably integrated into the daily ac-tivities of a physician.Within a clinic or a hos-pital setting,the traditional desktop application is not the most ideal interface for a retrieval system. In most cases,decisions about patient care must be made by the bedside.Thus,a PDA is an ideal vehicle for delivering question answering capabil-ities(Hauser et al.,2004).However,the form fac-tor and small screen size of such devices places constraints on system design.In particular,since the physician is unable to view large amounts of text,precision is of utmost importance.In summary,this section outlines considerations for question answering in the clinical domain:the necessity of contextualized answers,the rationale for adopting MEDLINE abstract as the response unit,and the importance of high precision.3EBM and Clinical QAEvidence-based medicine not only supplies a pro-cess model for situating question answering capa-bilities,but also provides a framework for codify-ing the knowledge involved in retrieving answers. This section describes how the EBM paradigm provides the basis of the semantic domain model for our question answering system.Evidence-based medicine offers three facets of the clinical domain,that,when taken together, describe a model for addressing complex clini-cal information needs.Thefirst facet,shown in Table1(left column),describes the four main tasks that physicians engage in.The second facet pertains to the structure of a well-built clin-ical question.Richardson et al.(1995)identify four key elements,as shown in Table1(middle column).These four elements are often refer-enced with a mnemonic PICO,which stands for Patient/Problem,Intervention,Comparison,and Outcome.Finally,the third facet serves as a tool for appraising the strength of evidence,i.e.,how much confidence should a physician have in the results?For this work,we adopted a system with three levels of recommendations,as shown in Ta-ble1(right column).By integrating these three perspectives of evidence-based medicine,we conceptualize clin-ical question answering as“semantic unifica-tion”between information needs expressed in aClinical Tasks PICO Elements Strength of EvidenceTherapy:Selecting effective treat-ments for patients,taking into account other factors such as risk and cost. Diagnosis:Selecting and interpret-ing diagnostic tests,while considering their precision,accuracy,acceptabil-ity,cost,and safety.Prognosis:Estimating the patient’s likely course with time and anticipat-ing likely complications. Etiology:Identifying the causes for a patient’s disease.Patient/Problem:What is the pri-mary problem or disease?What arethe characteristics of the patient(e.g.,age,gender,co-existing conditions,etc.)?Intervention:What is the main inter-vention(e.g.,diagnostic test,medica-tion,therapeutic procedure,etc.)?Comparison:What is the main in-tervention compared to(e.g.,no inter-vention,another drug,another thera-peutic procedure,a placebo,etc.)?Outcome:What is the effect of theintervention(e.g.,symptoms relievedor eliminated,cost reduced,etc.)?A-level evidence is based on con-sistent,good quality patient-orientedevidence presented in systematic re-views,randomized controlled clini-cal trials,cohort studies,and meta-analyses.B-level evidence is inconsistent,lim-ited quality patient-oriented evidencein the same types of studies.C-level evidence is based on disease-oriented evidence or studies less rigor-ous than randomized controlled clin-ical trials,cohort studies,systematicreviews and meta-analyses.Table1:The three facets of evidence-based medicine.PICO-based knowledge structure and correspond-ing structures extracted from MEDLINE abstracts. Naturally,this matching process should be sensi-tive to the clinical task and the strength of evidence of the retrieved abstracts.As conceived,clini-cal question answering is a knowledge-intensive endeavor that requires automatic identification of PICO elements from MEDLINE abstracts. Ideally,a clinical question answering system should be capable of directly performing this semantic match on abstracts,but the size of the MEDLINE database(over16million ci-tations)makes this approach currently unfeasi-ble.As an alternative,we rely on PubMed,1 a boolean search engine provided by the Na-tional Library of Medicine,to retrieve an initial set of results that we then postprocess in greater detail—this is the standard two-stage architecture commonly-employed by many question answer-ing systems(Hirschman and Gaizauskas,2001). The complete architecture of our system is shown in Figure1.The query formulation mod-ule converts the clinical question into a PubMed search query,identifies the clinical task,and ex-tracts the appropriate PICO elements.PubMed re-turns an initial list of MEDLINE citations,which is analyzed by the knowledge extractor to identify clinically-relevant elements.These elements serve as input to the semantic matcher,and are com-pared to corresponding elements extracted from the question.Citations are then scored and the top ranking ones are returned as answers.1/entrez/Figure1:Architecture of our clinical question an-swering system.Although we have outlined a general framework for clinical question answering,the space of all possible patient care questions is immense,and at-tempts to develop a comprehensive system is be-yond the scope of this paper.Instead,we focus on a subset of therapy