唐律中有关赋税征收和徭役摊派的内容被规定在（       ）。

患儿，4岁。发热3天，体温波动于37.5℃~38.0℃，无寒战。查体：体温38.0℃，脉搏110次/分，呼吸28次/分，血压96/62mmHg；神志清，精神可，心脏左缘第2~3肋间可闻及收缩期杂音，水冲脉(+)；双肺呼吸音清，未闻及干湿性啰音。胸部X线片示肺动脉段增宽突出，左右心室轻度增大，主动脉弓扩大，肺野透明度增加。最可能的疾病是(    )

可单独使用，尤其适用于伴有过敏性鼻炎、阿司匹林哮喘及运动型哮喘患者的药物是（    ）

儿童认为规则是由有权威的人决定的，不可以经过集体协商改变。这说明儿童的道德认知处于（）

下列关于心理应激，正确的是（    ）。

胃溃疡致瘢痕性幽门梗阻最典型的临床表现是

专项应急预案、部门应急预案至少每5年进行一次应急演练。（  ）

国防和军队改革取得历史性突破，形成军委管总、战区主战、（   ）新格局，人民军队组织架构和力量体系实现革命性重塑。

男性，31岁。刺激性咳嗽1个月，头痛10天。胸片示左肺门块状阴影；颅脑CT示颅内占位性病变，考虑肺癌脑转移，肺内原发癌最可能的病理类型是（）。

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？

患儿男，7岁。1天来寒战，高热，体温T39.8℃，烦躁不安，右膝下方剧痛，膝关节呈半屈曲状，拒动。查体：右小腿近端皮温尚可，压痛阳性。
早期确诊主要依靠