First preliminary tests of the general relativistic gravitomagnetic field of the Sun and ne

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专八-第1天 听力理解

专八-第1天 听力理解

第一章听力填空5种记笔记技巧一、抓主题、记实词一般来说,讲座文章通常采用“总-分-总”的结构,中心突出、结构清晰、层次分明。

因此(开头)主题、分论点或结论句中出现的关键性名词、动词和形容词等是听录音和记笔记的重点。

例1[TEM-8,2010]录音Let me give you some examples.The first is whispering,which indicates theneed for secrecy.The second is breathiness.This is to show deep emotion.The third is huskiness,which is to show unimportance.记录重点记录时,要分层次记录,在理解的基础上记下重点的名词、动词、形容词等实词,如whispering,breathiness,huskiness 等。

题目B.examples1.whispering:need for secrecy2.breathiness:deep emotion3.(2):unimportance解析讲座举例说明声音副语言特征能在交际中帮助传达态度和意图。

此题考的是第三个例子huskiness 。

[答案:huskiness]二、表示顺序或层次的词句后是要点讲座在阐述主题和各分论点时经常会出现表示层次和顺序的词、词组或句子来帮助理解文章的整体结构、中心论点和各分论点。

该类表达有:First of all,...//The second point,...//Thirdly,...//Now let’s take a look at the first approach,...//Now let’s move on to the second approach to meaning,...//Now the third approach to meaning,...等。

2023下半年翻译资格考试一级笔译考试习题

2023下半年翻译资格考试一级笔译考试习题

2023下半年翻译资格考试一级笔译考试习题人必须有自信,这是成功的秘密。

今天我给大家带来了2023下半年翻译资格考试一级笔译考试精选习题,希望能够帮助到大家,下面我就和大家分享,来欣赏一下吧。

2023下半年翻译资格考试一级笔译考试精选习题Love the Way You Walk迷恋你的步伐Listen carefully to the footsteps in the family home, especially if it has wooden floors unmuffled by carpets, and you can probably work out who it is that is walking about. The features most commonly used to identify people are faces, voices, finger prints and retinal scans. But their “behavioural biometrics”, such as the way they walk, are also giveaways.仔细听家里的脚步声,特别是家里铺的是木地板而又没有地毯消声的话,你大概可以辨认出是谁在走动。

最常用于身份识别的体征是面容、声音、指纹和视网膜扫描。

但步态等“生物行为特征”也是可循之迹。

Researchers have, for several years, used video cameras and computers to analyse people’s gaits, and are now quite good at it. But translating such knowledge into a practical identification system can be tricky – especially if that system is supposed to be covert. Cameras areoften visible, are fiddly to set up, require good lighting and may have their view obscured by other people. So a team led by Krikor Ozanyan of the University of Manchester, in England and Patricia Scully of the National University of Ireland, in Galway have been looking for a better way to recognise gait. Their answer: pressure-sensitive mats.近年来,研究人员一直在用摄像机和计算机分析人的步态,目前技术已经相当成熟。

出国留学英语考试 pet

出国留学英语考试 pet

出国留学英语考试 petIn the world of globalization, the importance of proficiency in English has become paramount. For students aiming to pursue higher education abroad, the need to demonstrate their English language skills is crucial. Among the various English proficiency tests available, the PET (Preliminary English Test) stands out as a reliable measure of an individual's ability to communicate effectively in English in academic and daily life contexts.The PET is a widely recognized English proficiency test that assesses the candidate's ability to use English across a range of situations. Developed by the Cambridge English Language Assessment, it is designed to evaluate the candidate's ability to understand, speak, read, and writein English, making it an ideal test for students preparing for study abroad.The PET is suitable for learners who are at an intermediate level of English proficiency. It is a stepping stone towards more advanced proficiency tests like the FCE (First Certificate in English) and the CAE (Certificate inAdvanced English). The test is available in over 130 countries, making it accessible to students worldwide.The PET exam is divided into four sections: Reading, Writing, Listening, and Speaking. Each section tests a different aspect of English proficiency, providing a comprehensive evaluation of the candidate's language skills. The Reading section评估学生的阅读理解能力,includingreading for information, understanding main ideas, and recognizing the writer's intentions. The Writing section评估学生的写作能力,focusing on tasks such as writing letters, emails, and short essays. The Listening section评估学生的听力理解能力,requiring them to understand recordedmaterials such as conversations, lectures, and announcements. Finally, the Speaking section评估学生的口语表达能力,including fluency, pronunciation, grammar, vocabulary, and language use in real-life scenarios.Preparing for the PET requires a structured approachthat combines regular practice, revision, and strategictest-taking techniques. Students need to focus ondeveloping their language skills across all four sections, while also familiarizing themselves with the test formatand question types. Resources such as practice tests, sample questions, and online tutorials can be invaluable in this preparation process.The benefits of achieving a good score in the PET are numerous. Firstly, it acts as a reliable proof of the candidate's English proficiency, which can增强他们在申请海外大学时的竞争力。

美国药典溶解性

美国药典溶解性

DESCRIPTION AND SOLUBILITYDescription and Relative Solubility of USP and NF ArticlesThe —description" and —solubility" statements pertaining to an article (formerly included in the individual monograph) are general in nature. The information is provided for those who use, prepare, and dispense drugs, solely to indicate descriptive and solubility properties of an article complying with monograph standards. The properties are not in themselves standards or tests for purity even though they may indirectly assist in the preliminary evaluation of the integrity of an article.Taste and OdorOrganoleptic characteristics are indicated in many instances because they may be useful and descriptive properties of substances. However, they are not meant to be applied as tests for identifying materials.The inclusion of odor or taste among other descriptive properties may aid in identifying the causative agent following accidental exposure to or contact with a substance. This information is provided as a warning or to make an individual aware of sensations that may be encountered. The use of odor or taste as a test for identification or content is strongly discouraged.The characteristic odor of a volatile substance becomes apparent immediately on opening a container of it. The odor may be agreeable (e.g., Peppermint Oil), unpleasant (e.g., Sulfur Dioxide), or potentially hazardous on prolonged exposure (e.g., Coal Tar). Moreover, an unexpected odor may be encountered if the characteristics of a substance are not known or if a container is incorrectly labeled. Consequently, containers of such substances should be opened cautiously, preferably in a well-ventilated fume hood. A characteristic taste or sensation produced in the oral cavity likewise is apparent if traces of residue materials on fingers are inadvertently brought into contact with the tongue or adjacent mucosal tissues.SolubilityOnly where a special, quantitative solubility test is given in the individual monograph, and is designated by a test heading, is it a test for purity. The approximate solubilities of Pharmacopeial and National Formulary substances are indicated by the descriptive terms in the accompanying table.The term —miscible" as used in this Pharmacopeia pertains to a substance that yields a homogeneous mixture when mixed in any proportion with the designated solvent.Soluble Pharmacopeial and National Formulary articles, when brought into solution, may show traces of physical impurities, such as minute fragments of filter paper, fibers, and other particulate matter, unless limited or excluded by definite tests or other specifications in the individual monographs.1171 PHASE-SOLUBILITY ANALYSISPhase-solubility analysis is the quantitative determination of the purity of a substance through the application of precise solubility measurements. At a given temperature, a definite amount of a pure substance is soluble in a definite quantity of solvent. The resulting solution is saturated with respect to the particular substance, but the solution remains unsaturated with respect to other substances, even though such substances may be closely related in chemical structure and physical properties to the particular substance being tested. Constancy of solubility, like constancy of melting temperature or other physical properties, indicates that a material is pure or is free from foreign admixture except in the unique case in which the percentage composition of the substance under test is in direct ratio to solubilities of the respective components. Conversely, variability of solubility indicates the presence of an impurity or impurities.Phase-solubility analysis is applicable to all species of compounds that are crystalline solids and that form stable solutions. It is not readily applicable to compounds that form solid solutions with impurities. The standard solubility method consists of six distinct steps: (1) mixing, in a series of separate systems, increasing quantities of material with measured, fixed amounts of a solvent; (2) establishment of equilibrium for each system at identical constant temperature and pressure; (3) separation of the solid phase from the solutions; (4) determination of the concentration of the material dissolved in the varioussolutions; (5) plotting the concentration of the dissolved materials per unit of solvent (y-axis or solution composition) against the weight of material per unit of solvent (x-axis or system composition); and (6) extrapolation and calculation.SolventsA proper solvent for phase-solubility analysis meets the following criteria: (1) The solvent is of sufficient volatility that it can be evaporated under vacuum, but is not so volatile that difficulty is experienced in transferring and weighing the solvent and its solutions. Normally, solvents having boiling points between 60cl and 150cl are suitable. (2) The solvent does not adversely affect the substance being tested. Solvents that cause decomposition or react with the test substance are not to be used. Solvents that solvate or form salts are to be avoided, if possible. (3) The solvent is of known purity and composition. Carefully prepared mixed solvents are permissible. Trace impurities may affect solubility greatly. (4) A solubility of 10 mg to 20 mg per g is optimal, but a wider working range can be used.Apparatus* Constant-Temperature Bath—Use a constant-temperature bath that is capable of maintaining the temperature within ±0.1 0 and that is equipped with a horizontal shaft capable of rotating at approximately 25 rpm. The shaft is equipped with clamps to hold the Ampuls. Alternatively, the bath may contain a suitable vibrator, capable of agitating the ampuls at 100 to 120 vibrations per second, and equipped with a shaft and suitable clamps to hold the ampuls. Ampuls—Use 15-mL ampuls of the type shown in the accompanying illustration. Other containers may be used provided that they are leakproof and otherwise suitable.Ampul (left) and Solubility Flask (right) Used in Phase-Solubility Analysis Solubility Flasks— Use solubility flasks of the type shown in the accompanying illustration.Procedure NOTE—Make all weighings within ±10 的. System Composition—Weigh accurately, in g, not less than 7 scrupulously cleaned 15-mL ampuls. Weigh accurately, in g, increasingly larger amounts of the test substance into each of the ampuls. The weight of the test substance is selected so that the first ampul contains slightly less material than will go into solution in 5 mL of the selected solvent, the second ampul contains slightly more material, and each subsequent ampul contains increasingly more material than meets the indicated solubility. Transfer 5.0 mL of the solvent to each of the ampuls, cool in a dry ice-acetone mixture, and seal, using adouble-jet air-gas burner and taking care to save all glass. Allow the ampuls and their contents to come to room temperature, and weigh the individual sealed ampuls with the corresponding glass fragments. Calculate the system composition, in mg per g, for each ampul by the formula:1000(吗-W1) / (吗-吗) in which W2 is the weight of the ampul plus test substance, W1 is the weight of the empty ampul, and W3 is the weight of ampul plus test substance, solvent, and separated glass.Equilibration— The time required for equilibration varies with the substance, the method of mixing (rotation or vibration), and the temperature. Normally, equilibrium is obtained more rapidly by the vibration method (1 to 7 days) than by the rotational method (7 to 14 days). In order to determine whether equilibration has been effected, 1 ampul, i.e., the next to the last in the series, may be warmed to 40cl to produce a supersaturated solution. Equilibration is ensured if the solubility obtained on the supersaturated solution falls in line with the test specimens that approach equilibrium from an undersaturated solution.Solution Composition—After equilibration, place the ampuls vertically in a rack in the constant-temperature bath, with the necks of the ampuls above the water level, and allow the contents to settle. Open the ampuls, and remove a portion greater than 2 mL from each by means of a pipet equipped with a small pledget of cotton membrane or other suitable filter. Transfer a 2.0-mL aliquot of clear solution from each ampul to a marked, tared solubility flask, and weigh each flask plus its solution to obtain the weight of the solution. Cool the flasks in a dry ice-acetone bath, and then evaporate the solvent in vacuum. Gradually increase the temperature to a temperature consistent with the stability of the compound, and dry the residue to constant weight. Calculate the solution composition, in mg per g, by the formula:1000(F3- F1) / (F2 - F3)in which F3 is the weight of the flask plus residue, F1 is the weight of the solubility flask, and F2 is the weight of the flask plus solution.CalculationFor each portion of the test substance taken, plot the solution composition as the ordinate and the system composition as the abscissa. As shown in the accompanying diagram,the points for those containers, frequently only one, that represent a true solution fall on a straight line (AB) with a slope of 1, passing through the origin; the points corresponding to saturated solutions fall on another straight line (BC), the slope, S, of which represents the weight fraction of impurity or impurities present in the test substance. Failure of points to fall on a straight line indicates that equilibrium has not been achieved. A curve indicates that the material under test may be a solid solution. Calculate the percentage purity of the test substance by the formula:100 -100 S .The slope, S , may be calculated graphically or by least-squares treatment for best fit of the experimental values to a straight line.The solubility of the main component is obtained by extending the solubility line (BC) through the y -axis. The point of interception on the y -axis is the extrapolated solubility, in mg per g, and is a constant for a given compound.Purification TechniqueSince the solvent phase in all combinations of solvent and solute that are used to construct segment BC of a phase-solubility diagram contains essentially all the impurities originally present in the substance under analysis, whereas the solid phase is essentially free from impurities, phase-solubility analysis can be used to prepare pure reference specimens of desired compounds as well as concentrates of impurities from substances otherwise considered pure. A simple modification of this technique can be used to accomplish these purposes with considerably less effort than is usually required for rigorous phase-solubility analysis.In practice, a weighed amount of test specimen is suspended in a nonreactive solvent of suitable composition and amount so that about 10% of the material is dissolved at equilibrium. The suspension is sealed (a screw-cap vial is usually adequate) and shaken at room temperature until equilibrium isTypical Phase-Solubility Diagram莅。

