薄荷在养阴清肺汤中的作用是

既能消食，又能回乳消胀的药物是(   )

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?

小王想换取一些美元纸币，他所使用的外汇牌价是（）。

高强度螺栓的拧紧宜在(    )h内完成。

患者，女，77岁，53kg，既往糖尿病病史10年，因“反复尿路感染4个月，加重3天”来院就诊。4个月前，患者无明显诱因出现排尿疼痛，间断低热，体温波动在37.2℃～37.5℃之间，自服左氧氟沙星片0.2g bid治疗5天后好转停药。其间多次反复发作，自服左氧氟沙星片好转。3天前，患者再次出现尿路刺激症状，自行口服左氧氟沙星0.2g bid治疗后无明显好转。门诊查尿常规示：白细胞(+++)，白细胞计数463.2/ul，细菌计数1262.1/ul。
查体：T 37.9℃  P 86次／分R 21次／分BP132/77mmHg.心、肺听诊无异常，腹平软，无压痛及反跳痛，左肾区叩击痛(+)，双下肢无水肿。辅助检查：血常规：白细胞计数12.35×10⁹/L、中性粒细胞百分比86.5%，CRP 69.5mg/L。Scr 66umol/L。尿培养及药敏试验结果：大肠埃希菌( ESBLs+)，细菌计数>10⁵ cfu/ml；对左氧氟沙星耐药，对哌拉西林一他唑巴坦、亚胺培南敏感。
如果患者经评价后无需调整给药剂量，则给药方案为

孕12～14周起，子宫出现不规则的无痛性收缩(    )

下列不会发生周围性呕吐的情况是

下列关于证券公司的表述，说法准确的是（  ）。

医师开具处方时，除特殊情况外，必须注明的是

患者男，36岁 。口腔内双颊处白斑 。检查：口内双侧颊黏膜白色针状小丘疹 。呈网状花纹样，有烧灼感，手背皮肤紫红色扁平丘疹 。近期未服用过任何药物 。该病应诊断为