在线考试系统中文翻译

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BJCP考试指南_中文版

BJCP 考试指南本指南内容为BJCP关于啤酒考试的细节要求。

蜂蜜酒和苹果酒不在本指南范围之内。

本指南内提到的所有考试均为啤酒考试。

1. 定义 (1)2. 起点 (2)3. 现有的、非学徒BJCP裁判 (2)4. 网上入门考试 (3)5. 品酒考试 (4)6. 挂靠BJCP裁判 (5)7. 活跃的BJCP学徒裁判 (5)8. 笔试 (5)9. 常见问题 (6)1.定义BJCP裁判入门考试（网上考试）：在线机考，内容涉及啤酒风格、酿造原料、啤酒特征、酿造工艺以及BJCP体系。

这是参加现场品酒考试之前的线上资格认证考试。

BJCP 啤酒品酒考试（现场考试）：考试内容为用评分表对6种考试用啤酒进行评价。

参加此项考试即意味着成为BJCP会员，并同时生成一个BJCP会员号。

BJCP裁判写作能力考试（笔试）：传统考试中写作部分考试的改进版本，进阶为国家级及更高等级的裁判需要进行此项考试。

BJCP传统啤酒考试（传统考试）：此项考试在2012年4月1日之前应用，考试内容包括写作部分和品酒部分，两项得分按照70/30的权重进行计算得出综合考试分数。

临时裁判：通过了网上考试，但是没有参加品酒考试，即为临时裁判。

临时裁判不是BJCP会员，没有BJCP会员号。

临时裁判不是BJCP的裁判等级。

学徒裁判：参加了品酒考试，但是并没有通过，即为学徒裁判。

学徒裁判是裁判等级之一，拥有会员身份及会员号，但不具备完全会员权利。

有效身份：BJCP裁判需要至少每两年参加一次BJCP赛事（详情参见BJCP会员指南）。

身份与等级有所不同，一名BJCP会员同时拥有一个等级和一个身份。

挂靠身份：当一个学徒裁判在两年之内仍达不到成为正式会员的要求，无论活跃程度如何，即为挂靠身份。

参见第6节：挂靠裁判详情。

完全会员：通过最初的品酒考试的有效BJCP裁判，只要拥有认可裁判等级或更高等级，即为完全会员。

2. 起点如果你从未参加过BJCP啤酒裁判考试，参见第4节：网上机考入门考试。

考试英语翻译中英文对照

英语翻译2013-6-5Unit1In1812napoleon bonaparte,emperor of the french led his grand army into russia.1812的法国皇帝拿破仑波拿巴，率领大军入侵俄罗斯。

He was prepared for the fierce resistance of the russian people defending their homeland.他准备好俄罗斯人民会为保卫祖国而奋勇抵抗。

He was prepared for the long march across russian soil to moscow the capital city.他准备好在俄罗斯广袤的国土上要经过长途跋涉才能进军首都莫斯科。

But he was not prepared for the devastaing enemy that met him in moscow the raw bitter,bleak russian winter.但他没有料到在莫斯科他会遭遇劲敌—俄罗斯阴冷凄苦的寒冬。

In1941,adolf hitler,leader of nazi germany,launched an attach against the soviet union,as russiaa then was called.1941年，纳粹德国元首阿道夫·希特勒进攻当时被称作苏联的俄罗斯。

Hitler's military might was unequaled.希特勒的军事实力堪称无敌。

His war machine had mowed down resistance in most of europe.他的战争机器扫除了欧洲绝大部分地区的抵抗。

Hitler expected a short campaign but,like napoleon before him,was taught a painful lesson.希特勒希望速战速决，但是，就像在他之前的拿破仑一样，他得到的是痛苦的教训。

大学英语网上作业和在线考试系统的研究

大学英语网上作业和在线考试系统的研究摘要利用最新的web技术开发包开发系统，用改进的传统遗传算法进行组卷优化，并采用基于词典的最大逆向匹配技术与语义相似度相结合的记分方式来实现简单主观题自动批阅，有效地改善学生学习英语的环境，也尽可能地减轻教师的负担。

关键词网上作业；在线考试；ajax；遗传算法；自动批阅中图分类号：tp315 文献标识码：b 文章编号：1671-489x（2013）06-0052-03英语是人们相互了解学习的“桥梁”工具之一，也是当下有知识的年轻一代应该掌握的基本技能之一。

大学英语作为在校大学生必开的一门公共课程，承担着让大学生熟练地掌握与运用英语的重担。

但目前的课堂教学，具有教学时间长、任务重、实践性强、短时间难以提高等特点，因而必须采取有效的措施改善学生学习英语的环境，进一步促进学生熟练地掌握和运用英语的能力。

大学英语网上作业和在线考试系统将是行之有效的改进措施之一。

1 系统采用的技术平台本系统采用最新的web技术开发包 ajax。

它能让开发的web应用程序直接通过客户端的ajax引擎向服务器传送需要更新的数据信息并返回，然后利用客户端的javascript处理返回的数据，避免了“闪屏”现象的发生。

同时，区别于传统web信息独占式请求发送方式，ajax采用信息异步请求发送方式，并且有一些操作就是在客户端上处理的，因而服务器处理响应所需的时间大大减少[1]。

两种信息发送方式如图1、图2所示。

2 系统主要功能2.1 学习功能系统添加了听力、完形填空、阅读理解、翻译、作文等题型，让学生在课外的时间通过对各题型的学习，进一步理解和巩固所学知识；并提供客观题的正确答案与解题思路以及主观题的参考答案供学生学习，以便及时发现问题，纠正错误。

2.2 网上作业功能在本系统中，教师可以通过此功能模块对学生布置大量的客观题以及翻译等简单类型的主观题作业，并设置好客观题的正确答案和客观题的关键词语，实现学生完成作业后点击提交，由系统实现学生作业的较准确的自动批阅，并记录学生成绩。

FMEA-4 中文翻译版

失效模式与后果分析（F M EA）参考手册第四版第一版 1993年2月出版，第二月1995年2月出版，第三版本2001年7月出，第四版2008年7月出版1993,1995,2001,2008版权由戴姆勒克莱斯特、福特和通用汽车公司所有I SBN:978-1-60534-136-1第四版前言FEMA第四版是克莱斯特、福特和通用公司的作为帮助供应商做设计和过程开发的参考手册。

本手册没有规定要求，意在阐明与FMEAs的开发技术问题。

本手册与 SAE1739结合使用。

第四版FMEA参考手册的更改概要第四版参考手册中描述了DFMEA和PFMEA方法，包括与系统、子系统、界面和部件层相关的设计和制造过程和安装操作中的过程。

总的更改●第四版的格式意在更容易阅读。

○包含了索引○使用竖线作提示指出关键段落。

●附加的例子和解释的提供是为了提高手册的效用，为手册的开发过程提供一个更近的纽带。

●管理支持、兴趣以及FMEA过程和结果的评审加强的需要。

●确定和加强在DFMEA和PFMEA之间联接的理解，以及确定与其他工具的联接●改善了严重度、发生率、探测度级别表以便在真实分析和使用时更有意义。

●介绍了现在工业中使用的可选择法。

○附加了样表和FMEA特殊案例应用的附录○标准表上的焦点已被工业中现在应用中所述的几种用法代替●建议RPN不要作为评价风险的基本方法使用。

包括附加方法在内的改善需要已经作了了修改， RPN极限法的使用已经作为惯例阐述是不建议使用的方法。

第一章讲述了FMEA的总的指南，管理支持的需要和定义了开发和维护FMEAs的过程，以及持续改善的需要。

第二章描述了FMEA方法的总的应用，即DFMEA和PFMEA之间的共同点。

这包括FMEAs中的计划、策划、措施计划、管理支持需要以及职责。

第三章聚焦于DFMEA（设计失效模式后果和分析），建立分析的范围，方块图的使用，DFMEAs的不同类型，小组的形成，分析、措施计划、跟进及RPN的选择的基本程序，以及与PFMEA的联接和验证计划。