关于国际危险货物运输的建议书试验和标准手册 2005(英文)01E_intro

关于国际危险货物运输的建议书试验和标准手册 2005(英文)01E_intro

ST/SG/AC.10/11/Rev.4Recommendations on the TRANSPORTOFDANGEROUS GOODSManualofTests and CriteriaFourth revised editionUNITED NATIONSNew York and Geneva, 2003NOTEThe designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.ST/SG/AC.10/11/Rev.4Copyright © United Nations, 2003All rights reserved.No part of this publication may, for sales purposes, be reproduced, storedin a retrieval system or transmitted in any form or by any means,electronic, electrostatic, magnetic tape, mechanical, photocopying orotherwise, without prior permission in writing from the United Nations.UNITED NATIONS PUBLICATIONSales No. E.03.VIII.2ISBN 92-1-139087-7FOREWORDThe recommendations in this Manual of Tests and Criteria supplement the "Recommendations on the Transport of Dangerous Goods" and the Model Regulations annexed thereto. They may also be used in relation to the “Globally Harmonized System of Classification and Labelling of Chemicals”. They result from the decisions of the United Nations Committee of Experts on the Transport of Dangerous Goods at its thirteenth (1984), fourteenth (1986), fifteenth (1988), sixteenth (1990), seventeenth (1992), eighteenth (1994), nineteenth (1996), twentieth (1998) and twenty-first (2000) sessions, and those of the Committee of Experts on the Transport of Dangerous Goods and on the Globally Harmonized System of Classification and Labelling of Chemicals at it first (2002) session.This fourth revised edition includes revised provisions for the classification of lithium batteries (sub-section 38.3) adopted by the Committee in 2000 (ST/SG/AC.10/27/Add.2) (already published, together with corrections to the third revised edition as ST/SG/AC.10/11/Rev.3/Amend.1); and new provisions for the classification of ammonium nitrate emulsions (section 18), flammable aerosols (section 31) and substances corrosive to metals (section 37) adopted by the Committee in 2002 (ST/SG/AC.10/29/Add.2).GENERAL TABLE OF CONTENTSSection Page 1. GENERAL INTRODUCTION (Introduction, Layout, Precedence of HazardCharacteristics, Safety, General Conditions for Testing,Recommended Tests and Reporting) (1)PART I: CLASSIFICATION PROCEDURES, TEST METHODS ANDCRITERIA RELATING TO EXPLOSIVES OF CLASS 110. INTRODUCTION TO PART I (Purpose, Scope, Acceptance procedure,Assignment Procedure, Examples of Test Report) (13)11. TEST SERIES 1 (To determine if a substance has explosive properties) (31)12. TEST SERIES 2 (To determine if a substance is too insensitive for inclusionin Class 1) (51)13. TEST SERIES 3 (To determine if a substance is thermally stable and nottoo dangerous to transport in the form in which it was tested) (69)14. TEST SERIES 4 (To determine if an article, packaged article orpackaged substance is too dangerous for transport) (123)15. TEST SERIES 5 (To determine if a substance may be assigned toDivision 1.5) (129)16. TEST SERIES 6 (To assign a substance or article to Division 1.1, 1.21.3 or 1.4 or exclude it from Class 1) (143)17. TEST SERIES 7 (To determine if an article may be assignedto Division 1.6) (155)18. TEST SERIES 8 (To determine if an ammonium nitrate emulsion, suspension or gel,intermediate for blasting explosives (ANE), is insensitive enough for inclusion inDivision 5.1, and to evaluate the suitability for transport in tanks) (177)PART II: CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO SELF-REACTIVE SUBSTANCES OF DIVISION 4.1AND ORGANIC PEROXIDES OF DIVISION 5.220. INTRODUCTION TO PART II (Purpose, Scope, Preliminary Procedure,Classification Procedure, Example of Test Report) (201)21. TEST SERIES A (To determine if there is propagation of detonation) (213)22. TEST SERIES B (To determine if there is detonation in the package) (229)23. TEST SERIES C (To determine if there is propagation of deflagration) (233)24. TEST SERIES D (To determine if there is rapid deflagration in thepackage) (245)25. TEST SERIES E (To determine the effect of heating under confinement) (249)26 TEST SERIES F (To determine the explosive power) (265)27. TEST SERIES G (To determine if there is thermal explosion inthe package) (289)28. TEST SERIES H (To determine the Self-accelerating DecompositionTemperature) (295)GENERAL TABLE OF CONTENTS (continued)Section Page PART III: CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO CLASS 3, CLASS 4, DIVISION 5.1 AND CLASS 930. INTRODUCTION TO PART III (Purpose, Scope) (323)31.CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO FLAMMABLE AEROSOLS OF CLASS 2 (325)32. CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO LIQUID DESENSITIZED EXPLOSIVES ANDFLAMMABLE LIQUIDS OF CLASS 3 (341)33. CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO CLASS 4 (351)34. CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO OXIDIZING SUBSTANCES OF DIVISION 5.1 (369)35. Reserved for classification procedures, test methods and criteriarelating to Class 6 (381)36. Reserved for classification procedures, test methods and criteriarelating to Class 7 (383)37.CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO SUBSTANCES OF CLASS 8 (385)38. CLASSIFICATION PROCEDURES, TEST METHODS AND CRITERIARELATING TO CLASS 9 (389)APPENDICES (403)Appendix 1 SPECIFICATIONS OF STANDARD DETONATORS (407)Appendix 2 BRUCETON AND SAMPLE COMPARISON METHODS (411)Appendix 3 CAVITATION OF SAMPLES (415)Appendix 4 NATIONAL CONTACTS FOR TEST DETAILS (419)Appendix 5 EXAMPLE OF A TEST METHOD FOR VENT SIZING (421)Appendix 6 SCREENING PROCEDURES (427)SECTION 1GENERAL INTRODUCTION1.1 Introduction1.1.1 The purpose of this text is to present the United Nations schemes for the classification of certain types of dangerous goods and to give descriptions of the test methods and procedures considered to be the most useful for providing competent authorities with the necessary information to arrive at a proper classification of substances and articles for transport. The Manual of Tests and Criteria should be used in conjunction with the latest version of the Recommendations on the Transport of Dangerous Goods (hereafter referred to as the Recommendations) and of the Model Regulations on the Transport of Dangerous Goods annexed to these Recommendations (hereafter referred to as the Model Regulations).1.1.2 It should be noted that the Manual of Tests and Criteria is not a concise formulation of testing procedures that will unerringly lead to a proper classification of products. It therefore assumes competence on the part of the testing authority and leaves responsibility for classification with them. The competent authority has discretion to dispense with certain tests, to vary the details of tests, and to require additional tests when this is justified to obtain a reliable and realistic assessment of the hazard of a product. In some cases, a small scale screening procedure may be used to decide whether or not it is necessary to perform larger scale classification tests. Suitable examples of procedures are given in the introductions to some test series and in Appendix 6.1.2 Layout1.2.1 The classification procedures, test methods and criteria are divided into three parts:Part I: those relating to assignment of explosives to Class 1;Part II: those relating to assignment of self-reactive substances to Division 4.1 and of organic peroxides to Division 5.2;Part III: those relating to assignment of substances or articles to Class 3, Class 4, Division 5.1 or Class 9.Part III contains some classification procedures, test methods and criteria which are also given in the Model Regulations. There are also a number of appendices which give information common to a number of different types of tests, on the National Contacts for Test Details, on an example method for emergency relief vent sizing of portable tanks for the transport of organic peroxides and self-reactive substances and on screening procedures.1.2.2 The methods of test identification are given in Table 1.1.Table 1.1: TEST IDENTIFICATION CODESPart of manual Test series Test type Test number Example of testidentification codeI II IIIl - 8A - HL - T(a), (b), etc.--(i), (ii), etc.a1, 2, etc.1, 2, etc.2 (a) (i)A.lL.la If only one test is given for a test type, the Roman numerals are not used.1.2.3 Each test is given a unique identification code and is edited as follows:Introductionx.1Apparatus and materialsx.2Procedure (including observations to be made and data to be collected)x.3x.4Test criteria and method of assessing resultsExamples of resultsx.5NOTE: Examples of results are not normally given for tests on articles as these are too specific to the article tested and do not allow validation of the test procedure. Results on substances may vary from those given in the "Examples of results" if the physical form, composition, purity etc. of the substance is different. The results given should not be regarded as standard values.Figures x.1, x.2, x.3 etc. (i.e. diagrams of apparatus etc.)NOTE: Unless otherwise indicated, the dimensions given on the diagrams are in millimetres.1.3 Precedence of hazard characteristics1.3.1 The table in2.0.3.3 of Chapter 2.0 of the Model Regulations may be used as a guide in determining the class of a substance, mixture or solution having more than one risk, when it is not named in the Dangerous Goods List in Chapter 3.2 of the Model Regulations. For goods having multiple risks, which are not specifically listed by name in Chapter 3.2 of the Model Regulations, the most stringent packing group denoted to the respective hazard of the goods takes precedence over other packing groups, irrespective of the precedence of hazard table in 2.0.3.3 of Chapter 2.0 of the Model Regulations.1.3.2 The precedence of hazard characteristics of the following are not dealt with in the Precedence of Hazard Table in Chapter2.0 of the Model Regulations, since these primary characteristics always take precedence:Substances and articles of Class 1;Gases of Class 2;Liquid desensitized explosives of Class 3;Self-reactive substances and solid desensitized explosives of Division 4.1;substances of Division 4.2;PyrophoricSubstances of Division 5.2;Substances of Division 6.1 with a Packing Group I inhalation toxicity;Substances of Division 6.2; andMaterial of Class 7.1.3.3 Self-reactive substances, except for type G, giving a positive result