患者，女，34岁。右侧胸壁刺伤后，呼吸困难，发绀，随呼吸运动可闻及伤口有气体进出的响声。现场参与抢救的护士应首先（）

下列人物中，两耳失聪后仍坚持音乐创作的一位是( )。

根据《财政部住房和城乡建设部关于完善建设工程价款结算有关办法的通知》,国有企业应支付的建设工程进度款占已完成工程价款的最低比例是(）

各级人民政府及其有关部门应当建立严格的突发事件(     )

符合中度昏迷表现的是

 张老师在教学之余，将自己在教育教学工作中的成功经验总结升华，撰写成论文并成功发表。张老师享有我国《教师法》赋予教师的 ( )。

某分部工程有3个施工过程，各分为4个流水节拍相等的施工段，各施工过程的流水节拍分别为6、4、4天。如果组织加快的成倍节拍流水施工。则专业工作队数和流水施工工期分别为（  ）。

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 describes the paradox of the schools？

患者，女，30岁。患抑郁症2年，有严重睡眠紊乱，护士观察到患者睡眠的特点是（     ）

某企业的流动比率为2，速动资产占流动资产的70%，则该企业的速动比率是（  ）。

确诊膀胱肿瘤的主要依据是