根据《建筑市场信用管理暂行办法》，属于建筑市场各方主体的是（   ）。

患者，女，56岁。咳嗽、咳白痰3日就诊，血常规正常，经胸部X线检查，诊断为急性支气管炎。该患者宜选用的药物是（    ）

对胰腺炎具有重要诊断意义的是哪项检查（   ）。

患者，男，25岁。体健，吸烟每日1包。主诉：牙龈自动出血，伴牙龈疼痛、腐败性口臭5天。临床检查：龈缘呈虫蚀状，表面覆盖坏死假膜。此患者最佳的首诊治疗措施是（    ）

用于深部或表面完整的较大的肿瘤和颈部大的淋巴结的活组织检查（  ）

糖皮质激素的6a和9a位同时引入卤素原子后，抗炎作用增强，但具有较强的钠潴留作用，只可皮肤局部外用的药物是(   )。

正向市场上，买入大豆近月期货合约同时卖出大豆远月期货合约进行套利，只要价差（  ）即可盈利。（不计交易费用，价差是用建仓时价格较高一边的合约减价格较低一边的合约）

对医德评价的意义理解有误的是

平静呼吸时，吸气的阻力主要来源于

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 describes the paradox of the schools？

防腐剂是