【计算机专业文献翻译】对程序课程的一个可靠的考试系统的评估

Evaluation of an Authentic Examination System (AES)for Programming CoursesTorbj?rn Jonsson, Pouria Loghmani and Simin Nadjm-TehraniDepartment of Computer and Information ScienceLink?ping University, Sweden{torjo,poulo,simin}@ida.liu.seAbstractThis paper describes our experience with an authentic examination system for programming courses. We briefly describe the architecture of the system, and present results of evaluating the system in real examination situations. Some of the factors studied in detail are the on-line interactions between the students and examiners, the response times and their effects on the pressure experienced by student, the acceptance of the method among the students, and whether the examination form is gender-neutral. IntroductionAs experienced teachers in programming courses we have noticed the drawbacks in the traditional examination form used in programming courses. The students learn to program via laboratory exercises, but the final evaluation of their abilities and the grading of the examination are in a form that uses paper and pen instead of computers. Considering that the student will never use this mode for producing a program through the professional life, we consider this to be not a suitable method.At the Department of Computer Science at Link?ping University 12 fundamental programming courses for approximately 1000 students in different educational programs are taught annually. This paper deals with a new pedagogical view in these programming courses, which can be applied to any programming language, type of student and educational program. The idea is based on extensive studies around different examination forms, where individual grading, efficient and useful feedback and the authenticity of the examination form are used as basic criteria for the choice of examination method. We believe that the choice of method together with the added efficiency in the assessment process improves the quality of our study programmes. In particular, we believe that it will change the examination process from a summative to a normative assessment occasion [1].For a number of years we have experimented with testing the students via computer-aided examinations in some pilot courses - an authentic examination form for this type of course. However, this examination form has not become more widespread due to insufficient support for thecomputer environment necessary for this kind of examination. During the past year a new authentic examination system (AES) has been developed, where all the students and the examining teachers are connected to the same system. The process, including communication and grading, is supported by this environment. In this paper we describe the examination system and our initial evaluations of this system in a number of relatively large examination sessions. The courses in question covered programming in Ada and were taken by first and second year students.During the past year we have evaluated the AES. The instruments used for the evaluation consisted of questionnaires filled by 231 students over a period of 3 months and 4examinations.The paper is organised as follows. In section 1 we describe why the type of examination we propose is the most appropriate for programming courses and compare to some related systems. Section 2 includes a brief technical description of the examination systems, including its architectural design. In section 3 we describe how the computer system, that manages the examination process on-line, has to be augmented by rules set up in each particular course. Section 4 covers our evaluation methods and is followed by evaluation results in section 5. Section 6 concludes the paper.1 Examination formsEvery examination method has specific characteristics that make it more or less appropriate to a particular course setting. H?kan Oswaldsson studied the range of possible examination forms for a typical programming course prior to the development of the current examination system in our department [5]. While several modes of examination can be considered as effective means for enhanced learning (e.g. home assignments, oral examinations following a design assignment, etc), there are not many examination types that combine the need for a summative assessment, with adequate feedback to induce learning. Combined with the large number of students that we are currently teaching, design of an ideal examination setting is a truly challenging task.The work by Dawson-Howe is an early attempt to bring computer support into the process of programming assignment evaluation and administration [2]. The need for automated examination systems has become more pertinent during the late 90's with the advent of distance and life long learning. For example, at the Open University in UK there have been attempts to exchange student assignments , and their (subsequent) correction and asses sment by examiners via MS Word documents [8]. However, the available reports (e.g. the work by Price and Petre) concentrate on the ease of administration for course assignment and grading, rather than the pedagogical feedback in an on-line authentic examination. In recent years several authors report on automatic assessment systems, mostly concentrating on presentation of the technical aspects of the system and the results of the students in terms of grading [4, 5, 7, 8]. While we share the aspiration of these research teams and conduct similar studies, our focus has been on the formal evaluation of how the students perceived the examination environment. In addition we have studied how they were affected by factors specific to authentic examinations, how the system performance and the examiners' on-line behaviour affects the perceived load on the student, and other such aspects.Student accountsTeacher accountsExamsExamination ProcessingMessagingStatisticsThe AES design is divided into multiple tiers: the Client tier, the Middle tier (consisting of one or more sub-tiers), and the Backend tier (see figure 2.1). Partitioning the design into tiers allows us to choose the appropriate technology for a given situation. Multiple technologies can even be used to provide the same service in different situations. Forexample, HTML pages, JSP pages, and stand-alone applications can all be used in the client tier.Enterprise Beans MessageDrivenBeansClient Tier Middle Tier Backend Tier2 Technical description of the AESAES has been developed using the J2EE platform. This represents a single standard for implementing and deploying complex enterprise applications. Having been designed through an open process, J2EE meets a wide range of enterprise application requirements, including distribution-specific mechanisms such as messaging system, scalability and modularity.The clients are based on the Model-View-Controller (MVC) application architecture, which separates three distinct forms of functionality within the application: The Model represents the structure of the data in the application, as well as application-specific operation on data.The View accesses data from the model and specifies how that data should be presented. Views in the AES consist of stand-alone applications that provide view functionality.The Controller translates user actions on the model and selects the appropriate view based on user preferences.The AES is designed as a set of loosely coupled modules, which are tightly coupled internally. Grouping functionality into modules provides integration between classes that cooperate, yet decouples classes that refer to each other occasionally. Modular design supports the design goal that software will be reusable. Each module has an interface that defines the module's functional requirements and provides a place where later components may be integrated. The AES includes modules for:Figure 2.1: The AES design.Each of the three tiers plays a specific role in the design.The Client tier is responsible for presenting data to the user, interacting with the user, and communicating with the other tiers of the system. In this case the Client tier is the only part of the system visible to the user. The AES Client tier consists mainly of a stand-alone application that communicates with the other tiers through well-defined interfaces. A message-oriented approach based on JMS (Java Messaging System) has been chosen to take care of the communication between the Client tier and the Middle tier.The Middle tier is responsible for any processing involving Enterprise JavaBeans. Enterprise JavaBeans are software components that extend servers to perform application specific functionality. The interface between these components and their containers is defined in the Enterprise JavaBeans specification. The containers provide services to the Enterprise JavaBeans instances they contain, such as controlling transactions, managing security, thread or other resource pooling, and handling persistence, among other high-level system tasks.The Backend tier is the system information infrastructure. This tier includes one or more relational database management systems and potentially other information assets thatcould be useful, e.g. the central university course results administration system (LADOK). The EIS tier also enforces security and offers scalability. The Backend tier provides a layer of software that maps existing data andapplication resources into the design of AES in an implementation-neutral way.The system is separated into five different functional layers, each with its own responsibilities and its own API. These layers are physically split across the three different tiers. The persistence layer, for example, provides the mechanisms necessary to permanently save object state.It provides basic CRUD (create, read, update, delete) services and also deals with the object-to-relational mapping issues. This leads to a more flexible and maintainable system, e.g. layers can be changed with no effect on other layers, as long as the API remains constant.3 Examination set-upThe examination system is only one part of the examination process. The second part is the set-up (the rules) we have for the students. We have tried a few set-ups over a number of years (using a prototype for the system for 5-6 years).3.1 The first set-upThe first version allowed the students to write the programs using a computer instead of writing on paper. We found this method to be an improvement because we did not have to read "illegible" texts and the submitted solutions could be tested afterwards. Grades were based on the number of correctly solved exercises.A problem with this set -up was that all the grading still had to be done after the exam was finished. Most of the students waited to send in the solutions until the last minute of the exam.3.2 The second set-upOur intention was to have an examination where the students should have a response from the examiner(s) within a few minutes and where grades were given to the students when they left the exam. We also intended to provide the student with the possibility of getting a response for each exercise within a few minutes, so they could correct a nearly correct solution.The second set-up (which we use today) is based on both number of correctly solved exercises and the amount of time taken to solve them. A number of deadlines are given. If the student wants a high grade he/she has to solve a number of exercises within a pre-specified time limit.The current examination process follows a few steps:1. The student sends an examination request for an exercise to the examiner(s).2. The examiners can return one of the following results.Passed - the solution is correct.Incomplete - the solution has errors, and must be corrected. It's possible to make a new attempt later.