某专科毕业护生进入某综合医院工作，欲申请护士执业注册，不符合申请条件的是（   ）

在基金份额发售的（  ），基金托管人应将基金合同、托管协议登载在托管人网站上。

关于股权投资基金清算及清算退出的概念，表述正确的是（  ）。
Ⅰ.清算是指企业结束经营活动、处置资产并进行分配的行为
Ⅱ.企业被收购或兼并时所需进行清算
Ⅲ.清算退出是指股权投资基金通过被投资企业清算实现退出
Ⅳ.清算退出的方式包括解散清算、破产清算、重组清算

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?

How should the teacher deal with students' writing errors?

虎求百兽而食之，得狐。狐曰：“子无敢食我也。天帝使我长百兽，今子食我，是逆天帝命也。子以我为不信，吾为子先行，子随我后，观百兽之见我而敢不走乎！” 虎以为然，故遂与之行。兽见之皆走。虎不知兽畏己而走也，以为畏狐也。虎之所以犯这种错误，是因为其割裂了（    ）

刑事强制措施的种类除了刑事拘留，还有（        ）。

下列表述中，属于民事法律行为的是（  ）。

氟比洛芬酯注射用乳剂中，精制大豆油作为（   ）

根据我国现行公司法律制度，公司资本制度的特点不包括（  ）。

如下图所示网络图中，存在错误的是（   ）。