主要用于治疗无痰干咳的药物是( )。

属于双膦酸盐类骨吸收抑制剂的药物是（   ）

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 describes the paradox of the schools？

某女，38岁。因肝郁血虚肝脾不和导致两胀痛，头晕目眩、月经不调、脐腹胀痛，治当疏肝清热、健脾养血，宜选用的成药是

患者，男，45岁。无节律性上腹部疼痛不适2个月，食欲不振。多次大便隐血试验均为阳性。为确诊，应做的检查是

肾虚水泛证的诊断要点是

芦根具有的功效是

患者男，33岁。发作性腰痛伴尿频、尿急5年，时有尿液混浊及终末血尿。此次因发热伴腰痛、尿痛2天入院。查体：T38℃，血压140/90mmHg。尿常规：尿蛋白(+)、红细胞(+)、白细胞(+++)。肾B超：右肾11cm×5cm×3cm，左肾8cm×4cm×2cm.腹部平片：左肾区可见钙化灶。最可能的诊断是

我国三次群和四次群光纤通信系统最常用的线路码型是HDB₃码。

施工风险管理计划应在（  ）前编制完成，可在施工过程中根据风险变化进行调整，并经（  ）批准后实施。

慢性呼吸衰竭时，下列哪项不利于呼吸道通畅