questions:specifically,ques-tions of the form“What is the best drug treatment for X?”,where X can be any disease.We have cho-sen to tackle this class of questions because studies of physicians’question-asking behavior in natural settings have revealed that this question type oc-curs frequently(Ely et al.,1999).By leveraging the natural distribution of clinical questions,we can make the greatest impact with the least amountof development effort.For this class of questions, we have implemented a working system with the architecture described in Figure1.The next three sections detail each module.4Query FormulatorSince our system only handles one question type, the query formulator is relatively simple:the task is known in advance to be therapy and the Prob-lem PICO element is the disease asked about in the clinical question.In order to facilitate the semantic matching process,we employ MetaMap(Aronson, 2001)to identify the concept in the UMLS ontol-ogy that corresponds to the disease;UMLS also provides alternative names and other expansions. The query formulator also generates a query to PubMed,the National Library of Medicine’s boolean search engine for MEDLINE.As an ex-ample,the following query is issued to retrieve hits for the disease“meningitis”:(Meningitis[mh:noexp])AND drug therapy[sh]AND hasabstract[text]AND Clinical Trial[pt]AND English[Lang]AND humans[mh]AND(1900[PDAT]:2003/03[PDAT])In order to get the best possible set of initial ci-tations,we employ MeSH(Medical Subject Head-ings)terms when available.MeSH terms are con-trolled vocabulary concepts assigned manually by trained medical librarians in the indexing process (based on the full text of the article),and encode a substantial amount of knowledge about the con-tents of the citation.PubMed allows searches on MeSH headings,which usually yield highly accu-rate results.In addition,we limit retrieved cita-tions to those that have the MeSH heading“drug therapy”and those that describe a clinical trial(an-other metadatafield).By default,PubMed orders citations chronologically in reverse.5Knowledge ExtractorThe knowledge extraction module provides the basic frame elements used in the semantic matching process,described in the next sec-tion.We employ previously-implemented com-ponents(Demner-Fushman and Lin,2005)that identify PICO elements within a MEDLINE cita-tion using a combination of knowledge-based and statistical machine-learning techniques.Of the four PICO elements prescribed by evidence-based medicine practitioners,only the Problem and Out-come elements are relevant for this application (there are no Interventions and Comparisons for our question type).The Problem is the main dis-ease under consideration in an abstract,and out-comes are statements that assert clinicalfindings, e.g.,efficacy of a drug or a comparison between two drugs.The ability to precisely identify these clinically-relevant elements provides the founda-tion for semantic question answering capabilities. 6Semantic MatcherEvidence-based medicine identifies three differ-ent sets of factors that must be taken into account when assessing citation relevance.These consid-erations are computationally operationalized in the semantic matcher,which takes as input elements identified by the knowledge extractor and scores the relevance of each PubMed citation with re-spect to the question.After matching,the top-scoring abstracts are presented to the physician as answers.The individual score of a citation is com-prised of three components:SEBM=SPICO+SSoE+SMeSH(1) By codifying the principles of evidence-based medicine,our semantic matcher attempts to sat-isfy information needs through conceptual analy-sis,as opposed to simple keyword matching.In the following subsections,we describe each of these components in detail.6.1PICO MatchingThe score of an abstract based on PICO elements,SPICO,is broken up into two separate scores:SPICO=Sproblem+Soutcome(2) Thefirst component in the above equation,Sproblem,reflects a match between the primary prob-lem in the query frame and the primary problem identified in the abstract.A score of1is given if the problems match exactly,based on their unique UMLS concept id(as provided by MetaMap). Matching based on concept ids addresses the issue of terminological variation.Failing an exact match of concept ids,a partial string match is given a score of0.5.If the primary problem in the query has no overlap with the primary problem from the abstract,a score of−1is given.The outcome-based score Soutcomeis the value as-signed to the highest-scoring outcome sentence,as determined by the knowledge extractor.Since the desired outcome(i.e.,improve the patient’s condition)is implicit in the clinical question,our system only considers the inherent quality of out-come statements in the abstract.Given a match on the primary problem,most clinical outcomes are likely to be of interest to the physician.For the drug treatment scenario,there is no in-tervention or comparison,and so these elements do not contribute to the semantic matching.6.2Strength of EvidenceThe relevance score of a citation based on the strength of evidence is calculated as follows:SSoE =Sjournal+Sstudy+Sdate(3)Citations published in core and high-impactjournals such as Journal of the American Medical Association(JAMA)get a score of0.6for Sjournal,and0otherwise.In terms of the study type,Sstudy, clinical trials receive a score of0.5;observational studies,0.3;all non-clinical publications,−1.5; and0otherwise.The study type is directly en-coded as metadata in a MEDLINE citation. Finally,recency factors into the strength of evi-dence score according to the formula below:Sdate =(yearpublication−yearcurrent)/100(4)A mild penalty decreases the score of a citation proportionally to the time difference between the date of the search and the date of publication. 