·Fail - the solution is incorrect and the student is not allowed to continue to work on this exercise.3. Every examination attempt and the result will contribute to the final exam grade, and the student is informed of his/her current grade. If the student submits a new examination request on an additional exercise he/she can reach a higher grade.This examination process is built into our current AES, but the rules (time limits etc.) can be changed for separate courses. This makes the system flexible.Time limits and gradingIn the courses this system was tested there were three exercises in each exam and the requirements for different grades were:For the grade 5 (excellent) the student must complete:o 3 exercises correct in 3 hours oro 2 exercises correct in 2 hoursFor the grade 4 (very good) the student must complete:o 2 exercises correct in 3 hours oro 1 exercise correct in 1.5 hoursFor the grade 3 (passed) the student must complete:o 1 exercise correct in 4 hoursThe above set-up together with the AES support gives us the opportunity to grade the students during the exam. Students who have solved an exercise are informed of the grade they have reached. If they are satisfied with that grade they can leave the exam (many students leave after one to two hours when they have grade 4 or 5).Student q uestionsIn an ordinary computer-aided exam, a number of questions are submitted by the students , where the answer can either be classified as personal or as interesting for all students. The examiner can decide if he/she will send the answer to the whole group of students or just to a specific student. The number of questions seems to be relatively constant during the exam (approximately 2-5 questions per 5 minutes). Most questions are sent in during the beginning of the exam, which can be explained by the fact that the students ask about specific things pertaining to the exercises and that there are more students in the beginning of the exam.Submission/approval attemptsIn an ordinary computer-aided exam we have a large number of examination requests from the students. As we can see in figure 3.1 we have a relatively high frequency in the period from 30 minutes to 3 hours. After that, most of the students leave (they can't get a higher grade than 3 after that time).Around the deadlines we can see that the examination attempts appear more often, but not significantly more often. Still, the increase of examination requests leads to more work for the examiners. This can result in an increase in the response time (waiting time for the student).4 Evaluation methodsThe development of the current system started in summer 2001 and continued through winter 2001/2002. When we began testing this system we wanted as a test example a course with a large number of students. One of our introductory courses in programming has around 270 students each year, so that was our first choice. Approximately 180 of these students are Industrial Management Engineering students and the rest are Technical Biology students. Our statistics are based on their first examination in this course, which took place in March 2002.We also used a retake exam in this course to do a new study with a new set of questions. This evaluation was done in May 2002.In these two studies, students filled in questionnaires directly after the exam. The finalquestionnaire had two parts. The first part was mainly questions where answers are in free text format. The second part included questions with scaled answers (grade on to five, disagree - agree, worse - better). The first part was used in three evaluations. The more extensive questionnaire with two parts was used only for the last evaluation (i.e. for the two last exams). The appendix shows the final questionnaire.Both types of questionnaires were anonymous and the questionnaires were filled in after the grading was done for the exams. The students had already received their grades when they filled in the questionnaires. We believe that this provides a measure of objectivity on the student side.We also used the log files from the AES for the exams to get statistical trends about grades, gender, response times for questions respectively approval attempts among others (see section 5).5 Evaluation resultsUnfortunately almost all students had no previous experience with paper based programming examinations, so the replies could not be used for comparisons with that examination form. However, we used the response to study other questions in detail (specially the part related to the time/stress factor).First, how often the students sent in a request (questions or approval attempts), and how long the time for a response was? Secondly, how well was the examination system accepted by the students? A third question was a comparison by grades between the genders.The response rate of the questionnaires was quite good. We had four exams during the evaluation period with the following response rates:Exam 1: 76 answers of 112 students (67.8 %) Exam 2: 87 answers of 105 students (82.8 %) Exam 3: 50 answers of 66 students (75.7 %) Exam 4: 18 answers of 22 students (81.8 %)The first three questionnaires were done at the first examination occasion for the students and the fourth one was done in a retake examination where all the students were students with no grade from an earlier exam.5.1 Events during an examinationThe number of events, questions and examination requests , spread over an examination session of 4 hours can be an interesting metric to look at. The major negative factor that was indicated in the questionnaires was the feeling of time pressure or stress. 17% of the free text answers had some connection to this factor. From a technical point of view we were also interested in finding that the capacity of the system was adequate. Therefore we have summarised the number of interactions taking place in every exam.Figure 5.1: Student events (questions and examination requests) during an exam.In figure 5.1 we can see that the number of questions is higher in the beginning of an examination, but we have question events over the whole examination time.The number of examination requests is relative to time. There were a few requests in the first half an hour and that the first two hours are busy for the examiners. The request rate is quite high when we reach the time limits for the grades (especially the 4 hour limit). From a technical point of view the system performance under the above loads has been adequate. To study the student experience of stress due to waiting time we havecalculated the average waiting for the answer to a question and an approval of an examination request respectively. W e have also looked at the extreme values.It turns out that for a question the shortest answering time was 30 seconds and the longest 6 minutes. The corresponding figures for approval attempts were 1 minute and 10 minutes respectively. The first type of interaction took 2 minutes and 42 seconds, and the second type 3 minutes and 31 seconds on average for one particular exam.The student responses , from the questionnaires, on this amount of time is that it is acceptable to wait a minute ortwo for an answer on a question and that a few minutes waiting for a result on an examination request is all right.Based on this view we conclude that waiting time is not a contributing factor to the stress experienced by the students.5.2 Acceptance by studentsThe student responses indicated an overwhelming support for this examination form.94.5% of the students who returned the questionnaire preferred this examination form toa traditional paper and pencil exam.Many free text answers referred to the examination form being close to a realistic scenario and were positive about the possibility to compile and test (a total number of 94 such comments).In the exam where quantitative questions about the examination form were added to the questionnaire, 16 of 17 students answered that this form was closer to a realistic situation compared to other examination forms. The majority of students considered themselves to be anonymous with respect to examiners during the exam.5.3 Grade comparisons (male-female)We have made a comparison of grades in the first examination between the male end female groups of the students in a course. The numbers we use are normalised so we can compare the figures directly.As shown in figure 5.2, the grades for the female students are on average lower than the grades for the male students . We were interested in this metric to find out whether the Figure 5.2: Grades related to gender of students.examination form is gender-neutral. As it turns out we cannot draw this conclusion. However, one possible explanation is that most of the students who have programmed prior to taking the course are male.Another aspect of the differences in grades could be that we have two different groups of students in this course where the group with a large proportion of female students (Technical Biology) reads the course during their first year and the other group is reading the course during theirsecond year. The students in the second year are likely to have better study habits and are more experienced and have more theoretical knowledge.A third aspect is that the group with a higher ratio of female students only has this programming course as obligatory in the whole educational programme. The other group of students has more courses in programming afterwards and are possibly more motivated to study and reach higher grades in this course.This question is an obvious point for further study.6 Conclusions and ongoing workThis paper has summarized an early experience with an authentic examination system for programming courses. The current formal evaluations of the examination system and the examination setting has provided us with a number of insights on the effectiveness of the system as a tool for learning and for assessment. While the initial evaluations are positive and point towards the success of this examination method for majority of the students, the input from the students opens up new directions for research, and new ideas on how to improve the environment.Future directions of work are the integration of a new automatic correction system into our on-line and off-line student evaluations, and the exposing of the environment to larger number of students, specially those that already have paper and pencil exam exp eriences.References[1]J. Biggs, Teaching for Quality Learning at University, Open University Press, 1999.[2]K.M. Dawson-Howe. Automatic Submission and Administration of Programming Assignments. SIGCSE Bulletin, 27(4), December 1995.[3]J. English, Experience with a computer -Assisted Formal Programming Examination, Proceedings of ITiCSE 2002, p51-54.[4]C. Higgins, P. Symeonidis, and A. Tsintsifas, The Marking System for CourseMaster, Proceedings of ITiCSE 2002, p46-50.[5]L. Malmi, A. Korhonen, and R. Saikkonen, Experiences in Automatic Assessment on Mass Courses and Issues for Designing Virtual Courses, Proceedings of ITiCSE 2002, p 55-59.[6]H. Oswaldsson, Development of an examination system. Masters Thesis LiTH-IDA-Ex-00/73, Dept. of Computer and Information Science, Link?ping University, September 2000.[7]A. Pardo, A Multi-Agent Platform for Automatic Assignment Management, Proceedings of ITiCSE 2002, p60 -p64.[8]B. Price and M. Petre, Teaching Programming through Paperless Assignments: an empirical evaluation of instructor feedback. Technical report, Open University, January 2001.Appendix: Example questionnairePrevious exam typesHave you ever taken a written exam in a programming course before?Is this the first time you have taken a computer-based exam?Would you prefer a regular written exam instead?Classify comparison to traditional paper exams: Worse Equal BetterPossibility to ask questions during the exam Possibility to redo a question during the exam Possibility to learn something during the exam Anonymity of exam correction Testing critical thinking, not just memorisation Possibility to test and evaluate your own programs Disturbances during the examI can show my best side in theoretical questions I can show my best side in practial questions The examination form is not gender-biasedThe exam time in relation to the number of problems Stress level before the examStress level during the examStress level after the examUnsure as to if you have correctly answered a problem or notUnsure about what grade you have receivedThe exam environment is similar to a real situation The exam generally reflects the course contentAbout computer-based exam: Disagree - Agree (grade 1-5)The exam form made it easy to ask questions during the examI received answers to my questions quicklyThe result from my solution submission was returned quicklyI could see immediately whether or not I had passed the examI learned something about the subject during the courseI felt my anonymity was ensuredTesting my program helped me in solving the exam questionsThe responses I received after asking a question and/or submitting a solution helped me understand the problem betterThe exam rules: Disagree - Agree (grade 1-5)I felt relaxed before the exam I felt relaxed during the exam I felt relaxed after the exam It was helpful to be allowed to correct rejected solutions during the examIt was helpful to get my test result back immediately The cutoff for a 3 (1 correct solution, 4 h) is acceptableThe cutoff for a 4 (1 correct solution, 1.5h / 2 correct solutions, 3 h) is acceptableThe cutoff for a 5 (2 correct solutions, 2h / 3 correct solutions, 3 h) is acceptableIt was helpful to have access to the course literature during the examThe interface: Hard - Easy (grade 1-5)What was it like to communicate using the interface? How did you like the presentation of grades etc.? What was it like to ask a question?What was it like to submit a solution?Stability (classify within the following intervals):How many times did you need help in understanding how the system works? >9 4-9 0-3How many times did a system-interaction window accidently get lost? >9 4-9 0-3How many times did the system crash? >2 1-2 0Miscellaneous (Free text answers)Is there any information you think is missing from the exam system? Please explain. Other comments对程序课程的一个可靠的考试系统的评估Torbjörn Jonsson, Pouria Loghmani and Simin Nadjm-TehraniDepartment of Computer and Information ScienceLinköping University, Sweden{torjo,poulo,simin}@ida.liu.se摘要：本文是我们对程序课程的一个可靠的考试系统的经验描述。

