铅抑制血红素合成酶后，红细胞内锌离子被络合于原卟啉Ⅸ形成

A:FEP B:ALA C:ALAS D:ZPP E:ALAD

铅抑制血红蛋白合成酶后，体内锌离子被络合于原卟啉Ⅸ形成

A:FEP B:ALA C:ALAS D:ZPP E:ALAD

铅抑制血红素合成酶后，体内锌离子被络合于原卟啉Ⅸ形成

A:FEP B:ALA C:ALAS D:ZPP E:ALAD

铅抑制血红蛋白合成酶后，体内锌离子被络合于原卟啉Ⅸ形成

A:FEP B:ALA C:ALAS D:ZPP E:ALAD

Children model themselves largely on their parents. They do so mainly through identification. Children identify (51) a parent when they believe they have the qualities and feelings that are (52) of that parent. The things parents do and say-and the (53) they do and say to them—strongly influence a child’s (54) . However, parents must consistently behave like the type of person they want their child to become.
A parent’s actions (55) affect the self image that a child forms (56) identification. Children who see mainly positive qualities in their (57) will likely learn to see themselves in a positive way. Children who observe chiefly negative qualities in their parents will have difficulty (58) positive qualities in themselves. Children may modify their self image, however, as they become increasingly (59) by peers groups standards.
Isolated events, dramatic ones, do not necessarily have a permanent (60) on a child’s behavior. Children interpret such events according to their established anitudes and previous training. Children who know they are loved can, for example, accept the divorce of their parents or a parent’s early (61) . But if children feel unloved ,they may interpret such events (62) a sign of rejection or punishment.
In the same way, all children are not influenced (63) by toys and games, reading matter, and television programs. (64) in the ease of a dramatic change in family relations, the (65) of an activity or experience depends on how the child interprets it.

A:Oh B:Alas C:Right D:As

Children model themselves largely on their parents. They do so mainly through identification. Children identify (51) a parent when they believe they have the qualities and feelings that are (52) of that parent. The things parents do and say—and the (53) they do and say to them— strongly influence a child’s (54) . However, parents must consistently behave like the type of person they want their child to become.
A parent’s actions (55) affect the self image that a child forms (56) identification. Children who see mainly positive qualities in their (57) will likely learn to see themselves in a positive way. Children who observe chiefly negative qualities in their parents will have difficulty (58) positive qualities in themselves. Children may modify their self image, however, as they become inc reasingly (59) by peers groups standards.
Isolated events, dramatic ones, do not necessarily have a pennanent (60) on a child’s behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can, for example, accept the divorce of their parents or a parent’s early (61) . But if children feel unloved ,they may interpret such events (62) a sign of rejection or punishment.
In the same way, all children are not influenced (63) by toys and games, reading matter, and television programs. (64) in the case of a dramatic change in family relations, the (65) of an activity or experience depends on how the child interprets it.

A:Oh B:Alas C:Right D:As