6.3MeSH MatchingThefinal component of the EBM score reflects task-specific considerations,and is computed from MeSH terms associated with each citation:SMeSH =t∈MeSHα(t)(5)The functionα(t)maps MeSH terms to positive scores for positive indicators,negative scores for negative indicators,or zero otherwise. Negative indicators include MeSH headings as-sociated with genomics,such as“genetics”and “cell physiology”.Positive indicators for therapy were derived from the clinical queryfilters used in PubMed searches(Haynes et al.,1994);examples include“drug administration routes”and any of its children in the MeSH hierarchy.A score of±1is given if the MeSH descriptor or qualifier is marked as the main theme of the article(indicated via the star notation by indexers),and±0.5otherwise.7Evaluation MethodologyClinical Evidence(CE)is a periodic report cre-ated by the British Medical Journal(BMJ)Pub-lishing Group that summarizes the best treatments for a few dozen diseases at the time of publica-tion.We were able to mine the June2004edition to create a test collection to evaluate our system. Note that the existence of such secondary sources does not obviate the need for clinical question an-swering because they are perpetually falling out of date due to rapid advances in medicine.Further-more,such reports are currently created by highly-experienced physicians,which is an expensive and time-consuming process.From CE,we randomly extracted thirty diseases,creating a development set offive questions and a test set of twenty-five questions.Some examples include:acute asthma, chronic prostatitis,community acquired pneumo-nia,and erectile dysfunction.We conducted two evaluations—one auto-matic and one manual—that compare the origi-nal PubMed hits and the output of our semantic matcher.Thefirst evaluation is based on R OUGE, a commonly-used summarization metric that com-putes the unigram overlap between a particular text and one or more reference texts.2The treat-ment overview for each disease in CE is accompa-nied by a number of citations(used in writing the overview itself)—the abstract texts of these cited articles serve as our references.We adopt this ap-proach because medical journals require abstracts that provide factual information summarizing the main points of the studies.We assume that the closer an abstract is to these reference abstracts(as measured by R OUGE-1precision),the more rele-vant it is.On average,each disease overview con-tains48.4citations;however,we were only able to gather abstracts of those that were contained in MEDLINE(34.7citations per disease,min8,max 100).For evaluation purposes,we restricted ab-stracts under consideration to those that were pub-lished before our edition of CE.To quantify the performance of our system,we computed the av-erage R OUGE score over the top one,three,five, and ten hits of our EBM and baseline systems. To supplement our automatic evaluation,we also conducted a double-blind manual evaluation 2We ran ROUGE-1.5.5with DUC2005settings.PubMed EBM PICO SoE MeSH10.1600.205(+27.7%) 0.186(+16.1%)◦0.192(+20.0%)◦0.166(+3.6%)◦30.1620.202(+24.6%) 0.192(+18.0%) 0.204(+25.5%) 0.172(+6.1%)◦50.1660.198(+19.5%) 0.196(+18.0%) 0.201(+21.3%) 0.168(+1.2%)◦100.1700.196(+15.5%) 0.191(+12.5%) 0.195(+15.1%) 0.174(+2.8%)◦Table2:Results of automatic evaluation:average R OUGE score using cited abstracts in CE as references. The EBM column represents performance of our complete domain model.PICO,SoE,and MeSH rep-resent performance of each component.(◦denotes n.s., denotes sig.at0.95, denotes sig.at0.99)PubMed results EBM-reranked resultsEffect of vitamin A supplementation on childhood morbid-ity and mortality.Intrathecal chemotherapy in carcinomatous meningitis from breast cancer.Isolated leptomeningeal carcinomatosis(carcinomatous meningitis)after taxane-induced major remission in patients with advanced breast cancer.A comparison of ceftriaxone and cefuroxime for the treat-ment of bacterial meningitis in children.Randomised comparison of chloramphenicol,ampicillin, cefotaxime,and ceftriaxone for childhood bacterial menin-gitis.The beneficial effects of early dexamethasone administra-tion in infants and children with bacterial meningitis.Table3:Titles of the top abstracts retrieved in response to the question“What is the best treatment for meningitis?”,before and after applying our semantic reranking algorithm.of the system.The topfive citations from both the original PubMed results and the output of our semantic matcher were gathered,blinded,and ran-domized(see Table3for an example of top results obtained by PubMed and our system).Thefirst author of this paper,who is a medical doctor,man-ually evaluated the abstracts.Since the sources of the abstracts were hidden,judgments were guar-anteed to be impartial.All abstracts were evalu-ated on a four point scale:not relevant,marginally relevant,relevant,and highly relevant,which cor-responds to a score of zero to