从所给的四个选项中，选出最合适的一个填入问号处，使之呈现一定的规律性，最恰当的是（）。

既治疗急危重症，又治疗闪挫腰痛的腧穴是(     )

股权投资基金需要具备一定的组织形式，设立股权投资业务主体的行为即（）。

足踝部水肿和精神异常（幻觉、食欲亢进、性欲亢进等）的发生率较高的药物是

肺结核患者在接受抗结核治疗时，评价疗效首先要看。

根据《关于做好当前药品价格管理工作的意见》（医保发〔2019〕67号）,医疗机构制剂实行（     ）

Passage1

Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.

From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.

But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.

Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.

Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.

Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.

Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

What has made students spread along an achievement continuum according to the passage?

呈不规则的段；根头部有棕褐色或黄白色的茸毛；叶多皱缩破碎，绿褐色或暗灰绿色；头状花序，花冠黄褐色或淡黄白色的饮片是（ ）

天南星具有的功效是(   )

具有清心热、养心、安神、开窍的功能，用于热病攻心、神昏谵语的藏成药是（）。

慢性阻塞性肺疾病患者，频咳后出现一侧剧烈胸痛，张口呼吸，发绀，大汗淋漓，呼吸32次/分，脉搏100次/分，血压90/60mmHg。下列哪项检查对目前诊断最重要