在线学习考试系统操作说明书1

目录目录 (1)在线学习考试系统使用说明书 (2)1、用户登录 (2)1.1、系统登录 (2)1.2、系统最新提示信息 (3)2、个人信息管理 (3)2.1、个人资料修改 (3)2.2、学习进度查询 (4)2.3、考试历史查询 (4)2.4、系统消息提醒 (5)3、在线交流平台 (6)3.1、信息公告浏览 (6)3.2、在线调查中心 (7)3.3、在线答疑中心 (7)4、在线学习中心 (8)4.1、学习任务中心 (8)4.2、电子教材中心 (9)4.3、电子课件中心 (10)5、在线考试中心 (10)5.1、正规考试中心 (10)5.2、模拟考试中心 (11)在线学习考试系统使用说明书1、用户登录1.1、系统登录在IE浏览器的地址栏中输入本系统所在的服务器地址，确定后将出现系统登录界面。

1、输入“帐号”和“密码”点击“登录”按钮即可进入系统的主界面：点击“登陆”按钮即可进入系统主界面，界面如下图所示：最新考试试卷最新学习任务最新电子书籍最新电子课件公告信息中心在线调查中心功能菜单说明：左侧为系统的功能菜单栏，右侧是功能菜单具体的操作区域。

1.2、系统最新提示信息进入后考生应首先关注系统消息提示，点击界面上方系统信息提示栏，获取相应的考试消息和学习任务安排，如下图所示：2、个人信息管理2.1、个人资料修改点击左边的个人信息管理栏目下的“个人资料修改”，在其右侧显示了个人资料修改相应的操作，其操作界面如下：2.2、学习进度查询点击左边的个人信息管理栏目下的“学习进度查询”，在其右侧显示了学习任务进度表，可查看相应的学习进度情况，其操作界面如下：2.3、考试历史查询点击左边的个人信息管理栏目下的“考试历史查询”，在其右侧显示了考试历史查询相应的操作，其操作界面如下：考生可以通过此栏目查询自己的历史考试情况，包括考试名称、考试开始时间、结束时间、考试得分和考试状态。

点击考试名称可以查看具体考卷，如点击“2009年4月考试”可查看此试卷，如下图所示：2.4、系统消息提醒点击左边的个人信息管理栏目下的“系统消息提醒”，在其右侧显示了系统消息提醒相应的操作，其操作界面如下：1、查询系统提醒信息：系统提醒信息可根据“信息标题”或“信息来源”进行关键字的模糊查询，点击“查询”按钮，在下面的“系统信息提醒列表”里将会显示符合查询条件的提醒信息。

在线学习考试系统

一、概述考试学习系统是以在线学习、在线考试为核心，帮助提高管理、降低成本、提升价值、增强机构的核心竞争能力。

以下为本系统的流程图。

二、系统模块及功能介绍1、在线注册功能考生可以自由申请使用此系统帐号及其它信息。

申请完帐号后，申请不可能立即使用本系统，需要管理员审核通过才可以使用本系统。

2、修改个人信息此模块主要功能是为了方便用户对自己信息进行维护。

包括用户姓名、性别、手机号码、用户密码等功能。

3、学习进度查询此模块主要用于查询当前学员用户在线学习任务完成进度情况信息。

4、练习历史记录此模块主要用于查询当前用户在线练习的历史记录，其中包括作业名称，得分，作业的开始时间和结束时间等等相关信息。

注：当用户的查看考卷权限开放或设置允许查看考卷后，用户不仅可以查看得分还可以考试作业试卷批改的详细信息。

5、考试历史记录此模块主要用于查询当前用户在线考试的历史记录，其中包括考试名称，得分，考试的开始时间和结束时间等等相关信息。

注：当用户的查看考卷权限开放后，用户不仅可以查看得分还可以考试试卷详细信息。

6、学习任务此模块主要功能是系统管理员或老师级别的管理员给考生或学员级别的人员下达强行的学习计划任务，考生或学员必须要指定的时间范围内学满指定的时长即可完成学习任务。

