1. /span>. 阅读理解

When Stanford University student Ellen Xu was a five-year-old in California, she vividly recalls her parents rushing her little sister to the hospital. Three-year-old Kate had fallen acutely ill; she had a fever, reddened eyes, a rash and some swelling in her hands and tongue. 

At first, the puzzled doctors thought she had influenza, but when her condition didn't improve, the Xus returned to the emergency room, where a doctor by chance had prior experience with an acute inflammatory (炎症性的) reaction in the blood vessels known as Kawasaki disease. Though rare, it's the leading cause of acquired heart disease in babies and young children, and its cause and triggers remain somewhat mysterious. The doctor knew how to treat it: He ordered a dose of intravenous immunoglobulin, and eventually Kate shook off the illness without suffering damage to her heart.

Xu remembers being curious about her sister's dramatic condition and was amazed that the grown-ups couldn't answer her questions about why it was so hard to detect. "In my mind, it was this mystery, she says. "It was a puzzle I wanted to solve. "

A decade later, wanting to enter a high school science fair, she had an idea: "What if we had a doctor in our pocket?" So she created just that: Using AT, Xu designed an algorithm(算法) that uses visual data to diagnose (诊断) Kawasaki disease based on five physical symptoms.

The technology works the same way as apps that can identify birds and plants with photos you've taken on your cellphone. Worried parents can upload a photo that they have taken of their child, and the technology will scan the image for symptoms of Kawasaki disease, which often have a strong visual element, such as a rash or a swollen tongue.

Xu's invention has been applied as a web app on the Kawasaki Disease Foundation's website without charge. "The technology could also be developed for recognizing auto-immune and rheumatological (风湿病学的) diseases, " she says. "It means a lot to me. I want to use Al to help people live happier and healthier lives. "

(1) Why was Kawasaki disease so hard to diagnose? A. It had no symptoms. B. It had never been known before. C. It could be confused with influenza. D. It couldn't be diagnosed by medical instruments.
(2) What's the function of the first three paragraphs? A. To describe the bad results of the disease. B. To introduce a case remaining mysterious. C. To show why Xu developed the technology. D. To prove doctors should accumulate clinical experience.
(3) What's the advantage of Xu's invention? A. It is convenient and cheap. B. It can take the place of doctors. C. It can treat Kawasaki disease quickly. D. It can diagnose Kawasaki disease via scanned pictures.
(4) What can be learned from the text? A. The technology is an AI-powered diagnosed tool. B. Xu had the idea of the technology when Kate was treated. C. The technology can't be applied to diagnose other diseases. D. Influenza is the leading reason of acquired heart disease in babies.
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推理判断题; 细节理解题; 故事阅读类; 记叙文;
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1. 阅读理解

    At thirteen, I was diagnosed with kind of attention disorder. It made school difficult for me. When people else in the class was focusing on tasks, I could not.

    In my first literature class, Mrs. Smith asked us to read a story and then write on it, all within 45 minutes. I raised my hard right away and said, “Mrs. Smith, you see, the doctor said I have attention problems. I might not be able to do it.” She glanced down at me through her glasses, "you are no different from your classmates, young man.”

    I tried, but I didn't finish the reading when the bell rang. I had to take it home.

    In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person, Louis Braille. He lived in a time when the blind couldn't get much education. But Louis didn't give up. Instead, he invented a reading system of raised dots(点),which opened up a whole new world of knowledge to the blind.

    Wasn't I the “blind” in my class, being made to learn like the “sighted” students? My thoughts spilled out and my pen started to dance. I completed the task within 40 minutes. Indeed, I was no different from others; I just needed a quieter place. If Louis could find his way out of his problems, why should I ever give up?

    I didn't expect anything when I handled in my paper to Mrs. Smith, so it was quite a surprise when it came back to me the next day-with an “A” on it. At the bottom of the paper were these words: "See what you can do when you keep trying?”

(1) The author didn't finish the reading in class because_______. A. He was new to the class B. He was tired of literature C. He had an attention disorder D. He wanted to take the task home
(2) What do we know about Louis Braille from the passage? A. He had good sight. B. He made a great invention. C. He gave up reading. D. He learned a lot from school.
(3) What was Mrs.Smith's attitude to the author at the end of the story? A. Angry. B. Impatient. C. Sympathetic. D. Encouraging.
(4) What is the main idea of the passage? A. The disabled should be treated with respect. B. A teacher can open up a new world to students. C. One can find his way out of difficulties with efforts. D. Everyone needs a hand when faced with challenges.
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