当某种卫生服务的价格上升1%，其需求数量增加2.1%，说明该服务为（　　）。

[多选题]定期一本通内可操作（）的开户。

[单选题]Passage1Today'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?

[单选题]RS-232接口，1394接口属于何种接口（）

[单选题]接近被挂车辆时行车速度小于（）km/h。

[多选题]市场利基者的作用是（）。

[单选题]位于中纵隔内的结构有（）

[单选题]女性，18岁，第二性征已发育，无月经来潮，诊为（　　）。

[单选题]下列各项内部控制中相对来说有重大缺陷的是（　）。

[单选题]小微企业和农村信用体系建设的出发点和落脚点是（）。

[单选题]（）是幼儿园室外活动的中型设备、材料。

[单选题]某种卫生服务找到替代性治疗措施的可能性越大，则其需求价格弹性（　　）。

[单选题]当某种卫生服务的价格上升1%，其需求数量增加2.1%，说明该服务为（　　）。

[单选题]当某种卫生服务的价格上升1%，其需求数量增加2.1%，说明该服务为（　　）。

[单选题]当某种卫生服务的价格上升1%，其需求数量增加2.1%，说明该服务为（　　）。

[单选题]某种卫生服务找到替代性治疗措施的可能性越大，则其需求价格弹性（　　）。

[单选题]某种卫生服务找到替代性治疗措施的可能性越大，则其需求价格弹性（　　）。

[单选题]（）是卫生服务的生命，否则卫生服务就不能生存和发展。

[判断题]卫生服务供给指卫生服务提供者在一定时期内在一定价格或成本消耗水平上，愿意且能够提供的卫生服务数量。

[判断题]卫生服务供给是指卫生服务提供者在一定时期内，在一定价格或成本消耗水平上，愿意切能够提供的卫生服务的数量。

[单选题]卫生服务供给者对卫生服务需求影响最主要的是（）