Scar removal in Nanyang Central Hospital

1. Hello, it's OK to choose a regular plastic surgery hospital. It's suggested to know more about the qualification of the hospital and the doctor's technology before removing scars. It's suggested to go to the local regular plastic surgery hospital.

2. 1. Key points: create database, create table, create constraint, insert data

Database (warehouse)

table (shelf)

row record

column field

unique label of primary key table, and cannot be empty

foreign key to create association between tables, If a column is a foreign key, it must be a primary key in another table

sql server version express free version

Standard Version

enterprise version cannot be installed on XP, but can only be installed on the operating system of server version

server name:

express

machine name & # 92; sqlexpress

.\ Sqlexpress

IP address 127.0.0.1 & # 92; The IP address of sqlexpress in the network is 192.168.1.100; sqlexpress

localhost\ Sqlexpress

standard enterprise

machine name

.

IP address 127.0.1 IP address 192.168.1.100 in the network

classification

remarks and description

type

description


binary data type


stores the number of non child characters and text According to

Image

it can be used to store image

text data type

character data includes any letter Combination of symbols or numeric characters

char

fixed length non Unicode character data

varchar

variable length non Unicode data

nchar

fixed length Unicode data


nvarchar

variable length Unicode data


text


stores long text information (pointer, 2G)

ntext

stores long text of variable length

date and time

enter the date and time in single quotation marks



date and time

numeric data

the data only contains numbers, including positive numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers, negative numbers Negative numbers and fractions

int

smallint

integers

float


Real

numbers


currency data types

for decimal currency values




bit data types




store Boolean data types


data types

< B R / > char fixed length, Char (10) three fill 6 spaces

varchar variable length

nchar fixed length Unicode encoding storage nchar (10) three fill 8 spaces

nvarchar variable length Unicode encoding storage

sex nchar (1)

build database

create database shujuku


/>On ()

delete database

drop database shujuku

create table Biao

()

delete table

drop table Biao

Add

insert [into] Biao (lie1, lie2, lie3) values (&; Value 1 & # 39&# 39; Value 2 & # 39&# 39; Value 3 & (39;)<

delete from Biao [where condition]

truncate table Biao will restore the autoincrement column to seed value

change

Update Biao set lie1 = & 39&# 39;, lie2='&# 39; [ (1) create database myschool

create database myschool

on

(

name = &; MySchool',< br />
Filename = ' c:\ database\ MySchool.mdf',< br />
size=3,

filegrowth = 10%,

maxsize=100

)

log on

(

name=' MySchool_ log',-- Log file name

file name = & 39; c:\ database\ MySchool_ log.ldf',-- Log physical file name

size = 3,

filegrowth = 1,

maxsize = 5

)

(2) create table class

-- switch database


use MySQL

go

-- create table [class]

(

-- identity (1,1) auto number, the first parameter seed, The second parameter growth

-- primary key setting primary key

-- not null this field cannot be empty

[CID] int identity (1,1) primary key,

[CNAME] nvarchar (10) not null,

[cdescription] nvarchar (200)

)

go

(3) create table student


create table [student]

(

[Sid] int identity (1,1),

[sname] nvarchar (10) not null,


[sage] int null,


[SnO] decimal (18,0),


[sbirthday] datetime,

[sclassid] int not null

)

create table score

(

Sid int identity (1,1),

studentID int not null, - Student ID, foreign key

English float, --English score

math float

)

create table teacher

(

TID int identity (1,1) primary key,

tname nvarchar (50) not null,


tsex nchar (1),

tag int,

tsalary money

)

(4) insert data

-- insert data

into [class] (CNAME, cdescription) values (# 39; Class 11 of senior high school&# 39; Express class< br />
insert Class values(' Class one and two of senior high school&# 39; Middle class

-- error: when the column is omitted, the values of all columns must be entered

-- insert [class] values (& 39; Senior one class three

(5) update data

Update student set ssex = & 39; Male 39< br />
update student set sSex =' Dog;, sAge=20

update student set sClassId=2 where sName=' Wang Wu and Chen 39< br />
update student set sClassId=10 where sAge=50 or (sAge>= 19 and sAge<= 20)

Update student set sage = sage + 1

(6) delete all data in the table: delete from student

delete is just deleting data, and the table is still there, which is different from drop table

delete can also delete part of the data with the where clause: delete from student where sage & gt; 20

truncate has no condition to clear the data in the table, which is different from delete, and there is no log to clear the automatic number

(7) check the data select

-- exercise: add points to Liu Bei's English score

select * from score


Update score set English = English + 10 Where sid = 1


-- 2, All girls' age - 1

Update student set sage = sage-1 where SSE = & 39; Female 39

select * from student

-- 4. Delete from teacher where salary & gt; 2000

-- 5. Delete all teachers

delete from teacher

-- 6. Restore the value of self growing column to seed when deleting data

truncate table teacher

(8) constraint

L database constraint is a set of mechanism to ensure the integrity (correctness) of data

