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病人男性，23岁，8天前癫痫大发作后出现纳差，几乎不能进食，恶心、呕吐，吐胃内容物，乏力，伴无尿，尿量在每天0～50ml，无头晕、头痛，无腰痛、尿痛。5天前至急诊查尿常规示：pro(+++)，BLD(+++)；肾功能：BUN 17.2mmol/L，Cr 1100μmoL/L；B超示：双肾形态、大小正常，肾盂、输尿管无扩张。 此时护士应警惕病人容易出现的电解质紊乱是( )。
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Self-esteem: the Myth of Feeling Good About Oneself No one would argue that children thrive when they feel respected, important, and cared for by other persons, or that they falter when they lack the self-pride and self-confidence that accompanies such approval and support. However, at the hands of educators eager to encourage lagging pupils, a myth has developed that raising youngsters’ self-esteem is a sure means of improving their levels of achievement and solving many of the nation’s social ills. A 1990 report, for instance, proposes that "self-esteem is the likeliest candidate for a ’social vaccine’, something that empowers us to live responsibly and that keeps us from the lure of crime, teen pregnancy, and educational failure. The lack of self-esteem is central to more personal and social ills plaguing our state and nation as we approach the end of the twentieth century. " By the 1960s, following the advent of the self-actualization theories of personal growth espoused by psychologists Abraham Maslow and Carl Rogers, interest in enhancing self-esteem as a path to accomplishment got under way in the nation’s schools. Since then, dozens of "how-to" books have described ways for improving children’s positive feeling about themselves. The theory is simple: Feeling good is a necessary predecessor of accomplishment. Despite its current popularity, questions can be raised about the assumptions underlying the self-esteem movement. For example, what benefit does a third-grader gain in telling herself, "I am smart," "I am a good student,"—all forms of the "affirmative language" advocated by Douglas Bloch in his book Positive Self-talk for Children Does it really enhance the self-esteem of members of the fifth-grade baseball team—or improve their athletic skill—when everyone is awarded a trophy, despite the fact that the team did not show noticeable improvement throughout the season What effect will this have on next year’s efforts when this record of performance ends with apparent approval and satisfaction Countless statistics and surveys have had a unanimous(一致的) result: nothing is changed, and the days go on the same as ever. People are eager to praise the toddler for a few tentative steps and the two-year-old for simply attempting to match form with hole in a puzzle board. Self-esteem is heightened in the young child through such love and Approval. Older kids, though, are foxy analysts and know when performance merits praise and when it does not. Repeating indiscriminate praise or acclaiming minimal accomplishments run the risk of transforming positive response into meaningless flattery(恭维). Self-esteem theorists appear to have it backwards. Meaningful self-evaluation and positive self-esteem usually are the results, not the prerequisites(前提), of accomplishment. Praise is just one source of feedback; self-esteem more often comes from an awareness that the requirements of a sought-after goal have been mastered. Acquiring the knowledge and skills that enable a child to make progress toward such goals is a necessary basis for developing healthy, realistic self-esteem. Sports are an arena in which Americans generally have little reluctance to require hard work and persistence. Coaches do not hesitate to point out errors and mistakes. Children’s self-esteem does not appear to suffer when they are told that they need to practice more and concentrate on the task at hand. The usual effect is renewed effort to work, practice, and learn. In contrast, Americans are reluctant to have teachers evaluate the academic performance of their elementary school children with more than a "satisfactory" or "needs improvement. " Later, parents urge high schools to adopt more lenient(宽松的) grading systems, worried that the children’s self-esteem will plummet when they find that the "satisfactory" of earlier years now has become a "C" or "D." Sympathetic teachers, aware of the difficulties students encounter in their everyday lives, often relinquish standards in an effort to build students’ self-confidence. In doing so, they deprive youngsters of the kinds of experience that are prerequisite to later success. Students are fooled and their prospects for later employment are placed in jeopardy when teachers fail to teach them how diligence and effort can help to avoid academic problems, and when they fail to provide children with realistic