静脉麻醉，应首选（    ）。

O型红细胞表面凝集原（    ）。

恩格斯曾经指出：“一个民族要想站在科学的最高峰，就一刻也不能没有理论思维。” 而实践发 展没有止境，党的理论创新也没有止境。党的创新理论是 “改造主观世界的‘营养’”。新时代 我们继续推进理论创新必须始终坚持的基本点是（      ）

某冠心病患者，使用中等强度的他汀类药物治疗6个月后，低密度脂蛋白胆固醇仍不达标，每日调脂治疗方案可调整为 （   ）。

秦始皇年间，咸阳发生一起杀人案，甲向官府告发该案系乙所为，乙遂被官府捕获，被判死罪，后官府抓获真凶丙，经查，甲、乙素有结怨，甲为报私仇而进行诬告。根据秦律，甲可能被判处的刑罚是（         ）。

下列哪项是脂肪酸合成的供氢体

商业银行受理新客户贷款申请后，信贷客户经理通常要（  ）。

班都拉认为个体在进行观察学习时，影响其注意的因素不包含（　　）。

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？

商业银行在个人理财业务中，超越客户的授权从事业务且没有经过客户追认的，其民事责任（  ）。

一种社会意识对社会存在反作用的大小主要取决于：（   ）。