系统提供严格的学习时间计时器，严格记录学员最后一次学习的IP地址和学习时间等参数，方便管理员查询。

系统支持电子课件和电子书籍的浏览计时。

支持全屏显示。

注：系统计时器在10-20分钟之间随时停止计时，弹出提示框提醒学员更新学习时间，以表示学习没有离开学习现场。

7、电子教材此模块主要功能是起一个自由学习，自主学习，辅助学习理念。

考生或学员可以通过电子教材中心自由学习和查看相关学习资料。

系统提供对电子教材详细的分类定义功能8、电子课件此模块主要功能是对电子课件信息进行自由学习，电子课件主要包括一些视频文件，flash动画文件和PPT，PPS等格式的文档。

9、在线练习此模块主要功能是为了方便一些老师或管理可以给相应的学生或用户布置作业，学生或用户可以通过此模块对布置的作业信息进行填写。

distributtion中文翻译

distributtion中文翻译"distribution"是一个英文单词，可以翻译成中文为"分发"、"分布"、"分配"等。

以下是一些用法和中英文对照例句：1. The distribution of food to the affected areas is being coordinated by the Red Cross. （红十字会正在协调向受灾地区分发食品。

）2. The company has a well-established distribution network across the country. （该公司在全国范围内建立了一个完善的分销网络。

）3. The distribution of wealth in the country is highly unequal. （该国的财富分配非常不平等。

）4. The distribution of the exam results will be announced on Friday. （考试成绩的分发将在星期五公布。

）5. The distribution of leaflets is a common marketing strategy for promoting a new product. （传发传单是推广新产品的常见营销策略。

）6. The distribution of power in the political system is a topic of debate. （政治体系中权力的分配是一个争论的话题。

）7. The distribution of resources in the ecosystem affects the survival of different species. （生态系统中资源的分布影响着不同物种的生存。

catti二级笔译和考研英一

CATTI二级笔译和考研英一随着全球化的发展，翻译作为一种重要的跨文化交流工具，其地位和作用日益凸显。

CATTI（中级口译专业资格）考试作为国内外通行的翻译资格认证，具有较高的知名度和专业性。

而在CATTI考试中，二级笔译和考研英一成为许多考生所关注和追逐的目标。

一、CATTI二级笔译1. 考试内容CATTI二级笔译考试主要测试考生的翻译能力和专业知识。

考试内容包括英译汉和汉译英两部分，涉及政治、经济、科技、文化等多个领域的专业性翻译。

考生需要具备良好的外语水平和翻译能力，能够准确理解原文内容，并流畅地表达出相应的译文。

2. 难点分析CATTI二级笔译考试的难点在于对考生的语言功底和翻译能力有较高的要求。

考生需要具备广泛的知识储备和语言表达能力，对原文内容进行准确理解并通过翻译清晰地表达出来，这对考生的译文质量和表达能力提出了较高的要求。

为了应对CATTI二级笔译考试，考生需要通过系统的学习和训练不断积累翻译经验，提高语言水平和翻译能力。

对于专业知识的掌握和理解也是备考的关键，考生需要在平时多加积累，了解不同领域的专业术语和常用表达，以应对考试中的专业性翻译内容。

二、考研英一1. 考试内容考研英一是考研英语中的一部分，主要测试考生的英语应用能力和阅读理解能力。

考试分为阅读理解、完形填空和翻译三个部分，要求考生在规定的时间内完成英语文章的阅读和翻译工作。

2. 难点分析考研英一考试的难点在于对考生的语言能力和应试技巧有较高的要求。

阅读理解部分涉及多篇长短不一的英文文章，要求考生能够准确理解文章内容和从中获取信息；完形填空部分要求考生对语法和词汇的掌握较为全面；翻译部分则要求考生具备较强的英汉翻译能力，能够准确理解原文内容并翻译成通顺、地道的中文表达。

为了备战考研英一，考生需要加强英语的语言训练和阅读能力的提升，通过大量的阅读和模拟练习，提高自己的语言能力和阅读理解能力。

对于翻译部分，考生要注重积累词汇和短语，加强英汉翻译的训练，提高翻译能力和水平。

阿里巴巴在线考试系统30题答案

1.[判断‎题 - 5‎分]：景点‎名称：一般‎不能带任何‎目的地归属‎信息，比如‎，杭州西湖‎的正确景点‎名填写是“‎西湖”。

‎‎A.正确‎B.错误‎2.[‎判断题 -‎5分]：‎景点联票和‎套票的发布‎：不管是否‎是景点官方‎的套票、联‎票，都必须‎作为独立的‎产品发布。

‎‎A.正确‎B.错‎误3.‎[判断题‎- 5分]‎：收费项目‎：当某景点‎没有具体的‎收费项目时‎，卖家默认‎该景点收费‎项目正确填‎写为“门票‎”。

‎A.‎正确B‎.错误‎4.[判断‎题 - 5‎分]：景点‎主图：必须‎按照产品发‎布的“帮助‎”链接里P‎S D模版进‎行图片尺寸‎、水印颜色‎、图片上的‎字体设计吗‎？‎A.正‎确B.‎错误5‎.[判断题‎- 5分‎]：国际景‎点名称，填‎写中文翻译‎即可，以F‎a ntaS‎e a为例，‎景点名为：‎幻多奇乐园‎‎A.正确‎B.错‎误6.‎[判断题‎- 5分]‎：景点等级‎：当卖家在‎审核凭证上‎没有提交景‎点等级凭证‎时，该景点‎等级勾选为‎“无等级”‎。

‎A.正‎确B.‎错误1‎.[单选题‎- 5分‎]：下列关‎于宝贝ID‎及产品ID‎说法正确的‎是？‎A.‎在天猫商家‎中心—我的‎产品库，点‎击相关产品‎的“查看详‎情”文字链‎接，进入产‎品详情页面‎，浏览器地‎址栏中有一‎串信息“s‎p u_id‎=****‎***”，‎*****‎**即为该‎产品的产品‎I DB‎.进入您的‎店铺，进入‎相关宝贝的‎详情页面，‎浏览器地址‎栏中有一串‎信息“ID‎=****‎***”,‎*****‎**一般即‎为该产品的‎I DC‎.产品ID‎即是宝贝I‎D2.‎[单选题‎- 5分]‎：下列关于‎发布产品，‎说法错误的‎是？‎A.‎只有授信商‎家可以发布‎产品B‎.登录商家‎中心—我的‎产品库，点‎击右上角的‎“发布新产‎品”，进行‎发布新产品‎的操作。

‎C.商家‎发布一个产‎品信息后，‎还未审核前‎（小二还未‎审核通过或‎者拒绝前）‎，其他商家‎不能发布这‎个产品信息‎。

catti笔译三级

catti笔译三级《CATTI笔译三级》是一项系统的英汉笔译水平考试，广泛应用于我国翻译和语言产业、社会各界，为考试者提供了较高的求职竞争力。

而在这项考试中，取得三级资质尤其重要，被许多机构和学校认可，成为具有得分优势的翻译人才。

在Catti三级笔译考试中，生所需考试的语种有英语，中文，国家语言资源监测中心开展考核，根据《国家职业资格认定（职称）条例》确定考核要求，其中考试科目分两大类：文言文鉴赏与译文写作。

文言文鉴赏是考验考生英语翻译熟练度的主要科目，考试内容涉及文言文鉴赏能力、语法分析、词汇量的运用以及语言应用能力等。

考生必须掌握和熟练使用英语的语法、词汇，理解英文句子的基本结构，运用语法原理和词汇进行翻译，需要把握英文句子1000-2500字之间的全面翻译。

译文写作科目，考生需要根据提供的文言文原文或者现代文原文，进行英汉翻译，考试文章长度在200-300字之间，非常强调译文的准确性和流畅性，以及考生深入理解原文的能力。