L non empty constraint


L The primary key constraint (PK) is unique and not null

l the unique constraint (UQ) is unique and allowed to be null, But only once

L default constraint (DF) default constraint

l check constraint range and format limit

L foreign key constraint (FK) foreign key constraint table relationship

-- constraint

-- master key constraint

alter table student


add constraint PK_ Student primary key (SID)

-- unique constraint

alter table student

add constraint UQ_ Student_ No unique (no)

-- default constraint

alter table student

add constraint DF_ Student_ sSex default(' Male For ssex

-- check constraint

alter table student

add constraint_ Student_ sSex check (sSex=' Male 39; or sSex=' Female< br />
alter table Student

add constraint CK_ Student_ sAge check (sAge>= 20)

alter table Student

add constraint CK_ Student_ date check (sIntime> Sbirthday)

-- delete constraint

alter table student

drop constraint_ Student_ Ssage

-- foreign key constraint

alter table student

add constraint fk_ student_ Sclassid foreign key (sclassid) references class (CID)

on delete cascade - to add data to the sub table, the value of the foreign key must appear in the main table, and 100 does not exist in the main table class, so the error is

insert into student (sname, no, sclassid) values (& # 39; abc', 111100)

-- when deleting the data in the main table, you must first delete the corresponding data in the sub table

delete from class where CID = 1

-- constraint exercise

-- teacher table

-- tsex control can only be male and female, Default male

-- tages between - 40 default

-- tname unique

alter table teacher

add constraint CK_ Teacher_ tSex check(tSex=' Male 39; or tSex=' Female< br />
constraint DF_ Teacher_ tSex default(' Male for tSex,

constraint CK_ Teacher_ tAge check(tAge>= 30 and tAge<= 40),

constraint DF_ Teacher_ tAge default(30)for tAge,

constraint UQ_ Teacher_ tName unique(tName)

3.

The positive pressure is directly proportional to the friction force, which means that the dynamic friction force F = UF (n). The friction force is equal to the proct of the friction coefficient and the positive pressure. Now you are talking about the static friction force. At this time, the object is in a state of equilibrium, and it is also directly proportional to the constant speed. It is just the friction force and gravity

According to

extended data:

the force that hinders the relative motion (or relative motion trend) of an object is called friction. The direction of friction is opposite to the direction of relative motion (or relative motion trend)

There are three kinds of friction: static friction, rolling friction and sliding friction

4. Yes, when consumers use their mobile phones to check the source code, the system can record the consumer's purchase information, geographical location, and the model and specification of the purchased goods, thus providing consumers with more protection.

5. What is the coefficient of friction
5000 * friction coefficient & gt; If 200, the friction is 200,
5000 * friction coefficient & lt; 200, the friction is 5000 * coefficient of friction

6. If the static friction is calculated according to the balance force, if the sliding friction is calculated by F = UN, where u is the friction coefficient, and the maximum static friction is greater than
sliding friction

7. Sliding friction
formula F = UN
where n is the pressure, and N = mg
u is the sliding friction coefficient on the horizontal ground, which is related to the material.
friction
1, friction
(1) definition: when two objects in contact with each other are about to or have
relative motion
they will proce a force on the
contact surface that hinders the relative motion, This kind of force is called friction.
(2) the friction between objects must have the following three conditions:
first, the objects contact and squeeze each other
Second, the contact surface is not smooth
Third, there is a relative movement trend or relative movement between objects.
2 Sliding friction force
(1) definition: the friction force generated when an object slides on the surface of another object is called sliding friction force.
(2) the experiment to study the relationship between the size of sliding friction force and which factors: why do you use a spring scale to make a uniform linear motion? This is because the spring scale measures the tensile force, not the friction force. When the block moves in a uniform and straight line, the horizontal tensile force of the block and the friction force of the board against the block are a pair of
balance forces
, A large number of experiments show that the sliding friction is only related to the pressure and the roughness of the contact surface; The coarser the contact surface is, the greater the sliding friction is.
(3) the sliding friction is the force that hinders the relative motion of objects in contact with each other, not necessarily the force that hinders the motion of objects, It should be clear that "relative motion" is obstructed by the objects that are in contact with each other as the
reference. The "object motion" may be based on other objects as the reference. For example, in the experiment, when a weight is placed on the wood block and the wood block is pulled by a spring scale for uniform linear motion, The specific situation is: when the wood block is pulled forward from rest, the weight will slide backward relative to the wood block, and the wood block will give the weight a friction to prevent it from sliding backward, and the direction of the friction is forward. Therefore, the weight does not slide relative to the wood block, In this case, the friction is static friction.
(4) the sliding friction has nothing to do with the speed of the movement of objects, and has nothing to do with the size of the contact area between objects.
(5) in order to simplify the practical problems, we often use the "idealized" method, such as one object is placed on the smooth surface of another object, which means that if two objects move relative to each other, the "smooth" method is used, There is no friction between them.
3. Static friction is proced by the interaction of two mutually stationary objects. The direction of static friction can be
the same as the direction of force, or it can be opposite to the direction of force.
4.
rolling friction
when one object rolls on the surface of another object without sliding or with rolling tendency, The rolling friction is caused by the deformation of two objects in contact

8.

