旅游安全事故分为轻微、重大和特大事故3个等级。

[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.Which of the following is closest in meaning to the underlined word "plummeted" in Paragraph 3?

[多选题]我国缔结或加入的国际私法条约主要有（）

[单选题]典型锋面气旋的四个发展阶段依次为（）

[单选题]治疗高血钙症宜选用（）

[多选题]要提高申请消费信贷额度，必须准备（）等各种资产证明。

[单选题]关于药用辅料的一般质量要求，下列说法错误的是（　　）。

[问答题]为什么说牙菌斑是引起龋齿和其它牙周疾病的直接原因？

[问答题]什么是有差调节？汽机的调节系统为什么必须采用有差调节？

[判断题]《特种设备安全监察条例》规定，特种设备作业人员在作业中应当服从领导指挥。

[单选题]一位腹泻患者留取的粪便标本为米泔水样便，应首先推测为哪种细菌感染（）

[多选题]旅游安全事故等级分为（）。

[多选题]旅游安全事故等级可以分为（）

[多选题]旅游安全事故分为（）等级。

[多选题]旅游安全事故的等级可以分为（）。

[多选题]旅游安全事故的等级可以分为（）。

[多选题]（）属于旅游安全事故。

[单选题]旅游安全事故可以分为（） ①轻微 ②一般 ③重大 ④特大

[判断题]旅游安全事故分为轻微，一般，重大和特大事故。

[判断题]旅游安全事故分为轻微、重大和特大事故3个等级。

[填空题]旅游安全事故从程度上可以分为轻微、（　）、重大和（　）事故四个等级。