考试时间一般设定为1.5小时，考生根据自身的能力和实际把握水平，结合对当前考试的时间安排，提前选择翻译题目，并在规定的时间内完成翻译任务，将译文书写在指定的答题卡上。

为了获得CATTI三级笔译资质，考生需要运用英语文言文和译文写作等技能，掌握英汉词语的相互转换，掌握和理解词语的语义，运用合理的语句结构表达语言，了解英汉文化的差异及其对语言交际的影响，提高自身英汉笔译技能。

此外，考生还可以通过多项训练来提高自身翻译技能，这些训练有：复习语言学相关书籍，模仿近期考试试题，参加笔译考试训练班，与政府翻译官员一起练习笔译，参加英汉笔译比赛等。

总之，Catti三级笔译考试是一个检验英汉笔译技能的考试，考生需要根据自己的实际情况，全面掌握并运用英语语言技能，及早提出备考计划，做好充分准备，以期取得CATTI三级笔译资质。

在线考试系统-英文版

目录一、Analysis of function requirement (2)1 .1Introduction (2)1.2 Use (2)1.3 Operating Environment (5)1.4 The process of using (5)二、Description of technology framework (7)2.1 FRAMEWORK (7)2.2 B/S structure and XML (8)三、Detailed design (9)3.1 General framework design(总体架构设计) (9)3.2 project pictures including the packages and classes. (9)3.3 UML for project, including class diagram, use case and sequence diagram. (14)3.4 Database design. (22)3.5 XML design (25)四、Test (28)4.1 The test strategy (28)4.2 The test cases, include black-box testing, white-box testing and gray-box testing. (37)4.3 Test extreme data (37)五、Analysis of the tough technology and features (38)5.1 xml (38)5.2 eXist (39)5.3 JavaBean (40)5.4 Jquery (40)5.5 Ajax (41)六、Summary about the project and the course (41)七、Appendix (42)7.1 CreateXMLFile (42)7.2 SearchXML (43)7.3 UpdateOperate (48)八、References (54)一、Analysis of function requirement1 .1Introduction1.1.1 The purpose of user's manualThe purpose of this users' manual is to enable users to know more clearly about our system and facilitate the users’ operation. The targeted readers are common users but not experts.1.1.2 BackgroundExplanation：a.Project Name：Pigeon News Publishing System；b.Task author：hao Lic.researchers：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；d.Test user：Ji JiaXiong，Lin LeiLei，Li XueYun，Zeng Qi；1.1.3DefinitionMysql----- Open-source Relational databaseeXist-db ------ eXist-db is an open source database management system built using XML technology. It stores XML data according to the XML data model andfeatures efficient, index-based XQuery processing.Xquery-----An XML Query Language；Xpath-------XML Path Language (XML Path Language), which is an XML document used to determine the location of a part of thelanguageJquery----Is a cross-browser JavaScript library, and strengthen the operation between the HTMLand JavaScriptIDE------ also known as integrated design environment or integrated debugging environment is a software application that provides comprehensive facilities to computerprogrammers for software development.1.2 Use1.2.1 Functiona．Function：a)web developer：For users to browse, manipulate, test, the exam, course selection,registration account。

学术英语华电考试翻译1-7

Unit 1A题1 Through language we share experience, formulate values, exchange ideas, transmit knowledge, and sustain culture.我们用语言来分享经验，传递价值观，交换想法，传播知识，传承文化。

2 Metaphor is an implicit comparison between things that are different yet have something in common.隐喻是一种隐含的比较，不同的事物却有共同的东西。

3 In fact, the skillful use of supporting materials often makes the difference between a good speech and a poor one.事实上，能否有技巧地使用论据会造成演讲效果的天壤之别。

4 To be more effective, though, they should be vivid and richly textured.当然，要想演讲效果更好，演讲本身必须生动且结构丰富。

5 Extended examples—often called illustrations, narrations, or anecdotes—are longer and more detailed.延伸举例——也叫解释、叙述或轶事——更长更详尽。

6 Hypothetical examples describe imagery situations and can be quite effective for relating ideas to the audience.假设举例描述的是想象的情景，能够很好地把想法传达给观众。

7 Statistics can be extremely helpful in conveying your message, as long as you use them sparingly and explain them so they are meaningful to your audience. 统计资料非常有助于演讲者传递信息，因为当演讲者适量地运用这些资料并加以解释时，听众就能更好地理解其中的意义。

在线考试系统（OnlineExamSystem）--ASP.NET

XZe_Type:该选择题属于哪个科⽬,直接写课程ID。

XZe_Zl：是真题还是练习题。

XZe_Zj:题⽬章节。

填空题表这⾥TK_k1, 该题第⼀个空的答案，TK_k2 第⼆个空的答案，类推【这⾥TK_F字段，判断这⼏个答案是否可以乱序回答，例如，请说出四书是那四书，那么此时的答案可能是乱序的。

答辩时碰到导师问道这个问题//0.0，后加上的】简答题表课程表⽼师选课表学⽣选课表界⾯⽀撑：其他页⾯不在展⽰......总结点（⼤⽜勿喷）：在本次实训中，对学过的进⾏了实践，个⼈感觉关键点：对整体考试系统的把握、数据库的分析与创建、在线考试页⾯的技术⽀撑。

