男性，65岁。陈旧性广泛前壁心肌梗死7年，活动后胸闷、心悸、气短2年，近1周出现夜间阵发性呼吸困难。体检：端坐呼吸，BP160/90mmHg，P120次/分。P2亢进，心脏各瓣膜区未闻及杂音。双肺底可闻及细湿啰音，双肺散在哮鸣音。腹平软，肝脾肋下未触及，双下肢无水肿。空腹血糖4.2mmol/L。心电图=V1-V6导联ST段压低0.05~0.1mVQ血清肌钙蛋白正常。该患者心功能分级为（）。

2022年5月16日出版的第10期《求是》杂志发表习近平的重要文章指出，搞________是我们党的一个伟大创造。保障好________供给是一个重大的战略性问题，必须加强战略谋划，及早作出调整，确保供给安全。

基金财务会计报告分析的作用有（  ）。
I.评价基金过去的经营业绩及投资管理能力
Ⅱ.预测基金未来发展趋势
Ⅲ.为基金投资人的投资决策提供依据
IV.通过分析基金现时的资产配置及投资组合状况来了解基金的投资状况

“吐下之余，定无完气”的理论依据是（    ）

一个牙健康的15岁少年，如果由饮水氟浓度为0.4mg/L地区迁至浓度为2.0mg/L地区，其氟牙症发生的可能性为（  ）。

中国期货业协会成立于2000年12月，是全国期货行业自律性组织，为营利性的社会团体法人。

以脑死亡标准取代心脏停止搏动死亡的标准，其直接的伦理意义和效果是有利于

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 will be triggered by the assessment results according to the passage？

某品牌手机生产商在手机出厂前预装众多程序，大幅侵占标明内存，某省消费者保护协会以侵害消费者知情权为由提起公益诉讼，法院受理了该案。下列哪一说法是正确的？（        ）

下列有关两个层次重大错报风险的说法中，错误的是(    )。

中央银行的（）金融监管机构的审慎监管、存款保险制度是构成金融安全网的三大支柱。