张某在某期货公司开户进行白糖期货交易。某日，张某买入白糖期货合约50手，当天白糖期货价格大幅下跌，造成张某账户的保证金余额低于期货交易所规定的最低保证金标准，于是期货公司及时通知张某追加保证金。但是，张某并没有在规定时间内追加保证金，这时，期货公司应该采取的措施是（  ）。

孕妇，26岁。妊娠28周。在进行产前检查时，护士教其自数胎动。孕妇询问12小时胎动少于多少次表示有异常（）

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?

患者，男，70岁。疑诊肺癌。行纤维支气管镜检查后，护士嘱其不宜立即饮水，向患者解释其目的是为了避免（   ）

患者，男，25岁，腰背痛，并向臀部放射。检查见腰背僵硬，神经系统无异常，X线片显示脊柱呈“竹节”样改变，骶髂关节间隙变窄，实验室检查：血红蛋白减低、血沉快，HLA-B27阳性。其诊断是

（   ）是指导教育工作的重要文件，内容包括课程设置、学科顺序、课时分 配、学周安排等。

对供热水利系统管网的阻力和压差等加以调节和控制，以满足管网系统按预定要求正常和高效运行的阀门是（  ）。

患者，男，41岁。左足底皮肤皲裂1月，伴疼痛。查体可见左足底皮肤增厚、粗糙、脱屑、干燥，有皲裂，舌质淡红，苔薄白，脉细。诊断为足癣鳞屑角化型。其中医证型是(     )

女 ，28岁 。停经3个月，早孕反应消失，阴道少许流血2天。妇科检查 ：宫口闭，子宫如妊娠8周大，质软，双侧附件区未触及异常。
为明确诊断 ，首选的检查是

一位心肌梗死的患者经某3级医院5周正规治疗确认明显好转出院。出院后在家仍不敢活动，吃饭、穿衣都需要他妻子帮助。这是病人角色的哪种变化