再细⼀点，整个系统运⾏的流程，三个不同⾓⾊的功能。

数据库表的分析，尽量的“优”。

各个页⾯技术的实现细节。

整个系统不再赘述。

数据库要分析好【如果读者觉得本次数据库设计还有什么好的意见请留⾔博主，先谢谢】。

各页⾯技术的实现。

在线考试页⾯，设计细节：附加函数：1public Random a = new Random();//对试卷选项进⾏排序⽣成随机顺序2public int[] PaiXu() //随机排序，返回⼀个整形数组，长度为4，值为3 4 5 6，不确定值的顺序，⽤于选择题的选项排序3 {4int[] i = new int[4];56 i[0] = a.Next(3, 6);7switch (i[0])8 {9case3: i[1] = a.Next(4, 5); i[2] = 6; i[3] = 9 - i[1]; break;10case4: i[1] = a.Next(5, 6); i[2] = 3; i[3] = 11 - i[1]; break;11case5: i[1] = a.Next(3, 4); i[2] = 7 - i[1]; i[3] = 6; break;12case6: i[1] = a.Next(3, 4); i[2] = 5; i[3] = 7 - i[1]; break;13 }14return i;15 }16页⾯代码：1using System;2using System.Collections;3using System.Configuration;4using System.Data;5using System.Linq;6using System.Web;7using System.Web.Security;8using System.Web.UI;9using System.Web.UI.HtmlControls;10using System.Web.UI.WebControls;11using System.Web.UI.WebControls.WebParts;12using System.Xml.Linq;13using MySql.Data.MySqlClient;14using DB_;1516public partial class student3 : System.Web.UI.Page17 {18static int[] da = new int[6];//存放答案 xz19int daa = 0;//记录第⼏条 ,答案选项0123 xz20public static string[,] tkda = new string[10, 3];//存放答案 tk 最多⼗条填空，3⽤来标识关键字只有k1-k321public static string[,] jdda = new string[10, 6];//存放答案 jd 同填空题22 DB db = new DB();//创建对象23//------24//⽣成试卷选择5 50 填空5 25 简答题 2 2525//26int xzt = 5, tkt = 5, jdt = 2, xzf = 50, tkf = 25, jdf = 25;27int jdcj = 0, tkcj = 0, xzcj = 0;28static int tkkk = 0;//填空题记录有⼏个空填空29static string Kid = "", Tid = "";30protected void Page_Load(object sender, EventArgs e)31 {32try33 {3435if (!IsPostBack)36 {37if (Request["kid"] != null && Request["tid"] != null)38 {39 Kid = Request["kid"].ToString();40 Tid = Request["tid"].ToString();41 }42 XZZ();43 TKK();44 JDD();45 }46 }47catch48 { Response.Write("<script>alert('载⼊有误请重新登录!');window.location.href='Login.aspx';</script>"); }495051 }52protected void XZZ()53 {54// MySqlConnection con=null;55try56 {57int tm = 1;58string sqlstr = "SELECT * from XZe_ where XZe_Type='"+Kid+"' and XZe_TeaId='"+Tid+"' order by rand() limit "+xzt; 59// con = db.conntent();60 MySqlDataReader selectcom = db.Select1(sqlstr);//, con61while (selectcom.Read())62 {63 Label j1 = new Label();64 RadioButtonList i1 = new RadioButtonList();65//i1.ID = js.ToString();66 j1.Text = tm.ToString()+". "+selectcom.GetString("XZe_T");//题⽬67 tm++;//1. 2. 3.68int[] a1 = new int[4];//存放随机结果 a[0-3]=>3-669 RepeatDirection Horizontal = new RepeatDirection();//设置单选按钮组为横排70 i1.RepeatDirection = Horizontal;//设置单选按钮组为横排+7172 a1 = db.PaiXu();//使⽤排序得到随机的345673for (int j = 0; j < 4; j++)74 {75if (a1[j] == 3) { da[daa++] = j; }76 ListItem a22 = new ListItem();//建⽴列表组77 a22.Value = j.ToString();//⽤于取出value 值与答案⽐较78 a22.Text = selectcom.GetString(a1[j]);//将数据付给listItem 对象79 i1.Items.Add(a22);//添加数据到列表项80 }81 XZ.Controls.Add(j1);82 XZ.Controls.Add(i1);83 }84 }85catch(Exception e) { Response.Write("取数据有错误"); }86finally { }8788 }89protected void TKK()90 {91 tkkk = 0;92int a = 0;93string sqlstr ="SELECT * from tk_ where TK_Type='"+Kid+"' and TK_TeaId='"+Tid+"' order by rand() limit "+tkt;94 MySqlDataReader selectcom = db.Select1(sqlstr);95while (selectcom.Read())96 {97for (int j = 0, i = 3; i < 6; i++)//数据库中答案字段 3-698 {99 tkda[a, j++] = selectcom.GetString(i);100 }101 Label j1 = new Label();//存放题⽬102string abc = selectcom.GetString("TK_T");103string[] arr = abc.Split('_');//⽤ _ 来分割有⼏个空104 j1.Text = "<br />"+ (++a).ToString()+"."+selectcom.GetString("TK_T")+"<br />";//题⽬105 TK.Controls.Add(j1);//添加题⽬到⽹页中106for (int i = 0; i < arr.Length - 1; i++)107 {108 tkkk++;109 TextBox q = new TextBox();110 TK.Controls.Add(q);111//⽣成相应的填空112 }113 }114 }115protected void JDD()116 {117int j = 0;118string sqlstr = "SELECT * from jd_ where JD_Type='" + Kid + "' and JD_TeaId='" + Tid + "' order by rand() limit "+jdt;119 MySqlDataReader selectcom = db.Select1(sqlstr);//, con120while (selectcom.Read())121 {122123for (int a = 0, i = 3; i < 9; i++)124 {125 jdda[j, a++] = selectcom.GetString(i);//i⽤来取数,a⽤来写⼊数组,j⽤来表⽰第⼏条数据126 }127 Label j1 = new Label();//存放题⽬128 j1.Text = "<br />"+ (++j).ToString()+"."+selectcom.GetString("JD_T")+"<br />";//题⽬129 TextBox a1 = new TextBox();130 a1.TextMode = TextBoxMode.MultiLine;///设置⽂本框为多⾏输⼊131 a1.Rows = 4;//设置⽂本框的⾏数132 JD.Controls.Add(j1);//添加题⽬到⽹页中133 JD.Controls.Add(a1);//添加⽂本框134 }135 }136protected void LOOK_Click(object sender, EventArgs e)137 {138 XZCJ(); TKCJ(); JDCJ();139int zz = xzcj + tkcj + jdcj;140string cjj = "insert into xsks_ values('"+Session["id"]+"','" + Tid + "','" + Kid + "',CURDATE( ),'" + zz + "')";141if (db.ZSG(cjj)) { Response.Write("<script>alert('成绩提交成功！你的成绩是 "+zz.ToString()+"');window.location.href='students.aspx'</script>"); } 142else{ Response.Write("<script>alert('成绩提交失败！');</script>"); }143 }144protected void XZCJ()145 {146int j = xzt, i = 0;147try148 {149while (i < xzt)150 {151int xzx = Convert.ToInt32(Request.Form[j++].ToString());//*得到选择项152if (da[i++] == xzx)153 xzcj += (xzf / xzt);154 }155156 }157catch158 {159160 }161 }162protected void TKCJ()163 {164165int xx = xzt*2;166try167 {168for (int i = 0; i < tkt; i++)169 {170for (int j = 0; j < 3; j++)171 {172if (tkda[i, j] == "") continue;173if (tkda[i, j] == Request.Form[xx++].ToString())174 tkcj += (tkf / tkkk);175 }176 }177178 }179catch180 {181182 }183 }184protected void JDCJ()185 {186187int xx = 2*xzt+tkcj;188try189 {190for (int i = 0; i < tkt; i++)191 {192for (int j = 0; j < 6; j++)193 {194if (jdda[i, j] == "") continue;195if (Request.Form[xx].ToString().IndexOf(jdda[i, j]) + 1 >= 1) 196 { if (jdcj < (jdf / jdt))jdcj += 3; else break; }197 }198 xx++;199 }200201 }202catch(Exception e)203 { }204205 }206 }该项⽬已被学姐要⾛。

信息技术考试有答案

1.2G是移动多媒体通信系统，提供的业务包括多媒体娱乐和全球无缝漫游等。

A. 正确B. 错误答案：B解析：2.非对称密码算法与对称密码算法，加密和解密使用的都是两个不同的密钥。

A. 正确B. 错误答案：B解析：3.巧用文档处理软件不能激活语文写作教学（）A. 正确B. 错误答案：B解析：4.当学生应用老师提供的数字化资源进行技术和技能自主学习时，教师主要指导学生信息化环境下自主学习的方法。

A. 正确B. 错误答案：A解析：5.量规可以在一个学习单元或项目的过程中或结束时使用。

A. 正确B. 错误答案：B解析：6.虽然面对的是同一个班的学生，在网络上开展讨论活动和在课堂中开展讨论活动还是有所不同的A. 对B. 错答案：A解析：7.电子档案袋可以实现学生作品的收集、分类和整理，还能记录学生的成长过程。

A. 正确B. 错误答案：A解析：8.信息技术应用能力标准，是教师培训的基本依据。

A. 正确B. 错误答案：B解析：9.互联网为社会课程提供了广阔、丰富的信息资源以及真实性的主题情境，信息技术为学生提供了许多收集、处理、交流信息的平台和工具，有力地促进了社会课程中的社会探究过程，有助于社会课程的综合。

A. 正确B. 错误答案：A解析：10.课堂导入必须使用多媒体才精彩A. 对B. 错答案：B解析：11.部分整合是信息技术与教学中的部分环节相整合，是信息技术与课程整合的初始阶段A. 正确B. 错误答案：A解析：12.网络学习空间就是把课堂搬到网络上A. 对B. 错答案：B解析：13.从书包到电子书包变化的本质应该是促成过去以教师为中心的教学走向以学生为中心的教学，实现教与学的变革。

