下列关于地下疏散楼梯设置符合要求的是（  ）。

患者，男，25岁。因气温突降生病，症见寒热往来、胸胁苦满、食欲不振、心烦喜呕、口苦咽干，医生处方小柴胡冲剂。处方组成：柴胡、黄芩、半夏、党参、生姜、甘草、大枣，辅料为蔗糖。冲剂又称颗粒剂，含水量要求不超过（ ）

治疗滞产，应首选（    ）

下列属于投资适当性要求的是（  ）。

某男，70 岁。6 年前中风，后遗左侧肢体偏枯不用，肢软无力、麻木，自汗，面色萎黄，纳差，大便稀溏；舌淡紫，边有瘀斑，苔薄白，脉细涩。血液生化指标检验结果显示：甘油三酯 1.6mmol/L，低密度脂蛋白 1.6mmol/L，高密度脂蛋白 0.8mmol/L。诊断为中风，证属气虚血瘀，处方如下：黄芪 30g，炒白术 9g，人参 9g，豨签草 12g，红花 9g，酒赤芍 9g，地龙 9g，活血藤 15g，川芎 9g，当归尾 9g，桃仁 9g。7 剂，水煎服，每日 1 剂，早晚分服。7 天后，患者症状有所缓解，如改服中成药，宜选用的是（      ）

男 ，40岁，间断头痛1年，有时呕吐，伴双眼视力下降，查体发现双眼视乳头边缘模糊，隆起且有散在点状出血，余(-) 。
对此患者的初步印象是

证券公司应当对证券经纪人进行不少于60个小时的执业前培训，其中法律法规和职业道德的培训时间不少于24个小时。（  ）

患者，男，15岁。1年来常出现写作业时笔跌落，伴呆坐不动约20秒左右。疑为癫痫发作。口服抗癫痫药物中，一线抗癫痫药物为（ ）

下列关于切开法切开方向的叙述，错误的是（   ）

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.

What is the author's attitude towards the old mission of assessment?

根据税收征收管理法律制度的规定，纳税人对被申请人的下列行政行为不服时，应当先向复议机关申请行政复议的是 ( )。