three.8ResultsThe results of our automatic evaluation are shown in Table2:the rows show average R OUGE scores at one,three,five,and ten hits,respectively.In addition to the PubMed baseline and our com-plete EBM model,we conducted a component-level analysis of our semantic matching algorithm. Three separate ablation studies isolate the effects of the PICO-based score,the strength of evi-dence score,and the MeSH-based score(columns “PICO”,“SoE”,and“MeSH”).At all document cutoffs,the quality of the EBM-reranked hits is higher than that of the origi-nal PubMed hits,as measured by R OUGE.The dif-ferences are statistically significant,according to the Wilcoxon signed-rank test,the standard non-parametric test employed in IR.Based on the component analysis,we can see that the strength of evidence score is responsi-ble for the largest performance gain,although the combination of all three components outper-forms each one individually(for the most part). All three components of our semantic model con-tribute to the overall QA performance,which is expected because clinical relevance is a multi-faceted property that requires a multitude of con-siderations.Evidence-based medicine provides a theory of these factors,and we have shown that a question answering algorithm which operational-izes EBM yields good results.The distribution of human judgments from our manual evaluation is shown in Figure2.For the development set,the average human judg-ment of the original PubMed hits is1.52(be-tween“marginally relevant”and“relevant”);after semantic matching,2.32(better than“relevant”). For the test set,the averages are1.49before rank-ing and2.10after semantic matching.These re-sults show that our system performs significantly better than the PubMed baseline.The performance improvement observed in our experiments is encouraging,considering that we were starting off with a strong state-of-the-artFigure2:Results of our manual evaluation:distribution of judgments,for development set(left)and test set(right).(0=not relevant,1=marginally relevant,2=relevant,3=highly relevant)PubMed baseline that leverages MeSH terms.All initial citations retrieved by PubMed were clinical trials and“about”the disease in question,as deter-mined by human indexers.Our work demonstrates that principles of evidence-based medicine can be codified in an algorithm.Since a number of abstracts were both auto-matically evaluated with R OUGE and manually assessed,it is possible to determine the degree to which automatic metrics predict human judg-ments.For the125human judgments gathered on the test set,we computed a Pearson’s r score of0.544,which indicates moderate predictiveness. Due to the structure of our PubMed query,the key-word content of retrieved abstracts are relatively homogeneous.Nevertheless,automatic evaluation with R OUGE appears to be useful.9Discussion and Related Work Recently,researchers have become interested in restricted-domain question answering because it provides an opportunity to explore the use of knowledge-rich techniques without having to tackle the commonsense reasoning problem. Knowledge-based techniques dependent on rich semantic representations contrast with TREC-style factoid question answering,which is primar-ily driven by keyword matching and named-entity detection.Our work represents a successful case study of how semantic models can be employed to capture domain knowledge(the practice of medicine,in our case).The conception of question answer-ing as the matching of knowledge frames provides us with an opportunity to experiment with seman-tic representations that capture the content of both documents and information needs.In our case,PICO-based scores were found to have a positive impact on performance.The strength of evidence and the MeSH-based scores represent attempts to model user requirements by leveraging meta-level information not directly present in either questions or candidate answers.Both contribute positively to performance.Overall,the construction of our semantic model is enabled by the UMLS ontol-ogy,which provides an enumeration of relevant concepts(e.g.,the names of diseases,drugs,etc.) and semantic relations between those concepts. Question answering in the clinical domain is an emerging area of research that has only recently begun to receive serious attention.As a result, there exist relatively few points of comparison to our own work,as the research space is sparsely populated.The idea that information systems should be sensitive to the practice of evidence-based medicine is not new.Many researchers have stud-ied MeSH terms associated with basic clinical tasks(Mendonc¸a and Cimino,2001;Haynes et al., 1994).Although originally developed as a tool to assist in query formulation,Booth(2000)pointed out that PICO frames can be employed to struc-ture IR results for improving precision;PICO-based querying is merely an instance of faceted querying,which has been widely used by librari-ans since the invention of automated retrieval sys-tems.The feasibility of automatically identifying outcome statements in secondary sources has been demonstrated by Niu and Hirst(2004),but our work differs in its focus on the primary medical lit-erature.Approaching clinical needs from a differ-ent perspective,the PERSIV AL system leverages patient records to rerank search results(McKeown et al.,2003).Since the primary focus is on person-。