A. 正确B. 错误答案：A解析：14.讨论、发现学习、辅导以及协作学习都属于学生主导的教学方法A. 对B. 错答案：B解析：15.MiniQuest针对多学科的学习，用时较长A. 正确B. 错误答案：B解析：16.项目学习（Project- based Learning，简称PBL）起源于英国，著名教育家克伯屈于1918 年首次提出“项目”的概念，它指“学生通过完成与真实生活密切相关的项目进行学习，是一种充分选择和利用最优化的资源，在实践体验、内心吸收、探索创新中获得较为完整而具体的知识，形成专门的技能并获得发展的实践活动。

大学英语网上作业和在线考试系统的研究

用信息异步请求发送方式，并且有一些操作就是在客户端上处理的，因而服务器处理响应所需的时间大大减少Ｊ。两种信息发送方式如图１、图２所示。
学生成绩。它既巩固了学生的所学知识，又减轻了教师批阅
作业的负担。２．３在线考试功能在本系统中，教师可以通过系统在原有的试题库或者修
摘
要利用最新的Ｗｅｂ技术开发包开发系统，用改进的传统遗传算法进行组卷优化，并采用基于词典的最
大逆向匹配技术与语义相似度相结合的记分方式来实现简单主观题自动批阅，有效地改善学生学习英语的
环境，也尽可能地减轻教师的负担。
ｔｒａｄｉｔｉｏｎａｌｇｅｎｅｔｉＣａｌｇｏｒｉｔｈｍｆｏｒｔｅｓｔｏｐｔｉｍｉｚａｔｉｏｎｔｏａｃｈｉｅｖｅａｓｉｍｐＩｅｓｕｂｊｅｃｔｉｖｅｑｕｅｓｔｉｏｎ
改后的试题库里通过遗传算法进行组卷，学生在特定的时间、
臻攮尊糟产撵簿
２系统主要功能
２．１学习功能系统添加了听
涟甍嚣端
地点通过计算机完成考试。考试提交后，将由系统对学生的
客观题进行批阅，并将分数保存记录下来；主观题则由教师批改后记录为学生的主观题得分，最后由系统将学生考试的
英语是人们相互了解学习的 “ 桥梁 ”工具之一，也是当下有知识的年轻一代应该掌握的基本技能之一。大学英语作为在校大学生必开的一门公共课程，承担着让大学生熟练地掌握与运用英语的重担。但目前的课堂教学，具有教学时间长、任务重、实践性强、短时间难以提高等特点，因而必须采取有效的措施改善学生学习英语的环境，进一步促进学生熟练地掌握和运用英语的能力。大学英语网上作业和在线考＼ ຫໍສະໝຸດ ＼Ｊ－＼．１

科技英语考试翻译

考试日期：05 年12 月31 日1.为此，必须对电路(circuit)的基本内容有一个很好的了解。

For this purpose, it is necessary to have a good understanding of the fundamentals of the circuit.2.这个系数(coefficient)有待确定。

This coefficient remains to be determined.3.现有的教科书均没有提这一点。

None of the textbook available mentions this point.4.由于反馈(feedback)在电子线路(electronic circuit)中起着重要作用，所以对它的研究极为重要。

Since feedback plays an important role in the electronic circuit, its study is very important.5.有迹象表明，计算机的价格将进一步下跌。

There is an indication that the price of computers will fall further.6.这个方法的确管用，不过到底该在什么情况下使用它尚不清楚。

This method does work, but it is not clear in what condition it is that it should be used.7.十年前该厂的产量比现在高五倍。

The output of this factory 10 years ago is 6 times what it is now.8.激光(laser)是二十世纪六十年代引入的一项新技术，它能穿透(pierce)特别硬的物质。

A new technology introduced in the 1960s, laser can pierce very hard substances.9.为使晶体管(transistor)正常工作，必须给其电极(electrode)加(apply)上合适的电压(voltage)。

俄语翻译资格证二级口笔译全攻略

俄语翻译资格证二级口笔译全攻略俄语中文翻译资格证(CATTI)二级口笔译全攻略包括以下几步：1.了解考试内容和要求：熟悉CATTI二级口笔译的考试大纲和评分标准，了解考试内容和要求，包括翻译实务、专业知识和语言能力等方面。

2.学习语言技巧和翻译理论：加强对俄语和汉语的语言技巧学习，包括词汇、语法、句式等方面的提升。

同时，了解翻译理论和技巧，例如等值转换、意译和文化转换等。

3.积累行业专业知识：根据自己的兴趣和实际需求，选择与自己专业相关的领域进行深入了解和学习。

通过阅读相关领域的文献资料，增加相关词汇和专业术语的掌握。

4.模拟考试训练：进行大量的模拟考试训练，尽量模拟真实考试环境，提高自己在时间限制和压力下的口译和笔译能力。

可以选择一些真题进行练习，同时进行自我评估和反思。

5.参加培训班或找导师指导：如果有条件，可以考虑参加一些CATTI口笔译培训班或找一位经验丰富的导师进行指导。

他们可以帮助你找到自身的问题和不足，并提供有针对性的指导和建议。

6.了解考试技巧和策略：掌握一些口译和笔译的技巧和策略，例如口译中要注意理解速度和准确度的平衡，能够进行适当的意译和加工；而在笔译中要注重译文的流畅性和语言的准确性，并避免直译和生硬的翻译。

7.提前备考：提前规划备考时间，合理安排学习时间和复习时间。

事先准备一些常用的词汇和表达，以及一些常见的领域词汇，方便在考试中使用。

8.自我评估和反思：每次练习结束后，进行自我评估和反思，找出自身的不足和问题，并加以改进。

可以请他人进行评价和意见，帮助自己提高。

总之，准备CATTI二级口笔译考试需要充分的准备和专业知识的积累。

通过系统学习、模拟考试和提前备考，可以提高自己的口译和笔译能力，从而更好地应对考试挑战。

etest的名词解释

etest的名词解释etest是一个广泛使用的电子考试系统，它在教育领域发挥着重要的作用。

作为一种基于网络的在线考试平台，etest通过电子方式管理和进行各种考试，并且在一定程度上取代了传统的纸质考试。

etest提供了强大和灵活的功能，为学生和教师带来了许多便利。

etest具备多种考试方式，包括选择题、填空题、解答题等。

学生可以根据自己的需要选择参加具体形式的考试，并且在规定的时间和地点完成考试。

etest提供了一个友好和直观的界面，使学生能够轻松地进行考试。

此外，etest还具备自动评分功能，可以快速地对答案进行评分和统计，为教师减轻了批改作业的负担。

etest的优势之一是其便利性。

传统的纸质考试需要大量的物质和人力资源，例如印刷试卷、安排考试场地和监考人员等。

而etest无需纸张和传统的考试环境，只需要一台电脑和网络连接，学生就可以在任何时间和地点参加考试。

这种灵活性极大提高了学生参与考试的便利性，并且能够更好地适应现代社会的学习需求。

etest还具备高效性。

在传统考试中，收集和整理学生的答卷是一个比较繁琐的过程。

而etest系统能够即时收集和保存学生的答卷，减少了人工操作，并且可以提供即时的成绩反馈。

这对于学生和教师来说都是非常重要的，学生可以及时了解自己的得分情况，教师可以及时发现学生存在的问题并进行针对性的辅导。

etest还能够提供个性化的学习和评估。

传统的纸质考试通常只能测量学生掌握知识的范围，但是etest通过多种题型和技术手段，可以更全面地评估学生的学习情况。

通过设置不同的难度和复杂度的题目，etest可以评估学生的能力水平和应用能力。

此外，etest还可以根据学生的优势和不足，提供个性化的学习资源和建议，帮助学生更好地提高学习效果。

然而，etest也存在一些问题和挑战。

首先，有些学生可能不熟悉使用电脑和网络，需要额外的培训和指导。

其次，etest的安全性也是一个关键问题，例如避免作弊和保护学生隐私等。

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