能清热凉血，活血散瘀，退虚热的药物是（）

商业银行汇款业务的方式主要有电汇、信汇和网上银行汇款三种。（  ）

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?

在[p]、[b]、[v]、[h]、[g]、[k]、[d]、[t]、[s]、[f]中，擦音有：（　　）。

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小儿的舒张压正常值应为收缩压的(     )

在编制施工进度计划时，不需考虑的因素是( )。

 元朝中央的审判机关大宗正府相当于唐宋时期的( )。

甲公司从乙公司购置一批家具，给乙公司签发了一张金额为50万元、A银行为承兑人的商业汇票。后乙公司将票据背书给丙公司，丙公司又赠与给丁公司。丁公司向A银行提示付款时被A银行予以拒绝，于是丁公司发起了追索。已知未发生诉讼时效中止或中断情形，针对丁公司的追索，甲公司、A银行、乙公司、丙公司提出的下列主张中，可以得到法律支持的是（   ）。

各国的儿童文学都曾产生过深受儿童和家长欢迎的经典作品。下列选项中属于法国小说家德·圣·埃克苏佩里创作的作品是(   )。

完成《峨眉山月歌》教学后，教师引导学生回忆有关“惜别”的古诗词名句。下列回忆材料不适合的一项是（）。