What is the internal cause of teenagers' psychological development? At present, there are different understandings of this

it is generally believed that in the process of the interaction between the subject and objective things of teenagers, that is, in the process of teenagers' continuous active activities, the contradiction between the new needs caused by the demands of society and ecation and their original psychological level is the internal cause or internal contradiction of teenagers' psychology. This internal cause or internal contradiction is also the driving force of psychological development. In short, the contradiction between the new needs and the original psychological level is the driving force of their psychological development

here, the power comes from the activity and practice, unifies in the activity and practice, and realizes in the activity and practice; ② New needs are the active aspect of this contradiction; ③ Whether the new needs can be met or not depends on the original psychological level

The role of activities and practice in psychology and its development has been analyzed in the first section. Here, we will further analyze the two sides of the contradiction

First, "need" represents a new aspect in people's psychological activities, which is the motivation system of psychological development. Any need is a reflection of a certain objective reality under certain living conditions, that is, under certain social and ecational requirements or their own requirements. This kind of reflection and general reflection have something in common, which is a reflection form that can be realized by people; The difference from general reflection lies in that need is the motive system of psychological activities, which causes the "action" of the subject

Because of the importance of this kind of reflection form, it has been paid attention by psychologists for a long time. In 1938, H. Murray listed more than 20 kinds of human needs in his exploration of personality. On this basis, A. B. Maslow put forward the theory of "hierarchy of needs" in his book the theory of arousing people's enthusiasm published in 1943. The need layer system divides the various human needs into five levels according to their importance and occurrence order:

(1) physiological needs. This is the most primitive basic needs of human beings, such as clothing, food, shelter, transportation, continuation of future generations and so on. It is the basis of human survival

(2) safety needs. Getting rid of all kinds of dangers, getting health, and hoping to remove the threat of severe supervision are all security needs

(3) social needs (or love needs). It is hoped that the relationship between partners and colleagues will be harmonious or friendship and loyalty will be maintained

(4) respect needs. It refers to self-esteem and being respected, desire for reputation and status, personal ability and achievement, etc

(5) self actualization. To realize one's ideal and ambition is the highest need in the need layer system. To meet this need, we need to give full play to a person's potential ability

According to Maslow, the above five levels of needs are rising step by step. After the needs of the next level are relatively satisfied, the pursuit of the needs of the next level becomes the driving force of behavior. However, if the senior needs are met but there are no junior needs, he may sacrifice the senior needs to seek the junior needs, or even "take risks"

In our opinion, although Maslow's hierarchy of needs theory is worth learning, the fundamental point is that it ignores people's subjective initiative and the possibility of changing the primary and secondary relationship of needs through ideological ecation under certain conditions

The essence of need and its role in psychological development although the classification of need is complex, there are no more than two kinds: need can be classified from its generation, which can be divided into indivial needs and social needs, the former is generated by indivial requirements, and the latter is generated by social requirements; Needs can be divided into material needs and spiritual needs according to their nature. The two classifications are cross. No matter what kind of classification, people's needs are always social, indivial needs and social needs, material needs and spiritual needs, which restrict each other. Therefore, people's needs are subjective initiative

Needs can be expressed in various forms, motives, purposes, interests, hobbies, ideals, beliefs, world outlook, etc. In the aspect of personality, these forms form the tendency of indivial or personality consciousness. The expression form of some primitive need may be the development basis of the expression form of high-level need, but on the contrary, the expression form of high-level need often suppresses the expression form of low-level need. For example, people often sacrifice certain physiological needs and security needs in order to realize their ideals, beliefs and the cause of communism. It can be seen that the primary and secondary relationship of needs can be changed

In the development of human psychology, need often represents a new and active aspect. Objective things are always changing, and the relationship between the subjective and the objective is also developing, so people's needs will change with the development, and play the role of motivation system. When one need is met, another needs will arise, which will promote the development and change of human psychology and behavior

Complete psychological structure is a very complex whole, which is composed of the following components, representing the psychological development level at that time:

