患者 ，女性，54岁 。心脏联合瓣膜病10年，发热1个月，体温37 .2～37.6℃，厌食，消瘦，贫血貌。确诊手段首选

在五行中，“土”的特性为（   ）

下列哪种营养素缺乏，可引起孕妇巨幼细胞贫血

肾功能不全者禁用（   ）

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？

下列各项中，企业办理银行承兑汇票贴现，实际收到的金额与票面额之间的差额应记入的会计科目是（  ）。

某女，49岁。咳嗽气逆，干咳少痰，痰中带血，潮热盗汗，腰膝酸软，口干，舌红少苔，脉细数。诊断为咳嗽，证属肺肾阴虚，应采用的治法是（ ）

患者，女，43岁。腹胀、纳差、消瘦2个月。查体：颈部有3个蜘蛛痣，肝肋下3.9 cm，质硬。腹腔内抽出淡红色液体少许，相对密度1.013。可用于该病的普查、诊断、判断疗效及预测复发的检验项目，首选（   ）

体育教学评价的实质是（  ）

获取或编制固定资产明细表，复核加计是否正确，并与总账数和明细账合计数核对是否相符，结合累计折旧和固定资产减值准备与报表数核对是否相符，目的是验证固定资产的列报与披露。                              （  ）

我国卫生立法活动的依据是