以皮肤病变为特点的淋巴瘤是 （   ）。

在风险投资决策中，术语“结果”是指（　　）。

根据《个人贷款管理暂行办法》，下列不属于采用贷款人受托支付的例外情形的是（  ）。

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?

准贷记卡是指持卡人先按发卡银行要求交存一定金额的备用金，当备用金账户余额不足支付时，可在发卡银行规定的信用额度内透支的信用卡。

1992年美国全国反虚假财务报告委员会下属的发起人委员会发布《内部控制——整体框架》，文件明确了内部控制的三大目标，下列（  ）不属于三大目标之一。

痫病与五脏均有关联，但主要责之于（    ）

对申领首张信用卡的客户，发卡银行必须执行三亲见规定。三亲见规定不包括（  ）。

患者，男，55岁。患慢性肾小球肾炎10年，1周前受凉后出现食欲减退，恶心、呕吐，晨起明显，夜尿增多。内生肌酐清除率为30 ml/min。为了维持水、电解质、酸碱平衡，下列护理措施不正确的是（  ）

A药品经营企业持有《药品经营许可证》，经营方式为药品批发，批准的经营范围为：精神药品、化学原料药及其制剂、抗生素原料药及其制剂、生化药品、生物制品(含疫苗)。B药品经营企业持有《药品经营许可证》，经营方式为药品零售(连锁)，经营类别包括处方药、非处方药。经营范围为中药材、中药饮片、抗生素制剂、生化药品、生物制品。B药品经营企业为零售连锁企业，其以下行为错误的是（    ）

患者，女，65 岁。因右上腹疼痛 10 年，疼痛加剧伴发热 5 日而入院。既往曾因胆囊炎多次住院保守治疗。现诊断为急性胆囊炎。患者胆绞痛发作时要禁用（）