in the self-heating test for Division 4.2, should not be classified in Division 4.2 but in Division 4.1 (see paragraph2.4.2.3.1.1 of the Model Regulations). Organic peroxides of type G having properties of another class or division (e.g. UN 3149) should be classified according to the requirements of that class or division.1.4 Safety1.4.1 For the safety of laboratory personnel, the producer or other applicant for classification of a new product should provide all available safety data on the product e.g. the toxicity data.1.4.2 Particularly when explosive properties are suspected, it is essential for the safety of workers that small scale preliminary tests are carried out before attempting to handle larger quantities. This involves tests for determining the sensitiveness of the substance to mechanical stimuli (impact and friction), and to heat and flame.1.4.3 In tests involving initiation of potentially explosive substances or articles, a safe waiting period, prescribed by the test agency, should be observed after initiation.1.4.4 Extra care should be taken when handling samples which have been tested since changes may have occurred rendering the substance more sensitive or unstable. Tested samples should be destroyed as soon as possible after the test.1.5 General conditions for testing1.5.1 The conditions given in the test prescriptions should be followed as closely as possible. If a parameter is not specified in the test prescription then the conditions given here should be applied. Where tolerances are not specified in the test prescription, it is implied that the accuracy is according to the number of decimal places given in any dimension e.g. 1.1 implies 1.05 to 1.15. In cases where conditions during a test deviate from those prescribed, the reason for the deviation should be stated in the report.1.5.2 The composition of the test sample should be as close as possible to the concentration of the substance intended for transport. The contents of active substance(s) and diluent(s) should be specified in the test report with at least an accuracy of ± 2 % by mass. Components which can have a major effect on a test result, such as moisture, should be specified as accurately as possible in the test report.1.5.3 All test materials in contact with the test substance should be such that, as far as possible, they do not affect the test results e.g. catalyse decomposition. In cases where such an effect cannot be excluded, special precautions should be taken to prevent the result being affected, e.g. passivation. The precautions taken should be specified in the test report.1.5.4 The tests should be performed under the conditions (temperature, density etc.) which are representative of the expected circumstances of transport. If the transport conditions are not covered by the test conditions specified, supplementary tests may need to be performed which are specifically designed for the anticipated transport conditions e.g. elevated temperature. Where appropriate, e.g. when the result is particle size dependent, the physical conditions should be specified in the test report.tests1.6 Recommended1.6.1 The manual gives descriptions of tests and criteria used to provide the necessary information to arrive at a proper classification. In some cases, there is more than one test for a particular property. As a result of comparative work with some of these tests, it has been possible to identify one test as the recommended test in a set of equivalent tests. The recommended tests for classifying explosive substances and articles (Part I of the manual) are listed in Table 1.2 and for classifying self-reactive substances and organic peroxides (Part II of the manual) in Table 1.3. All test methods given in Part III of the manual are recommended tests as only one test is given for each property. The other tests in a set are considered to be alternative tests and may continue to be used for classification purposes.1.6.2 As a result of comparative work, some tests have been deleted. However, as some countries maintain databases referenced by the test number, the tests currently given in the test manual have not been renumbered unless existing tests have been assigned to different test types.1.6.3 The aim is to have only one United Nations test, or combination of tests, for each property. However, until the recommended tests have been used more widely, it is not possible to do this in all cases at present.1.6.4 If new tests are proposed for inclusion in the manual, the proposer should be able to provide justification that the new test is a significant improvement on the existing recommended test. In such cases, the new test may be included as an alternative test until it has been tried by laboratories of other countries.Table 1.2: RECOMMENDED TESTS FOR EXPLOSIVES AND EXPLOSIVE ARTICLESTest series TesttypeTestcodeTest name1(a) 1 (a)UN gap test1(b) 1 (b)Koenen test1(c) 1 (c)(i)Time / pressure test2(a) 2 (a)UN gap test2(b) 2 (b)Koenen test2(c) 2 (c)(i)Time / pressure test3(a) 3 (a)(ii)BAM Fallhammer3(b) 3 (b)(i)BAM Friction apparatus3(c) 3 (c)Thermal stability test at 75 °C3(d) 3 (d)Small-scale burning test4(a) 4 (a)Thermal stability test for unpackaged articles and packaged articles4(b) 4 (b) (i)Steel tube drop test for liquids4 (c) 4 (b)(ii)Twelve metre drop test for unpackaged articles, packaged articles andpackaged substances5(a) 5 (a)Cap sensitivity test5(b) 5 (b)(ii)USA DDT test5(c) 5 (c)External fire test for Division 1.56(a) 6 (a)Single package test6(b) 6 (b)Stack test6(c) 6 (c)External fire (bonfire) test7(a)7 (a)EIDS cap test7(b)7 (b)EIDS gap test7(c)7 (c)(ii)Friability test7(d)7 (d) (i)EIDS bullet impact test7(e)7 (e)EIDS external fire test7(f)7 (f)EIDS slow cook-off test7(g)7 (g) 1.6 article external fire test7(h)7 (h) 1.6 article slow cook-off test7(j)7 (j) 1.6 article bullet impact test7(k)7 (k) 1.6 article stack test8 (a) 8(a) Thermal stability test for ANE8 (b) 8(b) ANE gap test8 (c) 8(c)Koenentest8 (d) 8(d) Vented pipe test aa This test is intended for evaluating the suitability for transport in tanks.Table 1.3: RECOMMENDED TESTS FOR SELF-REACTIVE SUBSTANCES AND ORGANIC PEROXIDESTest series Test code Test nameA A.6UN detonation testB B.1Detonation test in packageC C C.1C.2Time/pressure testDeflagration testD D.1Deflagration test in the packageE E E.1E.2Koenen testDutch pressure vessel testF F.4Modified Trauzl testG G.1Thermal explosion test in packageH H H H.1H.2H.4United States SADT test (for packages)Adiabatic storage test (for packages, IBCs and tanks)Heat accumulation storage test (for packages, IBCs and smalltanks)1.7 Reporting1.7.1 Classifications for Chapter 3.2 of the Model Regulations are made on the basis of consideration of data submitted to the Committee by governments, intergovernmental organisations and other international organisations in the form recommended in Figure 1 of the Recommendations. Supplementary data is required for the classification of:Substances and articles of Class 1 (see 10.5);Self-reactive substances of Division 4.1 (see 20.5); andOrganic peroxides of Division 5.2 (see 20.5).1.7.2 Where tests are performed on packaged substances or articles, the test report should contain the quantity of substance or number of articles per package and the type and construction of the packaging.- 5 -。

希望之星英语大赛流程

希望之星英语大赛流程

希望之星英语大赛流程**The Insightful Journey of the Star of Hope English Contest**As one of the most prestigious English speaking competitions for young learners, the Star of Hope English Contest not only tests the linguistic proficiency of its participants but also their confidence, wit, and adaptability. The contest, which attracts thousands of eager young learners every year, follows a structured yet dynamic format that ensures fairness and allows every contestant to showcase their talents to the best of their abilities.**Preliminary Round: Foundation Stone**The Preliminary Round is the first step towards the glorious journey of the contest. This round primarily focuses on assessing the basic language skills of the participants, such as pronunciation, vocabulary, and grammar. The contestants are required to deliver a short speech or a presentation, which is then evaluated by a panel of judges. This evaluation is not just aboutlinguistic correctness but also about the clarity of ideas and the engagement of the audience.**Quarterfinal Round: Shining Brighter**After successfully navigating the Preliminary Round,the contestants enter the Quarterfinal Round. This round demands a higher level of linguistic proficiency and creativity. The participants are now required to delver a more in-depth speech, often centered around a theme or a topic that tests their understanding and knowledge of the subject matter. The judges evaluate not only the linguistic skills but also the content, structure, and delivery of the speech.**Semifinal Round: Rising to the Challenge**The Semifinal Round is where the cream rises to the top. The contestants are now required to demonstrate theirskills in a more challenging environment, often in the form of a debate or a discussion. This round tests not onlytheir linguistic proficiency but also their critical thinking, argumentative skills, and ability to engage with others. The judges are looking for well-structured arguments, clear communication, and a confident demeanor.**Final Round: The Crowning Glory**The Final Round is the culmination of all the hard work and dedication put in by the contestants. This round often involves a live interaction with the judges or an impromptu speech, testing the contestant's wit, adaptability, and language proficiency under pressure. The judges are looking for a confident, articulate, and engaging performance that truly showcases the contestant's ability to excel in the English language.**The Journey Beyond the Stage**While the competition is激烈的 and challenging, it is also an incredible learning experience. Participating in the Star of Hope English Contest not only improves the linguistic skills of the contestants but also helps them develop confidence, public speaking abilities, and a global perspective. The journey, filled with challenges and learnings, is truly a rewarding experience for every participant.**希望之星英语大赛流程深度解析****一、初赛:基石之旅**初赛是每个参赛者踏上希望之星英语大赛征程的第一步。

