既可以治疗跌打损伤，又可以治疗皮肤感染性疾病的中成药是（      ）

某女，38岁。先天禀赋不足，近半年来月经延后7～10天，量少，色淡，伴四肢乏力，精神不振，面色无华；舌淡苔白，脉缓弱。诊断为月经后期，证属血虚血滞、经血运行不畅。宜选用的中成药是（）。

消食药配伍化湿药，用治的病证是(     )

小学教育要抓住儿童发展的“关键期”，这是由于个体身心发展具有（）

在免疫应答过程中，巨噬细胞

猪苓汤与五苓散的组成药物中均含有

患者腰痛多年，时轻时重，伴双下肢痛。10天前搬重物后腰腿痛加剧，并出现麻木与排尿困难。查体：腰运动受限，椎旁压痛向下肢放散，直腿高举与足背屈附加试验阳性。马鞍区痛觉减退。出现排尿困难、鞍区麻木的原因是（    ）。

对小班幼儿进行常规教育时，下列哪一种语言描述最为合适？(   )

妈妈在旁边，幼儿敢于在陌生环境中积极探索和玩耍的依恋类型属于(    )。

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 is closest in meaning to the underlined word "plummeted" in Paragraph 3?

下列行业最接近于完全竞争模式的一项是（  ）。