患者，男，56岁。糖尿病患者，用胰岛素治疗，晚10时突发心慌、多汗、软弱，继而神志不清。查心率120次/分。尿糖（—），尿酮体（—），尿素氮10.0mmol/L。最可能为（  ）。

焦虑性神经症发作有两种形式，一种为广泛性焦虑障碍，另一种为（   ）

下列说法中正确的是（   ）。

下列哪篇文章表明，李大钊已经成为中国的第一个马克思主义者（           ）。

《中国药典》规定，以阿魏酸为含量测定指标成分之一的药材是（ ）

肠梗阻患者血清钾检测值为2.9mmol／L，临床上一般不能表现为

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

股票的理论价值又称（  ）。

洛克的道德教育方法不包括

下列哪些技术和虚拟存储具有相似之处（  ）。

某男，52 岁。症见发热头痛，咳嗽口干、咽喉疼痛。中医辨证处以银翘解毒片。该片剂的处方组成：金银花、连翘、薄荷、荆芥、淡豆豉、牛蒡子 (炒)、淡竹叶、甘草。制法：金银花和桔梗粉碎成细粉；薄荷、荆芥提取挥发油，药渣与连翘、牛蒡子 (炒)、淡竹叶、甘草合并煎煮；淡豆豉加水煮沸后温浸 2 次；合并以上药液，浓缩制成稠膏；加入前述细粉，制粒，干燥，喷加薄荷、荆芥挥发油，混匀，压片，即得。关于该制剂特点、分类和质量要求的说法，错误的是（      ）