剑桥英语等级和托福的对照表

剑桥英语等级和托福的对照表

剑桥英语等级和托福的对照表A Comparative Analysis of Cambridge English Levels and TOEFL ScoresIn the realm of English language proficiency tests, Cambridge English Exams and TOEFL (Test of English as a Foreign Language) occupy prominent positions. Both serve as reliable indicators of an individual's English language skills, but they differ in terms of their focus, format, and levels of difficulty. This article aims to provide a comprehensive comparison between Cambridge English levels and TOEFL scores, assisting learners in understanding the correspondence between these two frameworks.Firstly, let's delve into the Cambridge English Exams. These exams are designed by Cambridge Assessment English, a department of the University of Cambridge, and are globally recognized as a measure of English language skills. They span multiple levels, ranging from beginner to advanced, and cater to learners of different ages and backgrounds. Some of the well-known Cambridge English Exams include KET (Key English Test), PET (Preliminary English Test), FCE (First Certificate in English), CAE (Certificate inAdvanced English), and CPE (Certificate of Proficiency in English).On the other hand, TOEFL is a standardized test developed by the Educational Testing Service (ETS) to assess the English language proficiency of non-native speakers. It is widely used for undergraduate and graduate admissions in universities and colleges worldwide. TOEFL measures a test-taker's ability in four language skills: reading, listening, speaking, and writing. The total score ranges from 0 to 120, with each section contributing 30 points.Now, let's explore the correspondence between Cambridge English levels and TOEFL scores. While there is no exact one-to-one mapping between these two frameworks, we can draw approximations based on the general difficulty level and skills assessed.At the beginner level, KET corresponds to a relatively low TOEFL score, reflecting basic English proficiency. Progressing to the intermediate level, PET aligns with a slightly higher TOEFL score, indicating improved language skills.Moving up to the advanced levels, FCE, CAE, and CPE represent increasingly higher levels of English proficiency. FCE, being the intermediate-to-advanced level, correspondsto a mid-range TOEFL score, reflecting a strong command of the language. CAE, on the other hand, signifies a highlevel of proficiency, akin to a high TOEFL score. Finally, CPE, the highest level of Cambridge English Exams, corresponds to the top tier of TOEFL scores, indicatingnear-native or native-like proficiency.It's important to note that these correspondences are approximations and may vary depending on individual test-takers' performance and the specific requirements of the institutions they are applying to. Additionally, the focus and format of the two tests differ, with Cambridge English Exams often emphasizing practical communication skills,while TOEFL focuses more on academic language skills.Furthermore, when considering the use of these testsfor specific purposes, such as university admissions or job applications, it is crucial to consult the requirements of the respective institutions or organizations. Someinstitutions may have specific score requirements or preferences for either Cambridge English Exams or TOEFL.In conclusion, while there is no exact one-to-one mapping between Cambridge English levels and TOEFL scores, we can draw approximations based on the general difficulty level and skills assessed. Understanding these correspondences can help learners identify their current level of English proficiency and set appropriate goals for improvement. However, it's essential to keep in mind that both tests assess English proficiency from different angles and have their unique focus and format. Therefore, when preparing for either test, it's crucial to familiarize oneself with the specific format and requirements of the test and target the relevant skills accordingly.。

临床检验方法学评价

临床检验方法学评价

03
还有一类委员会报告,则是尚未通过一致化过程的文件,编号为R。
04
评价临床方法的文件
美国的国家临床实验室标准委员会(NCCLS) 多年来一直致力于制定一系列评价临床方法的文件。 NCCLS是一个全球性、多学科、非营利性的标准化和教育性的团体,旨在促进医疗卫生领域中的标准化进程和应用。 它在发展相关的标准和指南时采取了特有的一致化过程(consensus process)。 NCCLS的自愿一致化过程是一个建立正式标准的过程,包括:方案的认可;建立和公开对有关文件的评论;根据使用者的意见修改文件。
EP15-A:精密度和准确度性能的应用 核准指南(User Demonstration of Performance for Precision and Accuracy ;Approved Guideline)。
1
2
方法学评价文件(5)
EP17-P:检测单位使用的质量管理 提议指南(Quality Management for Unit – Use Testing; Proposed Guideline)。
02
方法学评价文件(2)
EP10-A:定量实验室方法的初步评价 核准指南(Preliminary Evaluation of Quantitative Clinical Laboratory Methods; Approved Guideline),提供了用于分析方法和设备操作的初步评价的实验设计和数据分析。
分析方法的选择
我国实验室中使用的分析仪器和试剂,应具有国家药品监督管理局核发的相应文号。
实验室制定的或采用的方法如能满足实验室的预期用途并经过验证,也可以使用。实验室应用自己制定的检测方法的过程应是有计划的活动,应指定足够的、有资格的人员进行。

语言测试与理论

语言测试与理论

2) A test used to determine whether a student‟s English is good enough to follow a course of study at a British university.
contrast, do not have any occupation or course of study in mind. For them the concept of proficiency is more general. e.g. Cambridge examinations (First Certification Examination and Proficiency Examination); The Oxford EFL examinations (Preliminary and Higher)
The purpose of language testing is to measure the language competence of a candidate.
3. Kinds of test and testing Kinds of test: Proficiency tests 水平测试 Achievement tests 成绩测试 Diagnostic tests 诊断测试 Placement tests 编班测试
Progress achievement tests, as their name suggests, are intended to measure the progress that students are making.
Hale Waihona Puke Since ‘progress’ is towards the achievement of course objectives, these tests too should relate to objectives.

pet 剑桥通用英语五级系列英语证书考试的第二级

pet 剑桥通用英语五级系列英语证书考试的第二级

pet 剑桥通用英语五级系列英语证书考试的第二级全文共3篇示例,供读者参考篇1Cambridge English PET (Preliminary English Test) is an English language exam that tests the ability to communicate in everyday English at an intermediate level. It is the second level in the Cambridge English exams series, following Key English Test (KET) and preceding First Certificate in English (FCE). PET is suitable for students who have a good basic grasp of English and can use the language for work or travel.The PET exam consists of four papers: Reading and Writing, Listening, Speaking, and Use of English. The Reading and Writing paper has three parts, testing comprehension, vocabulary, and grammar. The Listening paper has four parts, testing understanding of spoken English in various contexts. The Speaking paper has four parts, testing the ability to communicate in different situations. The Use of English paper has four parts, testing grammar and vocabulary.Preparing for the PET exam involves studying grammar, vocabulary, and practice exercises. It is important to familiarizeyourself with the format of the exam and practice past papers to build confidence. Taking a preparation course or working with a tutor can also be helpful in improving your skills.The PET exam is recognized by employers and educational institutions around the world as proof of English language proficiency. Achieving a pass in the PET exam demonstrates that you can communicate effectively in everyday situations and have a good understanding of English grammar and vocabulary.Overall, the PET exam is a valuable qualification for anyone looking to improve their English language skills and advance in their studies or career. With dedication and practice, you can achieve success in the PET exam and further your language learning journey.篇2The Cambridge English PET (Preliminary English Test) is an intermediate level qualification in English for students who can communicate effectively in everyday written and spoken English. It is a part of the Cambridge General English Qualifications and is set at Level B1 of the Common European Framework of Reference for Languages (CEFR).The PET exam consists of three papers: Reading and Writing, Listening, and Speaking. Each paper assesses different language skills and is designed to test the candidate’s ability to use English in practical situations.The Reading and Writing paper lasts 1 hour and 30 minutes and is divided into seven parts. It includes tasks such as multiple-choice, gap-filling, and matching exercises to test the candidates' reading and writing skills.The Listening paper lasts around 30 minutes and includes four parts. Candidates listen to a variety of recordings, such as conversations, interviews, and monologues, and answer multiple-choice questions to demonstrate their understanding of spoken English.The Speaking test is conducted face-to-face with an examiner and is divided into four parts. Candidates are assessed on their ability to communicate effectively in English through tasks such as describing a photograph, expressing opinions, and engaging in a conversation.To pass the PET exam, candidates must achieve a minimum score of 140 out of 250. Successful candidates will receive a Cambridge English certificate, which is recognized by universities,employers, and governments around the world as proof of their English language proficiency.Preparing for the PET exam involves developing a range of language skills, including vocabulary, grammar, reading, writing, listening, and speaking. Candidates can use official Cambridge English preparation materials, such as textbooks, practice tests, and online resources, to help them prepare for the exam.Overall, the Cambridge English PET exam is a valuable qualification for students who wish to demonstrate their ability to use English in real-life situations. It can open up new opportunities for study, work, and travel, and provide a solid foundation for further language learning.篇3The PET, or Preliminary English Test, is the second level of the Cambridge English exams. Designed for intermediate-level learners, the PET test assesses candidates' ability to communicate in everyday written and spoken English. It is also a requirement for some job positions and educational programs.The PET test consists of four papers: Reading and Writing, Listening, Speaking, and Use of English. Each paper tests different language skills. The Reading and Writing paper includestasks such as reading comprehension, sentence completion, and writing short essays. The Listening paper assesses candidates' ability to understand spoken English in a range of different accents. The Speaking paper consists of a face-to-face interview with an examiner, where candidates must demonstrate their ability to hold a conversation in English. Lastly, the Use of English paper focuses on grammar and vocabulary tasks.Preparing for the PET exam requires practice and dedication. Candidates should familiarize themselves with the format of the exam, as well as the types of questions that may be asked. They should also work on improving their vocabulary, grammar, and speaking skills. Taking practice tests and seeking feedback from teachers or tutors can also be beneficial.Overall, the PET exam is an important milestone for intermediate-level English learners. By earning this qualification, candidates can demonstrate their ability to communicate effectively in English and improve their opportunities for future studies or employment.。

英语语言学试题(9)

英语语言学试题(9)

