浙江瑞安2016年执业医师资格证领取时间及地点安

　　Section A

　　Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

　　Questions 36 to 45 are based on the following passage.

　　In the second half of the twentieth century, many countries of the South began to send students to the industrialized countries for further education. They(36)needed supplies of highly trained personnel to(37) a concept of development based on modernization. But many of these students decided to stay on in the developed

　　countries when they had finished their training.

　　In the 1960s, some Latin American countries tried to solve this problem by setting up special "return"programs to encourage their professionals to come back home. These programs received support from international bodies such as the International Organization for Migration, which in 1974enabled over 1,60038scientists and technicians to return to Latin America.

　　In the 1980s and 1990s, "temporary return" programs were set up in order to make the best use of trained personnel(39)strategic positions in the developed countries. This gave rise to the United Nations Development Program's Transfer of Knowledge through Expatriate Nationals, which encourages technicians and scientists to work in their own countries for short periods. But the brain drain from these countries may well increase in(40) to the new laws of the international market in knowledge.

　　Recent studies (41) that the most developed countries are going to need more and more highly qualified professionals around twice as many as their educational systems will be able to produce, or so it is thought. As a (42)there is an urgent need for developing countries which send students abroad to give(43)to fields where they need competent people to give muscle to their own institutions, instead of encouraging the training of people who may not come back because there are no professional outlets for them. And the countries of the South must not be content with institutional structures that simply take back professionals sent abroad; they must introduce(44)administrative procedures to encourage them to return. If they do not do this, the brain drain is(45)to continue.

　　A. forecast

　　B. flexible

　　C. neutrally

　　D. preference

　　E.detachM

　　F. bound

　　G. implement

　　H. consequence

　　I. qualified

　　J. dismissing

　　K. result

　　L.occupying

　　M. urgently

　　N . skeptical

　　O . response

　　20世纪下半叶，很多发展中国家开始把本国学生送往工业化国家深造。他们[36]迫切需要大批训练有素的专业人才以[37]落实基于现代化的发展观。

　　20世纪60年代。一些拉美国家设法通过设立专门的“回归”项目，鼓励其专业人才回国，以使这个问题得到解决。这些项目得到了诸如国际移民组织等国际机构的支持，因此，1974年，1600多位[38]合格的科学家和技术人员得以回到拉丁美洲。

　　在20世纪80～90年代，“暂时性回归”项目得以设立，旨在使那些在发达国家[39]担任战略性职位的专门人才人尽其用。这也促使联合国发展计划署设立了“外侨传递知识”项目。该项目鼓励技术人员和科学家在自己的祖国进行短期的工作。但是[40]　　由于知识界国际市场的新法则，这些国家的人才流失或许会更加严重。

　　最近的研究[41]预测，最发达的国家将会需要越来越多的高素质专业人才，所需人数大概是其教育系统所能培养的人才的两倍。或者也可以说，人们是这么认为的。[42]因此派学生出国留学的发展中国家急需向那些需要有能力的人来加强其体系的领域[43]倾斜，而不是鼓励培养那些由于找不到专业出路而有可能不回国的人。并且发展中国家不应该只满足于那种简单地把派往海外的专业人才送回国的体制结构，而是必须要引进[44]灵活的管理程序以鼓励留学生回国。如果它们不这样做，人才流失问题[45]　必定会继续存在。