必须严格执行国务院卫生行政部门规定的管理制度、操作规程，防止传染病的医源性感染和致病性微生物的扩散等的单位是（）

[单选题]Passage1Today'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？

[判断题]实际利率就是银行的挂牌利率。

[问答题]话务量的三个因素是什么？

[填空题]园林树木的栽培学分类，按栽培用途可分为（）、（）等。

[单选题]教学中使用地球仪做教具体现了（）教学原则。

[单选题]银行办理汇兑结算业务，汇入行对于客户支取现金时，办理兑付时的会计分录是（）

[单选题]国产高压电缆X－DJ及X－DZ型，允许的弯曲半径不小于电缆外径的（）

[单选题]患者，男，49岁，鸽子饲养员，左侧鼻塞，流血脓涕鼻腔，视力减退半月，既往有糖尿病史，检查左鼻腔内有坏死和结痂，CT示鼻腔外侧壁骨质破坏，病变黏膜组织活检见小动脉有血栓形成，未发现肿瘤细胞，黏膜表面可见分叉形菌丝。最可能的诊断是（）

[单选题]对Ⅰ型神经纤维瘤病确诊断意义的至少2个皮肤肿瘤是（　）

[单选题]下列不是CT检查前患者的准备工作的是（）