英语语言学试题(9)语言学试题及参考答案I. Directions : Read each of the following statements carefully. Decide which one of the four choices best completes the statement and put the letter A, B, C or D in the brackets. (2%×10=20%)1. Linguistics is the scientific study of __________.A. a particular languageB. the English languageC. human languages in generalD. the system of a particular language2. The consonant [f] in English can be correctly described as having the following phonetic features: __________.A. voiceless, bilabial, stopB. voiceless, labiodental, fricativeC. voiced, bilabial, stopD. voiced, labiodental, fricative3. There are different types of affixes or morphemes. The affix "ed" in the word "learned" is known as a(n) __________.A. derivational morphemeB. free morphemeC. inflectional morphemeD. free form4. In the phrase structure rule "S→NP VP", the arrow can be read as __________.A. is equal toB. consists ofC. hasD. generates5. "I bought some roses" __________ "I bought some flowers".A. entailsB. presupposesC. is inconsistent withD. is synonymous with6. Y's utterance in the following conversation exchange violates the maxim of __________.X: Who was that you were with last night?Y: Did you know that you were wearing odd socks?A. qualityB. quantityC. relationD. manner7. Changes in a language are changes in the grammar of the speakers of the language. This means that phonemes, __________, words and grammatical rules may be borrowed, added, lost or altered.A. phrasesB. sentencesC. morphemesD. utterances8. In a speech community people have something in common __________a language or a particular variety of language and rules for using it.A. sociallyB. linguisticallyC. culturallyD. pragmatically9. Which of the major mental functions listed below is not under the control of the left hemisphere in most people? __________.A. language and speechB. visual and spatial skillsC. reading and writingD. analytic reasoning10. In general, the __________ stage begins roughly in the second half of the child's second year.A. babblingB. one-wordC. two-wordD. multiwordⅡ. Directions: Fill in the blank in each of the following statements with one word, the first letter of which is already given as a clue. Note that you are to fill in ONE word only, and you are not allowed to change the letter given. (1%×10=10%)11. As the first step of their scientific investigation of language, linguists have to observe and collect linguistic f before they can do anything else.12. Phonological rules that govern the combination of sounds in a particular language are called s rules.13. An independent unit of meaning that can be used freely by itself is called a f___________ morpheme.14. A c sentence contains two clauses joined by a linking word, such as "and", "but", "or".15. The study of the linguistic meaning of words, phrases, and sentences is called s .16. In making conversation, the general principle that all participants are expected to observe is called the C principle proposed by J. Grice.17. In addition to social changes, one of the most pervasive sources of language change seems to be the continual process of cultural t across generations.18. Language itself is not sexist, but its use may reflect the s attitude connoted in the language that is sexist.19. When language and thought are identical or closely parallel to each other, we may regardthought as "s speech," and speech as "overt thought." In such a case, speaking and thinking take place simultaneously.20. I is the language that a learner constructs at a given stage of SLA.Ⅲ. Directions: Judge whether each of the following statements is true or false. Put a T for true or F for false in the brackets in front of each statement. If you think a statement is false , you must explain why you think so and give the correct version. (2%×10=20%)21. ( ) An important difference between traditional grammarians and modern linguists in their study of language is that the former tended to over-emphasize the written form of language and encourage people to imitate the "best authors" for language usage.22. ( ) In classifying the English consonants and vowels, the same criteria can be applied.23. ( ) We can always tell by the words a compound contains what it means because the meaning of a compound is always the sum of the meanings of its parts.24. ( ) Phrase structure rules can generate an infinite number of sentences and sentences with infinite length, due to their recursive properites.25. ( ) The conceptualist view of meaning holds that there is no direct link between a symbol and reference, i.e. between language and thought.26. ( ) Of the views concerning the study of semantics, the contextual view, which places the study of meaning in the context in which language is used, is often considered as the initial effort to study meaning in a pragmatic sense.27. ( ) In first language acquisition children's grammar models exactly after the grammar of adult language.28. ( ) The sentences "He crazy" and "He be sick all the time" are both acceptable in Black English vernacular because copula deletion and habitual be are two famous features of Black English.29. ( ) Speakers of different languages are capable of distinguishing and recognizing experiences of the same objective world according to their respective different linguistic coding system.30. ( ) Instruction and correction are key factors in child language development.Ⅳ. Directions: Explain the following terms, using one or two examples for illustration. (3%×10=30%)31. synchronic linguistics32. displacement33. a minimal pair34. derivational affixes35. syntax36. language transfer37. hyponymy38. sentence meaning39. lingua franca40. cerebral cortexⅤ. Answer the following questions. (10%×2=20%)41. Explain sociological triggers for language change by giving a typical example in the history of English.42. Explain briefly the four main individual learner factors that affect a learner's acquisition ofa second language.参考答案一、单项选择题(本大题共10小题,每小题2分,共20分)1、C2、B3、C4、B5、A6、C7、C8、B9、B 10、C二、填空题(本大题共10小题,每小题1分,共10分)11、 facts 12、sequential 13、free 14、coordinate 15、semantics16、Cooperative 17、transmission 18、social 19、subvocal 20、Interlanguage三、判断改错题(本大题共10小题,每小题2分,共20分)21、(T)22、(F)As there is an essential difference between the consonants and the vowels, i.e. there is some kind of obstruction of air in the production of the former, but there is not in the production of the latter, it is impossible to use the same criteria in their classification.23、(F)We cannot always tell by the words a compound contains what it means because the meaning of a compound is not always the sum of the meaning of its parts.24、(T)25、(F)The conceptualist view holds that there is no direct link between a symbol and its referent, i.e. between language and the real world; rather, in the interpretation of meaning they are linked through the mediation of concepts in the mind.26、(T)27、(F)In first language acquisition children's grammar never models exactly after the grammar of adult language, because children usually construct their personal grammars by themselves and generalize rules from the linguistic information they hear.28、(T)29、(T)30、(F)Instruction and correction are not key factors in child language development. Linguists have found that for the vast majority of children, language development occurs spontaneously and requires littleconscious instruction. Instruction and correction just play a minor role.四、名词解释题(本大题共10小题,每小题3分,共30分)31、Linguistics that studies language at one particular point of time, e.g. the study of the kind of English used during Shakespeare's time.32、One of the major defining features of human language. Human language is not restricted by the 'here' and 'now' as animal communication is; we can virtually talk about anything we want, including what happened in the past, what is going to happen in the future, what is not existent in the immediate surroundings and even what we imagine.33、A pair of sound combinations which are identical in every way except one sound, e.g. /pit/ and /bit/.34、Affixes added to an existing form to create a new word ,e.g. in-,-er 35、Syntax is a subfield of linguistics that studies the sentence structure of language, and it consists of a set of rules that allow words to be combined with other words to form grammatical sentences.36、Language transfer is a phenomenon that L2 learners subconsciously use their L1 knowledge in their learning process.37、Hyponymy refers to the sense relation between a more specific word and a more general, more inclusive word. The former is included in the latter. For example, a cat is a hyponym of animal.38、Sentence meaning refers to the intrinsic property of the sentence itself in terms of a predication. It is abstract and decontextualized. For example, semantic analysis of the sentence meaning of "The bag is heavy" results in the one-place predication BAG (BEING HEA VY).39、A lingua franca is a variety of language that serves as a medium of communication among groups of people of diverse linguistic backgrounds. For this reason, a lingua franca must be an agree-upon "common tongue" used by people thrown into social contact for various purposes, such as for social or commercial purposes.40、Cerebral cortex is the outside surface of the brain, the decision-making organ of the body, receiving messages from all sensory organs and initiating all voluntary actions. Many of the cognitive abilities that distinguish humans from other mammals, such as sophisticated reasoning, linguistic skills, and musical ability, are believed to reside in the cortex.五、论述题(本大题共2小题,每小题10分,共20分)41、Sociological triggers for language change refer to such radical socio-political changes as wars, invasions, occupation, colonialization, and language planning and standardization policies.A typical example in the history of English is the Norman Conquest, a military event that marked the dawning of the Middle English period. This means that Middle English began with the arrival of the Norman French invaders in English under William the Conqueror in 1066. And for about a century and a half after the Norman Conquest, French remained as the language of the ruling class, as far as literature and administration were concerned. So Middle English was deeply influenced by Norman French in vocabulary and grammar. For example, such terms as "army," "court," "defense," "faith," "prison" and "tax" came from the language of the French rulers.评分标准:满分10分,其中定义占3分,典型例子占5分,例词占2分。

pet《新版1(标准版)》等级考试英语试卷test1试卷

pet《新版1(标准版)》等级考试英语试卷test1试卷

pet《新版1(标准版)》等级考试英语试卷test1试卷全文共3篇示例,供读者参考篇1PET (Preliminary English Test) is an English language exam offered by the University of Cambridge ESOL Examinations. It is a widely recognized qualification for individuals who wish to demonstrate their English proficiency for work, study, or travel purposes. The new version of the PET exam, also known as the Standard Version, has been designed to test candidates on their listening, reading, writing, and speaking skills.Test 1 of the PET exam consists of four parts, each testing a different skill set. The first part is a listening section where candidates listen to a variety of recordings and answer multiple-choice questions based on what they hear. This part assesses the candidate's ability to understand spoken English in different contexts.The second part is a reading section where candidates read a series of texts and answer multiple-choice questions or fill in the blanks with the appropriate words. This section tests the candidate's comprehension and vocabulary skills.The third part is a writing section where candidates are required to write a short letter or email based on a given prompt. This part assesses the candidate's ability to write in English with correct grammar and spelling.The final part is a speaking section where candidates engage in a conversation with an examiner and another candidate. They are asked to discuss a topic and express their opinions on it. This part tests the candidate's ability to speak fluently and coherently in English.Overall, the PET exam is a comprehensive test that evaluates a candidate's English language skills in listening, reading, writing, and speaking. Passing the exam demonstrates that the candidate has a solid foundation in English and is capable of using the language in real-life situations. It is a valuable qualification that can open up new opportunities for work, study, and travel.篇2PET (Preliminary English Test) is an international language test for speakers of other languages. It is aimed at an Intermediate level and covers the four language skills - Listening, Reading, Writing, and Speaking. The new version of the PET test,known as PET 1 (Standard Version), has been redesigned to reflect the changes in English language learning and teaching.This article will provide a detailed overview of the PET《新版1(标准版)》level exam English test 1.Section 1: ListeningThe Listening section consists of four parts and is approximately 30 minutes long. Students will listen to a recording and answer multiple-choice questions based on the information they hear. They will also need to fill in the missing information in a form or complete sentences.Section 2: Reading and WritingThe Reading and Writing section is divided into two parts and takes around 90 minutes to complete. Part 1 requires students to read various texts and answer multiple-choice questions, while Part 2 asks them to write a short essay or letter based on a given prompt.Section 3: SpeakingThe Speaking section is conducted in pairs and lasts for about 10-12 minutes. Students will be asked to engage in a conversation with the examiner, describe a picture, and discuss a short topic with their partner.Overall, the PET 1 exam aims to assess a student's ability to communicate effectively in English, both written and spoken. It is a valuable certification for individuals who wish to demonstrate their proficiency in the language for academic or professional purposes.In conclusion, the PET《新版1(标准版)》level exam English test 1 is a comprehensive evaluation of a student's English language skills. It covers all aspects of language learning and provides a well-rounded assessment of their abilities. Students who successfully pass this exam can use it as a stepping stone to further their studies or career prospects.篇3Pet (Preliminary English Test) is an English language exam that tests the ability of non-native speakers to communicate in English in everyday situations. The test is designed for students who have a basic understanding of the English language and want to improve their skills further.The following is a sample test paper for the Pet exam:PET (Preliminary English Test) – Test 1Reading and WritingPart 1: Multiple Choice1. Choose the word that best fits the blank space in the sentence:I don't like _________ coffee. I prefer tea.a) theb) ac) somed) any2. What time does the film _________?a) beginsb) beginc) is beginningd) beginning3. _________ are the keys to the car?a) Whereb) Whatc) HowPart 2: Multiple ChoiceRead the text and choose the best answer for each question.My name is Emily and I am 12 years old. I live in London with my parents and two younger brothers. I love playing sports and spending time with my friends. My favorite subject at school is English because I enjoy reading and writing stories.4. How old is Emily?a) 10b) 11c) 12d) 135. What is Emily's favorite subject?a) Mathb) Sciencec) Historyd) English6. Where does Emily live?b) Londonc) New Yorkd) SydneyListeningPart 1: Multiple ChoiceListen to the conversation and choose the best answer for each question.7. What time does the library open?a) 8:00 amb) 9:00 amc) 10:00 amd) 11:00 am8. How many books can you borrow at a time?a) 2b) 3c) 4d) 5Part 2: MatchingListen to the conversation and match the sentences to the pictures.9. _____ It's sunny today.10. _____ I'm going to the beach.WritingWrite an email to your friend about your favorite holiday destination. Include information about the weather, activities, and attractions in the area.Overall, the Pet exam is a comprehensive test of English language skills and is designed to assess the ability of non-native speakers to communicate effectively in English. By practicing with sample test papers like the one above, students can improve their English proficiency and increase their chances of success in the exam. Good luck!。