feedback in meeting well-defined, challenging goals. American students face a bleak future if they are unable to compete with their peers, both in the U.S. and other industrialized countries. The seriousness of the matter becomes evident in the results of comparative studies of academic achievement. In one, for example, 96% of Chinese and 90% of Japanese fifth-graders tested had mathematics scores higher than the average of their counterparts in the U. S. Results are not much better at the 11 th-grade level: 86% of the Chinese and 92% of the Japanese received scores above American average scores. One might guess from the growing emphasis on self-esteem that American children generally have a negative self-image. This is not the case. In research conducted with representative samples of 11th-graders and their parents in Minnesota and Virginia, for instance, we found that Americans seem to have an unusually positive image of themselves. Participants were asked to rate the student’s achievement in mathematics on a seven-point scale where a rating of four was defined as average. Both students and their parents made ratings whose averages were significantly above average—that is, above four. "Above average" ratings were not limited to academic areas; the students gave themselves these ratings on a diverse array of characteristics, including athletic skills, physical appearance, and how well they got along with others. Chinese and Japanese students and parents made more realistic appraisals., their average ratings conformed more closely to the average as the researchers had defined it. Evaluations made by the Americans do not describe students plagued by self-doubt and in need of strong reassurance. Of course, there are American youngsters who have low self-esteem and who respond to this by giving up academic pursuits. Nevertheless, the principal challenge, it seems, is not so much in building up their self-esteem as in teaching them that all students are capable of raising their levels of performance if they are willing to work hard. We asked several thousand American and East Asian students to tell us what was most important for doing well in school. The most common response of the East Asian students was "studying." The U.S. students said "a good teacher". The difference in the place of responsibility reflected in these answers welt may reveal the consequences of a "feel good" approach. What conclusions can be drawn First. it is through progress and accomplishment that students develop the confidence which underlies solid self-esteem. Second, meeting challenging goals and receiving accurate feedback provides a sense of competence that leads to a healthy, realistic basis for feeling good about oneself. There is no evidence that adopting ever-higher standards as they learn and requiring students to work harder will lower their positive feelings about their abilities. Having kids tell themselves "I’m good enough. I’m smart enough. And doughnut, people like me" may be comforting for the moment, but we delude ourselves if we think a "feel good" approach will solve the problems of educating America’s children and protecting the nation from social ills. Praise and award certificates—the currency of the self-esteem movement—are cheap. More tangible types of reform that rely on redesigning institutions such as schools are expensive, difficult, and time-consuming. Even so, Americans must be as hardheaded and as clear as their competitors in realizing that an effective educational system for children and youth are fundamental to a nation’s health and progress. Feeling good is fine., it is even better when people have something to feel good about. Americans must be fully aware that ______ for children and youth are essential to the nation’s health and progress.
对全国各省的人口进行随机抽样时，对每个省的允许误差和概率度的要求都相同，那么对于一个人口数相当于其他省两倍的省，样本量就应该比其他省的样本量多一倍。（）
(二) 某建筑工程，建筑面积108000m2，现浇剪力墙结构，地下3层，地上50层。基础埋深14.4mm，底板厚3m，底板混凝土强度等级为C35。 底板钢筋施工时，板厚1.5m处的HRB335级直径16mm钢筋，施工单位征得监理单位和建设单位同意后，用HPB235钢筋直径10mm的钢筋进行代换。 施工单位选定了某商品混凝土搅拌站，由该项间为其制定了底板混凝土施工方案。该方案采用溜槽施工，分两层浇筑，每层厚度1.5m。 底板混凝土浇筑时，当地最高大气温度38℃，混凝土最高入模温度40℃。 浇筑完成12h后采用覆盖一层塑料膜一层保温岩棉养护7d。 测温记录显示：混凝土内部最高温度75℃，其表面最高温度45℃。 监理工程师检查发现底板表面混凝土有裂缝，经钻芯取样检查，取样样品均有贯通裂缝。 问题 该基础底板钢筋代换是否合理说明理由。
(二) 某建筑工程，建筑面积108000m2，现浇剪力墙结构，地下3层，地上50层。基础埋深14.4mm，底板厚3m，底板混凝土强度等级为C35。 底板钢筋施工时，板厚1.5m处的HRB335级直径16mm钢筋，施工单位征得监理单位和建设单位同意后，用HPB235钢筋直径10mm的钢筋进行代换。 施工单位选定了某商品混凝土搅拌站，由该项间为其制定了底板混凝土施工方案。该方案采用溜槽施工，分两层浇筑，每层厚度1.5m。 底板混凝土浇筑时，当地最高大气温度38℃，混凝土最高入模温度40℃。 浇筑完成12h后采用覆盖一层塑料膜一层保温岩棉养护7d。 测温记录显示：混凝土内部最高温度75℃，其表面最高温度45℃。 监理工程师检查发现底板表面混凝土有裂缝，经钻芯取样检查，取样样品均有贯通裂缝。 问题 本工程基础底板产生裂缝的主要原因是什么
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