关于反稀释条款及降价融资,以下表述错误的是（  ）。

防风的主治病证不包括（  ）

根管充填时主尖应达距X线片所示根尖（    ）

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？

患者，男，67岁。因“双侧肢体抖动、动作缓慢1年余，加重半年”入院。患者主诉：1年前出现休息时右手抖动，站立时较前费力，自行服用活血药物；半年前右手抖动时间延长，有时左手也抖动，与家人交流减少，自行服用补钙制剂。诊断结论：晚发型帕金森病。有前列腺肥大病史。对患者进行用药指导，错误的是（    ）

对于从事违法活动的游客，不听劝阻、无法制止、后果严重的，导游领队人员应主动向相关执法、管理机关报告，寻求帮助，依法处理。（    ）

歌舞娱乐放映游艺场所与建筑内其他部位相通的门（   ）防火门。

支票的出票日期为2009年1月1日，则持票人对出票人的权利消灭日期为（  ）。

下列不属于钙通道阻滞药适应证的是（   ）。

假定两种方法检测结果的假阳性率和假阴性率都很低 。现有50份血样用甲法检查阳性25份，用乙法检查阳性35份，其中两法同为阳性和阴性的分别为23和13份 。为检验两种方法检查结果之间的差别是否有显著性意义，应选用

红丝疔的好发部位是