含有27个或28个碳原子的胆汁酸类的动物类中药是（ ）

明明总是跑来跑去，在班级里也非常活跃。他的行为主要反映了其气质的什么特征（   ）

建设工程施工招标，评标过程中如果报价计算有误，下列处理方法正确的是（   ）。

幼儿园组织春游，李老师让幼儿自己商量去哪里玩，再统计每个地方有多少人想去，最后根据统计结果做出决定。该做法体现的幼儿发展特点是 ( )。

不属于斑纹类疾病的是

煅淬水飞后，变得纯净细腻，用于眼科以及外敷的是（ ）

理中丸主治病证与病势不包括

工程质量事故发生后，事故现场有关人员应当立即向（  ）报告。

2023年9月30日，甲公司银行存款日记账的余额为485万元，银行转来对账单的余额为500万元，经逐笔核对，发现两笔未达账项：公司已开出转账支票并登记银行存款减少20万元，银行尚未记账，银行扣除利息并登记公司银行存款减少5万元，公司未收到银行付款通知，不考虑其他因素，2023年9月30日，甲公司银行存款余额调节表中调节后的银行存款余额为（）万元。

制约教育发展规模和速度的主要因素是（    ）

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 will be triggered by the assessment results according to the passage？