(1) psychological process, that is, the development level of cognition, emotion and will process 2) Personality characteristics, that is, the development level and performance of ability, temperament and personality 3) The level of knowledge, skills and experience 4) Age characteristics (the fourth section is specially discussed) 5) The psychological state at that time, namely attention, mood, attitude, etc

We usually say that ecation work must proceed from the reality of students, that is, from the above complete psychological structure, so as to achieve "targeted" and "a key to open a lock"

the original psychological level, that is, the original complete psychological structure is a unified whole, which represents the original and relatively stable side of people's psychological activities. However, the original psychological level should not be regarded as conservative. Everyone's original complete psychological structure has its positive factors, but also has some shortcomings or aspects to be developed

Third, the unity of opposites between new needs and the original level

the unity of opposites between new needs and the original level constitutes the internal contradiction of teenagers' psychological development and forms the driving force of their psychological development. In the practice of teenagers, all kinds of new needs arise, which will inevitably form a new contradiction with the original psychological structure. The two sides depend on and transform each other

Both sides of the contradiction are the same, and they are in struggle. There are no more than two results. First, the new needs are assimilated by the original psychological level, that is, the complete structure, and tend to be consistent, which promotes the development of psychology on the basis of the original level; ② If the new needs are denied and excluded by the original psychological level, that is, the complete structure, the psychology will remain at the original level. Whether the first is better or the second is better depends on the content and the direction of psychological development

for example, the new form of thirst for knowledge promotes the subject to learn, explore, acquire knowledge and develop intelligence at the original level, which is concive to the mental health development of teenagers; However, the need to eat, drink and play makes the original psychological level of teenagers get "assimilation", which often leads them astray. For another example, the requirements of correct ideological ecation stimulate the new needs of students to be positive and progressive, but the original psychological level may negate the new needs because of the scars left by the ten-year Cultural Revolution

The maintenance of the original level shows that the student has not made progress. But on the contrary, the original psychological level of health resists all kinds of needs aroused by the erosion of unhealthy tendencies in society, and the maintenance of this original "nature" means progress

In short, the contradiction between the new needs and the original psychological level is very complex. Under the influence of society and ecation, in the activities of teenagers, the struggle between their new needs and their original psychological level is indeed universal. It is this contradictory movement that promotes the constant change and development of teenagers' psychology. Therefore, this contradiction is the motive force of teenagers' psychological development

The internal contradiction is the basis of teenagers' psychological development, and the environment and ecation are the conditions of this development. Among them, ecation is the most important external cause and the most important condition in the psychological development of teenagers

How to play the leading role of ecation? Here, there is bound to be a question: is it better to be strict or lenient in the requirements of ecation? This is controversial in the field of ecation

In our opinion, both too low and too high requirements are inappropriate. Too low requirements (whether learning requirements or moral requirements) can not stimulate students' interest. No interest, no thirst for knowledge, can not proce new needs, can not well constitute the internal contradiction of teenagers' psychological development. However, the excessively high requirements are far away from the original level of students, which makes them "daunted at the sight". Not only can they not have the desire to learn and make progress, even if they arouse new needs, they can not be "assimilated" by the original psychological structure, which is difficult to constitute the driving force of psychological development

only those requirements which are higher than the students' original level and can be achieved after their subjective efforts are the most suitable requirements. Any ecation and teaching measures in middle school must meet this requirement. Teachers and parents should follow these rules in their work and put forward appropriate requirements to middle school students, so that students can continuously improve on the basis of their original level, make reasonable requirements become their new needs, and take this as the driving force to promote their psychological development

9.

In family ecation, if you force your child to learn something he doesn't like, even if this skill helps a lot, his ability may be improved, but at a certain cost, it will lead to tension between you and your child, and his relevance (his relationship with you) and autonomy will be reced. A strong sense of autonomy is the key to the formation of self motivation. After the formation of self motivation, children and adolescents can pursue their goals and enjoy their achievements with passion. So don't deprive children of their sense of control over their own lives. Autonomy is a basic human need, just like eating and sleeping. If you have a low sense of autonomy in life, you can't be a self-motivated person

try to be the child's consultant, not his boss or manager. If children are faced with difficulties in homework, tell them that they are willing to help or give advice, but they still have to complete their own tasks. To be a consultant means to cooperate with each other, to create a sense of security and initiative for each other, rather than to control everything. If we want to cultivate intelligent children, we should instill less, encourage children to ask more why, and never avoid children's questions. Even if children don't ask, you should inspire them to ask. It's better for children to ask one more why than to know ABCD early

many people have had similar experiences. If we can be encouraged, we are more willing to complete them. This gives us an inspiration: children should be encouraged, give them successful experience, and cultivate their sense of achievement. Only when you are interested in achievement can you be interested. As parents, there is one more thing we can do to cultivate children's self-confidence, which is to let children do housework and do their own things