商业银行的外部控制必须为商业银行相关信息的真实性、准确性、完整性和及时性提供保障。（   ）

无码间串扰系统的传输函数的特性为（）。

新生儿，胎龄30周，出生体重1550g。查体：心率<100次/分，皮肤薄嫩，胎脂多，毛发细，分条状。最为适当的诊断是(    )

期货公司董事会拟免除首席风险官职务的，应当提前通知（  ），并按规定将免职理由、首席风险官履行职责情况及替代人选名单书面报告公司住所地中国证监会派出机构。

提出“活教育”理论的教育家是(  )。

《幼儿园教师专业标准（试行）》指出，教师应“注重（），培育幼儿良好的意志品质，帮助幼儿养成良好的行为习惯"。

下列焊缝形式中，不属于按焊缝所在空间位置划分的是（  ）。

患者，女，68岁。3日前外感风寒后，自觉身体沉重而疼痛，甚则肢体浮肿，恶寒，无汗，伴咳喘，痰多白沫，胸闷，干呕，口不渴，苔白，脉弦紧。本病的诊断是

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.

Which of the following will be triggered by the assessment results according to the passage？

下列各项中，企业行政管理部门负担的工会经费应记入的会计科目是（  ）。

建立健全外包管理制度，明确外包管理组织架构和管理职责，并至少每年开展两次全面的外包业务风险评估。