（  ）是银行根据各项内、外部约束，量身定做的一套兼顾当前及未来资本充足率要求、发展目标和管理需要的关于整体资本需求和补充的计划。

男，45岁。3天前突然出现发热、头痛、嗜睡，随后出现兴奋，话多，语言凌乱，说在墙壁上看到了妖怪，有人要陷害他等。患者所处的状态是（   ）。

下列关于输卵管碘油造影的叙述，错误的是(     )

国家安全法律制度体系加快形成，以（   ）为引领，制定出台国家情报法、反恐怖主义法、境外非政府组织境内活动管理法、反间谍法、网络安全法、核安全法、数据安全法等一系列国家安全法律法规。

信托（契约）型基金的（  ）通过购买基金份额，享有基金投资收益。（  ）依据基金合同负责基金的经营和管理操作。（  ）负责保管基金资产，执行管理人的有关指令，办理基金名下的资金往来。

在对存货盘点结果进行测试时，注册会计师可以从存货盘点记录中选取项目追查至存货实物，以及从存货实物中选取项目追查至盘点记录，以获取有关盘点记录准确性和完整性的审计证据。                              （  ）

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 is closest in meaning to the underlined word "plummeted" in Paragraph 3?

胁痛的治疗原则是

对某28层酒店的消防控制室的室内装修工程进行防火检查。下列检查结果中，不符合现行国家标准要求的是（   ）。

患者咽喉肿痛，咽干，口渴，便秘，尿黄，舌红，苔黄，脉洪大。除少商、合谷、尺泽、关冲外，应加取

血清钾浓度大于(     )mmol/L称高钾血症