中英文翻译

中英文翻译

Bridge design and constructionPlan: The first step leading to the construction of a modern major bridge is a comprehensive study to determine whether a bridge is needed. If it is to be a highway bridge in the United States for example a planning study is initiated by a state bridge authority possible in cooperation with local governments or the federal government. Studies are made to estimate the amount of bridge traffic the relief of jammed traffic in nearby highway networks the effects on the regional economy and the cost of the bridge. The means for financing the project such as public taxes or sale of revenue bonds repaid by toll charges are considered. If the studying lead to a decision to go ahead with the project the land needed for the bridge and its approaches is acquired at the selected site. At the point field engineering work is started. Accurate land surveys are made. Tides flood conditions currents and other characteristics of the waterway are carefully studied. Boring samples of soil and rock are taken at possible foundation locations both on land and under the water.Selection of bridge design: The chief factors in deciding whether a bridge will be built as a girder cantilever truss arch suspension or some other type are;(1)location for example across a river;(2)purposes for example a bridge for carrying motor vehicles;(3)span length;(4)strength of available materials;(5)cost;(6)beauty and harmony with the location.Each type of bridge is most effective and economical only within a certain range of span lengths, as shown in the following table: As indicated in the table there is a considerable overlap in the range of applicability of the various types. In the some cases alternative preliminary designs are prepared for several types of bridge in order to have a better basis for making the final selection.Selection of materials: The bridge designer can select from a number of modern high-strength materials including concrete steel and a wide variety of corrosion-resistant alloy steels.For the Verrazano-Narrows Bridge for example the designer used at least seven different kinds of alloy steel one of which has a yield strength of 50000 pounds per square inch and does not need to be painted because an oxide coating forms on its surface and inhibits corrosion. The designer also can select steel wires for suspension cables that have tensile strengths up to 250000 psi.Concrete with compressive strengths as high as 8000 pis can now be produced for use in bridge and it can be given high durability against chipping and weathering by the addition of special chemical agents and control of the hardening process. Concrete that has been prestressed and reinforced with steel wires has a tensile strength of 250000 .Other useful materials for bridges include aluminum alloys and wood. Modern structural aluminum alloys have yield strengths exceeding 40000. Laminated strips of wood glued together can be made into beams with strengths twice that of natural timbers glue-laminated southern pine for example can bear working stresses approaching 3000 psi.Analysis of forces: A bridge must resist a complex combination of tension compression bending shear and torsion forces. In addition the structure most provide a safety factor as insurance against failure. The calculation of the precise nature of the individual stresses and strains in the structure called analysis is perhaps the most technically complexaspect of bridge building. The goal of analysis is to determine all of the forces that may act on each structural member.The forces that act on bridge structural members are produced by two kinds of loads-static and dynamic. The static load-the dead weight of the bridge structure itself-is usually the greatest load. The dynamic, or live load has components including vehicles carried by the bridge wind forces and accumulations of ice and snow.Although the total weight of the vehicles moving over a bridge at any time is generally a small fraction of the static and dynamic load it presents special problems to the bridge designer because of the vibration and impact stresses created by moving vehicles. For example the severe impacts caused by irregularities of vehicle motion or bumps in the roadway may momentarily double the effect of the live load an bridge.Wind exerts force on a bridge both directly by striking the bridge structure and indirectly by striking vehicles that are crossing the bridge. If the wind induces vibration as in the case of the Tacoma Narrows Bridge its effect may be greatly amplified. Because of this danger the bridge designer makes provisions for the strongest winds that may occur at the bridge location. Other forces that may act on the bridge such as stresses created by earthquake tremors must also be provided for.Special attention must often be given to the design of the bridge piers since heavy loads may be imposed on them by currents waves and floating ice and debris. Occasionally a pier may even be hit by a passing ship.Electronic computers are playing an ever-increasing role in assisting bridge designers in the analysis of forces. The use of precise model testing particularly for studying the dynamic behavior of bridges also helps designers. A scaled-down model of the bridge is constructed and various gauges to measure strains accelerations and deformations are placed on the model. The model bridge is then subjected to various scaled-down loads or dynamic conditions to find out what will happen. Wind tunnel tests may also be made to ensure that nothing like the Tacoma Narrows Bridge failure can occur. With modern technological aids there is much less chance of bridge failure than in the past.Construction the foundations: Construction starts with the foundations which may cost almost as much as the superstructure. Foundations built in water usually present the greatest difficulties. One of the older methods which is still used in shallow waters is to erect cofferdams similar to the ring of closely spaced piles that the Romans used.For constructing foundations in deep water caissons have long been used. The caisson which is a huge box closed on all sides except the bottom is lowered onto the river bed Workers inside the caisson which is filled with compressed air to keep out the water dig deeper and deeper and the caisson sinks as the digging proceeds. When a suitable depth is reached the caisson is filled with concrete and becomes part of the foundation itself.Another deep-water method less hazardous and less costly than the caisson method uses steel or concrete piles. With modern pile drivers long heavy piles can be driven even in deep water. The piles can be cut off and capped either above the water level or below it. If they are capped below the water level a prefabricated hollow pier case is floated out to the site sunk on the pile and then filled with concrete to form the pier.Erecting the superstructure: After all piers and abutments are in place the erection of the superstructure begins. The method of construction used depends largely on the type of bridge being built. There are six construction methods false work flotation cantilevering sliding direct lifting and suspension.In false work construction mainly used in building concrete arch bridges metal or wood supports are built temporarily to support the erection. A great deal of ingenuity is often required just to erect the false work especially for structures over swift rivers or deep canyons. Temporary piles and trestles are commonly used in wide shallow rivers.In the floatation method mainly used in building long bridges large bridge sections are prefabricated on shore and floated out on barges to he bridge site. The sections are then hoisted into place either by floating derricks or by winches placed on previously constructed selections of the bridge.The cantilevering technique is used not only for cantilever bridges but also for steel arch bridges. Construction starts at an abutment and extends toward the center piece.Silding cinstruction is used only rarely. In this method a prefabricated unit, such as a trusses erected on shore and slid out over a temporary or permanent support until it comes to rest on another support.In the direct lifting method mainly used for light short-span highway bridges a prefabricated bridge unit is lifted by a hoist and swung directly onto the bridge supports.In the construction of suspension bridges the cables are strung between the bridge towers and used as a support for the bridge deck. The deck erection starts at the ends of the bridge and progresses toward the center A travelling derrick moving on the completed part of the deck is used to handle heavy material Temporary suspension cables are occasionally used in the construction of other types of bridges to convey material across the span .In all methods of construction it is necessary to determine the stresses and deformations at every stage of construction. Stresses in a partly completed bridge---constructed by the cantilever method—can exceed the stresses in a completed bridge because of the totally different conditions of support and loading.When the roadway is surfaced and signs, lighting, guardrails, and other accessories are installed, the bridges is ready for use.桥的设计与构造规划现代重要的桥梁建造的第一步是广泛地研究确定桥梁的必要性。

