到目前为止，我国个人贷款业务的发展经历了三个阶段，其中不包括（  ）。

叶丰公司是一家农药生产企业，该公司率先采用生物技术生产的无毒级高效农药，深受种植企业欢迎。目前叶丰公司因业务发展需招聘新员工。下列关于叶丰公司人力资源获取策略的表述中，正确的是（　）。

某男，48岁，突患急性支气管炎，症见身热口渴，咳嗽痰盛，喘促气逆，胸膈满闷，医师诊断为表寒里热之咳喘。又用药7天，口干咽痛、大便干燥、痰黄粘稠症虽已，当仍咳嗽痰多、胸闷气急，其证转为痰气阻肺，治当化痰止咳、宽中下气，此时宜选用的成药是（）

图1所示为初中物理某教科书中的一个演示实验，从该实验中能得到的结论是(   )。

蝉蜕的主要归经是（  ）

按照中国银保监会文件规定，贷款人受托支付是指（  ）。

某教师在高中生物综合素质评价中设计了如下评论表，该测评不属于（）。

精亏神衰的表现提示

根据《建筑起重机械安全监督管理规定》，实行施工总承包的工程，建筑起重机械安装完毕后，由(     )组织验收。

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.

Which of the following will be triggered by the assessment results according to the passage？

现代社会，文字使用十分频繁，比有声语言还重要。