16 CFR 1500.48

16 CFR 1500.48

美国联邦法规 16 CFR 1500.48 供8岁以下儿童使用的玩具或类似品中尖点的测定的技术要求原文出处:作者:编辑: [2009-02-25][打印文章] [关闭窗口]§ 1500.48 Technical requirements for determining a sharp point in toys and other articles intended for use by children under 8 years of age.(a) Objective. The sharp point test prescribed by paragraph (d) of this section will be used by the Commission in making a preliminary determination that points on toys and other articles intended for use by children under 8 years of age, and such points exposed in normal use or as a result of reasonably foreseeable damage or abuse of such toys and articles, present a potential risk of injury by puncture or laceration under section 2(s) of the Federal Hazardous Substances Act (15 U.S.C. 1261(s)). The Commission will further evaluate points that are identified as presenting a potential risk of puncture or laceration injury to determine the need for individual product regulatory action.(b) Scope—(1) General. The sharp point test of paragraph (d) of this section is applicable to toys or other articles that are introduced into interstate commerce on or after December 22, 1978. The sharp point test shall be applied to any accessible portion of the test sample before and after subjecting the test sample to the use and abuse tests of §§1500.51, 1500.52, and 1500.53 (excluding the bite test-paragraph (c) of each section).(2) Exemptions. (i) Toys and other children's articles that are the subject of any of the following regulations are exempt from this §1500.48: The regulations for bicycles, non-full-size baby cribs, and full-size baby cribs (parts 1508, 1509, and 1512, of this chapter).(ii) Toys that by reason of their functional purpose necessarily present the hazard of sharp points and that do not have any nonfunctional sharp points are exempt from this §1500.48: Provided, Each toy is identified by a conspicuous, legible, and visible label at the time of any sale, as having functional sharp points. An example of such toys is a toy sewing machine with a needle.(iii) Articles, besides toys, intended for use by children that by reason of their functional purpose necessarily present the hazard of sharp points and that do not have any nonfunctional sharp points are exempt from this §1500.48. An example of such articles is a ball-point pen.(c) Accessibility—(1) General. Any point that is accessible either before or after these tests of §1500.51, §1500.52, and §1500.53 (excluding the bite test—paragraph(c) of each section) are performed shall be subject to the sharp point test of paragraph(d) of this section.(2) Accessible points.(i) An accessible point for a toy or article intended for children3 years of age or less is one that can be contacted by any portion forward of the collar of the accessibility probe designated as probe A in figure 2 of this section.(ii) An accessible point for a toy or article intended for children over 3 years up to 8 years of age is one that can be contacted by any portion forward of the collar of the accessibility probe designated as probe B in figure 2 of this section.(iii) An accessible point for a toy or article intended for children of ages spanning both age groups is one that can be contacted by any portion forward of the collar of either probe A or B, as shown in figure 2 of this section.(3) Insertion depth for accessibility. (i) For any hole, recess, or opening having a minor dimension (The minor dimension of an opening is the diameter of the largest sphere that will pass through the opening.) smaller than the collar diameter of the appropriate probe, the total insertion depth for accessibility shall be up to the collar on the appropriate probe. Each probe joint may be rotated up to 90 degrees to simulate knuckle movement.(ii) For any hole, recess, or opening having a minor dimension larger than the collar diameter of probe A but less than 7.36 inches (186.9 millimeters), when probe A is used, or a minor dimension larger than the collar diameter of probe B but less than 9.00 inches (228.6 millimeters), when probe B is used, the total insertion depth for accessibilityshall be determined by inserting the appropriate probe with the extension shown in figure 2 in any direction up to two and one-quarter times the minor dimension of the probe, recess, or opening, measured from any point in the plane of the opening. Each probe joint may be rotated up to 90 degrees to simulate knuckle movement.(iii) For any hole, recess, or opening having a minor dimension of 7.36 inches (186.9 millimeters) or larger when probe A is used, or a minor di-mension of 9.00 inches (228.6 millimeters), or larger when probe B is used, the total insertion depth for accessibility is unrestricted unless other holes, recesses, or openings within the original hole, recess, or opening are encountered with dimensions specified in paragraph (c)(3) (i) or (ii) of this section. In such instances, the appropriate paragraphs (c)(3) (i) or (ii) of this section shall be followed. If both probes are to be used, a minor dimen-sion that is 7.36 inches (186.9 millimeters or larger shall determine unrestricted access.(4) Inaccessible points. Points shall be considered inaccessible without testing witha probe if they lie adjacent to a surface of the test sample and any gap between the point and the adjacent surface does not exceed 0.020 inch (0.50 millimeter) either before or after the tests of §§1500.51, 1500.52, and 1500.53 (excluding the bite test—paragraph (c) of each section) are performed.(d) Sharp point test method—(1) Principle of operation. The principle of operation of the sharp point tester shown in figure 1 of this section is as follows (Detailed engineering drawings for a suggested sharp point tester are available from the Commission's Office of the Secretary.): A rectangular opening measuring 0.040 inch (1.02 millimeters) wide by 0.045 inch (1.15 millimeters) long in the end of the slotted cap establishes two reference dimensions. Depth of penetration of the point being tested determines sharpness. If the point being tested can contact a sensing head that is recessed a distance of 0.015 inch (0.38 millimeter) below the end cap and can move the sensing head a further 0.005 inch (0.12 millimeter) against a 0.5-pound (2.2-newton) force of a return spring, the point shall be identified as sharp. A sharp point tester of the general configuration shown in figure 1 of this section or one yielding equivalent results shall identify a sharp point. In conducting tests to determine the presence of sharp points, the Commission will use the sharp point tester shown in figure 1 of this section and the accessibility probes designated as A or B in figure 2 of this section.(2) Procedure. (i) The sample to be tested shall be held in such a manner that it does not move during the test.(ii) Part of the test sample may need to be removed to allow the sharp point testing device to test a point that is accessible by the criteria of paragraph (c) of this section. Such dismantling of the test sample could affect the rigidity of the point in question. The sharp point test shall be performed with the point supported so that its stiffness approximates but is not greater than the point stiffness in the assembled sample.(iii) Using the general configuration shown in figure 1 of this section, the adjustment and operation of the sharp point tester is as follows: Hold the sharp point tester and loosen the lock ring by rotating it so that it moves towards the indicator lamp assembly a sufficient distance to expose the calibration reference marks on the barrel. Rotate the gaging can clockwise until the indicator lamp lights. Rotate the cap counterclockwise until an equivalent of five divisions (the distance between the short lines on the cap) have passed the calibration reference mark. Lock the gaging cap in this position by rotating the lock ring until it fits firmly against the cap. Insert the point into the gaging slot in all directions in which it was accessible by the criteria of paragraph (c) of this section, and apply a force of 1.00 pound (4.45 newtons). A glowing light identifies the point as sharp.(iv) The test instruments used by the Commission in its tests for compliance with this regulation shall have gaging slot opening dimensions no greater than 0.040 inch by 0.045 inch and shall have the sensing head recessed a depth of no less than 0.015 inch. The force applied by the Commission when inserting a point into the gaging slot shall be no more than 1.00 pound.(e) For the purpose of conformance with the technical requirements prescribed by this §1500.48, the English figures shall be used. The metric approximations are provided in parentheses for convenience and information only.。

高英写作1—5课翻译

高英写作1—5课翻译

高英写作1—5课翻译1 Lesson 1 The Delicate Art of the Forest森林妙招库珀的创造天分并不怎么样;但是他似乎热衷于此并沾沾自喜。

确实,他做了一些令人感到愉快的事情。

在小小的道具箱内,他为笔下的森林猎人和土人准备了七八种诡计或圈套,这些人以此诱骗对方。

利用这些幼稚的技巧达到了预期的效果,没有什么更让他高兴得了。

其中一个就是他最喜欢的,就是让一个穿着鹿皮靴的人踩着穿着鹿皮靴敌人的脚印,借以隐藏了自己行踪。

这么做使库珀磨烂不知多少桶鹿皮靴。

他常用的另一个道具是断树枝。

他认为断树枝效果最好,因此不遗余力地使用。

在他的小说中,如果哪章中没有人踩到断树枝惊着两百码外的印第安人和白人,那么这一节则非常平静/那就谢天谢地了。

每次库珀笔下的人物陷入危险,每分钟绝对安静的价格是4美元/一分静一分金,这个人肯定会踩到断树枝。

尽管附近有上百种东西可以踩,但这都不足以使库珀称心。

他会让这个人找一根干树枝;如果找不到,就去借一根。

事实上,《皮袜子故事系列丛书》应该叫做《断树枝故事集》。

很遗憾,我没有足够的篇幅,写上几十个例子,看看奈迪·班波和其他库伯专家们是怎样运用他的森林中的高招。

大概我们可以试着斗胆举它两三个例子。

库伯曾经航过海—当过海军军官。

但是他却一本正经/煞有介事地告诉我们,一条被风刮向海岸遇险的船,被船长驶向一个有离岸暗流的地点而得救。

因为暗流顶着风,把船冲了回来。

看看这森林术,这行船术,或者叫别的什么术,很高明吧?库珀在炮兵部队里待过几年,他应该注意到炮弹落到地上时,要么爆炸,要么弹起来,跳起百英尺,再弹再跳,直到跳不动了滚几下。

现在某个地方他让几个女性—他总是这么称呼女的—在一个迷雾重重的夜晚,迷失在平原附近一片树林边上—目的是让班波有机会向读者展示他在森林中的本事。

这些迷路的人正在寻找一个城堡。

他们听到一声炮响,接着一发炮弹就滚进树林,停在他们脚下。

对女性,这毫无价值。

preliminary意思

preliminary意思

preliminary意思preliminary意思:作形容词时译为“初步的,预备的”,作名词时译为“初步行动,准备工作;预赛,预试”等。

例句:1.Maybe you should do some preliminary research on that.也许你应该对此做一些初步的研究。

2.The preliminary results of the study indicate a positive correlation betweenexercise and mental health. 这项研究的初步结果表明,运动与心理健康之间存在正相关关系。

3.She presented a preliminary outline of her project to the team for feedback.她向团队提交了项目的初步大纲,以征求反馈。

4.The preliminary design of the building has been approved by the citycouncil. 该建筑的初步设计已获得市议会的批准。

5.The doctors have successfully concluded preliminary tests. 医生们已成功完成了初步化验。

6.Take plenty of breaks, because they offer a double bonus: the time off givesyour mind a chance to do some preliminary consolidation and it also gives a memory boost to the learning. 多休息,因为休息有双重好处:休息能让你的大脑有机会进行一些初步的巩固,也能提高学习的记忆力。

7.In a preliminary talk, the teacher introduces them to the material to becovered.在初步的谈话中,老师向他们介绍要学习的内容。

继发性高血压筛查的意义及诊断策略

继发性高血压筛查的意义及诊断策略

继发性高血压的发病率为
10.2%, 包含肾血管性高血压3.1%, 原发性醛固酮增多症1.4%, 库欣综合征0.5%, 嗜铬细胞瘤0.3%,
原发性甲状腺功能减退 3.0%;
Conclusions: Increasing age and coexisting atherosclerosis have significant effects on the prevalence of secondary forms of hypertension.
• 操作简单、实用性高 • 可对门诊病人进行操作 • 可替代氟氢可的松抑制试验,可信度高
Comparison of Confirmatory Tests for the Diagnosis of Primary Aldosteronism Paolo Mulatero, Alberto Milan, Francesco Fallo, Giuseppe Regolisti, Francesca Pizzolo, Carlos Fardella, Lorena Mosso, Lisa Marafetti, Franco Veglio, and Mauro Maccario
筛查常用辅助筛查手段
CT影像学的局限性
CT Scanning, therefore clearly localizes adenomas in 50% of histologically proven cases, and can also produce misleading results.
-Role for adrenal venous sampling in primary aldosteronism
-Prevalence of Primary Aldosterondism among Asian Hypertensive Patients in Singapore KEH-CHUAN LOH, EVELYN S. KOAY, MIN-CHEH KHAW, SHANTA C. EMMANUEL, AND WILLIAM F. YOUNG, JR.

率定曲线的英文

率定曲线的英文

率定曲线的英文1. 定义与释义- 单词:率定曲线(calibration curve)- 1.1 词性:名词- 1.2 释义:用于确定两个变量之间关系的曲线,通常在测量或实验中使用。

- 1.3 英文解释:A curve used to determine the relationship between two variables, usually used in measurement or experiment.- 1.4 相关词汇:标准曲线(standard curve)、拟合曲线(fitted curve)2. 起源与背景- 2.1 词源:率定曲线这个术语主要在科学和工程领域中使用,其起源可能与测量和校准的需求有关。

- 2.2 趣闻:在实验室中,科学家们常常花费大量时间来绘制和验证率定曲线,以确保测量结果的准确性。

有时候,一个小小的误差可能会导致整个实验结果的偏差,所以率定曲线的绘制需要非常谨慎。

3. 常用搭配与短语- 3.1 绘制率定曲线(draw a calibration curve)- 搭配解释:通过实验数据绘制出用于确定两个变量之间关系的曲线。

- 例句:We need to draw a calibration curve to determine the relationship between the concentration and the absorbance.- 中文翻译:我们需要绘制一条率定曲线来确定浓度和吸光度之间的关系。

- 3.2 率定曲线方程(calibration curve equation)- 搭配解释:描述率定曲线的数学方程。

- 例句:The calibration curve equation can be used to calculate the unknown concentration.- 中文翻译:率定曲线方程可以用来计算未知浓度。

- 3.3 验证率定曲线(verify a calibration curve)- 搭配解释:检查率定曲线的准确性和可靠性。

患者评估制度

患者评估制度

System of evaluation 页数 1/101 目的 Objective通过评估确定患者诊疗服务需求,为制定诊疗计划提供依据和支持。

To provide basis and support for working out treatment plan through evaluation of patient’s needs in diagnosis and treatment.2 评估/再评估人员资质Qualifications of staff conducting evaluation/reevaluation2.1 执行评估/再评估的人员应是在本院注册的执业医师、注册护士或经医院授权的其他岗位卫生技术人员。

The staff conducting evaluation/reevaluation shall be registereddoctors, registered nurses in our hospital or other medical ortechnical staff authorized by our hospital.2.2 放射科医师、检验医师、超声医师及其他辅助检查科室的医师不具备临床评估资格,但有权发出诊断报告,其检查报告是临床医师对患者进行评估的重要依据。

Radiologist, lab technicians, ultrasonic technicians and other medical technologies disciplinesare notauthorized to conductclinical evaluation, yet they have the right to issue reports ofdiagnosis, which arecrucial evidence for clinicians to evaluatethe patients.2.3 评估/再评估要在其执业资格适当的法律、法规范围内进行。

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a rXiv:g r-qc/5741v19J ul25First evidence of the general relativistic grav-itomagnetic field of the Sun and new con-straints on a Yukawa-like fifth force L.Iorio Viale Unit `a di Italia 68,70125Bari,Italy tel./fax 00390805443144e-mail:lorenzo.iorio@libero.it Abstract The post-Newtonian general relativistic gravitomagnetic Thirring-Lense precessions of the perihelia of the inner planets of the Solar System amount to ≤10−3arcseconds per century.Up to now they were always retained too small to be detected.Recent improvements in the planetary ephemerides determination yield the first observa-tional evidence of such a tiny effect.Indeed,extra-corrections to the known perihelion advances of −0.0036±0.0050,−0.0002±0.0004and 0.0001±0.0005arcseconds per century were recently determined by E.V.Pitjeva for Mercury,the Earth and Mars,respectively.They were based on the EPM2004ephemerides and a set of more than 317000observations of various kinds.The predicted relativistic Thirring-Lense precessions for these planets are −0.0020,−0.0001and −3×10−5arcseconds per century,respectively and are compatible with the mea-sured perihelia corrections,although the experimental errors are still large.The data from the forthcoming BepiColombo mission to Mer-cury will improve our knowledge of the orbital motion of this planet and,consequently,the precision of the measurement of the Thirring-Lense effect.As a by-product of the present analysis,it is also possible to constrain the strength of a Yukawa-like fifth force to a 10−12−10−13level at scales of about one Astronomical Unit (1011m).1Introduction1.1The Thirring-Lense effectThe post-Newtonian Thirring-Lense (TL in the following)effect (Lense and Thirring 1918,Soffel 1989,Ciufolini and Wheeler 1995)is one of the few predictions of the Einsteinian General Theory of Relativity (GTR)for which a direct and undisputable test is not yet available.1According to Einstein,the action of the gravitational potential U of a given distribution of mass-energy is described by the metric coefficients gµν,µ,ν=0,1,2,3,4,of the space-time metric tensor.They are determined, in principle,by solving the fully non-linearfield equations of GTR for the considered mass-energy content.These equations can be linearized in the weak-field(U/c2<<1,where c is the speed of light in vacuum)and slow-motion(v/c<<1)approximation(Mashhoon2001;Ruggiero and Tartaglia 2002),valid throughout the Solar System,and look like the equations of the linear Maxwellian electromagnetism.Among other things,a noncentral, Lorentz-like forceF TL=−2m vcr5.(2) One of the consequences of eq.(1)and eq.(2)is a gravitational spin–orbit coupling.Indeed,if we consider the orbital motion of a particle in the gravitationalfield of a central spinning mass,it turns out that the orbital angular momentumℓof the particle undergoes the TL precession,so that the longitude of the ascending nodeΩand the argument of pericentreωof the orbit of the test particle are affected by tiny secular rates˙ΩTL,˙ωTL (Lense and Thirring1918,Soffel1989,Ashby and Allison1993,Iorio2001a)˙ΩTL=2GL2,˙ωTL=−6GL cos i2,(3)where a,ǫand i are the semimajor axis,the eccentricity and the inclina-tion,respectively,of the orbit and G is the Newtonian gravitational con-stant.Note that in their original paper Lense and Thirring(1918)used the longitude of pericentre̟.The gravitomagnetic force may have strong consequences in many astro-physical and astronomical scenarios involving,e.g.,accreting disks around black holes(Stella et al.2003),gravitational lensing and time delay(Sereno22003;2005a;2005b).Unfortunately,in these contexts the knowledge of the various competing effects is rather poor and makes very difficult to reliably extract the genuine gravitomagnetic signal from the noisy background.E.g., attempts to measure the TL effect around black holes are often confounded by the complexities of the dynamics of the hot gas in their accretion disks. On the contrary,in the solar and terrestrial space environments the TL ef-fect is weaker but the various sources of systematic errors are relatively well known and we have the possibility of using various artificial and natural or-biters both to improve our knowledge of such biases and to design suitable observables circumventing these problems,at least to a certain extent.1.2The performed and ongoing testsUp to now,all the performed and ongoing tests of gravitomagnetism were performed in the weak-field and slow-motion arena of the Earth gravitational field.In April2004the GP-B mission(Everitt et al.2001)was launched.Its aim is the measurement of another gravitomagnetic effect,i.e.the precession of the spins(Schiff1960)of four superconducting gyroscopes carried onboard with a claimed accuracy of1%or better.Recently,a test of the TL effect on the orbit of a test particle was performed by Ciufolini and Pavlis(2004).They analyzed the data of the laser-ranged LAGEOS and LAGEOS II satellites in the gravitationalfield of the Earth by using an observable explicitly proposed in Iorio and Morea (2004).The total accuracy claimed by Ciufolini and Pavlis is5-10%at1-3 sigma,respectively,but such estimate is controversial(Iorio2005a;2005b) for various reasons.The total error may be as large as19-24%at1sigma level.Finally,it must be noted that,according to Nordtvedt(2003),the multi-decade analysis of the Moon’orbit by means of the Lunar Laser Ranging (LLR)technique yields a comprehensive test of the various parts of order O(c−2)of the post-Newtonian equation of motion.The existence of the TL signature as predicted by GTR would,then,be indirectly inferred from the high accuracy of the lunar orbital reconstruction.Also the radial motion of the LAGEOS satellite would yield another indirect confirmation of the existence of the TL effect(Nordtvedt1988).3Table1:Gravitomagnetic secular precessions of the longitudes of perihelion ̟of Mercury,Venus,Earth and Mars in′′cy−1.The value(190.0±1.5)×1039kg m2s−1(Pijpers1998;2003)has been adopted for the solar proper angular momentum L⊙.time series of a certain Keplerian element means that it has been computed from the machinery of the data reduction of the real observations.Keep-ing this in mind,it is possible,in principle,to extract the TL signal fromthe planetary motions by taking the difference between two suitably com-puted time-series of the Keplerian elements in such a way that it containsthe post-Newtonian gravitomagnetic force.Such ephemerides,which must share the same initial conditions,differ in the fact that one is based on the processing of the real data,which are presumed to be contain also the TL signal,and the other one is,instead,the result of a purely numerical propa-gation.The dynamical force models with which the data are processed andthe numerical ephemeris is propagated do not contain the gravitomagnetic force itself:only the gravitoelectric Schwarzschild terms must be present. Moreover,the astronomical parameters entering the perturbations which can mimic the TL signature must not befitted in the data reduction pro-cess:they must be keptfixed to some reference values,preferably obtainedin a relativity-independent way so to avoid‘imprinting’effects.Thus,in the resulting“residual”time series∆̟obs(t),the TL effect should be entirely present.3.2The EPM2004ephemeridesAn analogous procedure was,in fact,recently implemented with the Ephemerides of Planets and the Moon EPM2004(Pitjeva2005a;2005b).They are basedon a data set of more than317000observations(1913-2003)including radio-metric measurements of planets and spacecraft,astrometric CCD observa-tions of the outer planets and their satellites,and meridian and photographic observations.Such ephemerides were constructed by the simultaneous nu-merical integration of the equations of motion for all planets,the Sun,the Moon,301largest asteroids,rotations of the Earth and the Moon,includingthe perturbations from the solar quadrupolar mass moment J⊙2and asteroid ring that lies in the ecliptic plane and consists of the remaining smaller as-teroids.In regard to the post-Newtonian dynamics,only the gravitoelectric Schwarzschild force,in the harmonic gauge,was included(Newhall et al. 1983).3.3The measured extra-precessions of the planetary perihe-lia and the Thirring-Lense effectThe EPM2004ephemerides were used to determine corrections∆˙̟obs to the secular precessions of the longitudes of perihelia of the inner planets asfit-5Table2:Observed extra-precessions∆˙̟obs of the longitudes of perihelia of the inner planets,in′′cy−1,by using EPM2004withβ=γ=1,J⊙2=2×10−7.The gravitomagnetic force was not included in the adopted dynamical force models.Data taken from Table3of(Pitjeva2005a).Figure1:The horizontal dash-dotted lines represent the predicted values of the TL secular precessions of the perihelia of Mercury,the Earth and Mars according to GTR.The vertical solid lines represent the values of the additional secular precessions of Mercury,the Earth and Mars determined by Pitjeva(2005a)along with their error bars.The predictions of GTR for the TL effect are compatible with them at1-sigma level.7Table3:Comparison between the predicted values(P)of the TL preces-sions of the perihelia of Mercury,the Earth and Mars(Table1)and the determined values(M)of the extra-precessions of their perihelia(Table2). Their differences are smaller than the errors(Table2).supernovæyield a value of∼0.0004′′cy−1for the braneworld planetary precessions(Iorio2005d).Also this effect is too small to accommodate the observed additional perihelion advance of Mercury.3.4Constraints on a Yukawa-likefifth forceThe differences between the measured extra-precessions and the predicted TL rates of Table3can also be used to strongly constrain,at planetary length-scales1010−1011m,departures from the inverse-square-law phe-nomenologically parameterized in terms of the magnitude|α|of the strength of a Yukawa-likefifth force(Adelberger et al.2003).Indeed,a potentialU Yukawa=−GMλ ,(4)whereλis the range of such a hypothesized force,can produce a secular perihelion advance over scalesλcomparable to a(Lucchesi2003)˙̟Yukawa∝αnAcknowledgementsI gratefully thank E.V.Pitjeva for helpful clarifications about her measured extra-precessions.References[1]Adelberger,E.G.,Heckel,B.R.,and Nelson,A.E.,Tests of the grav-itational inverse-square law,Ann.Rev.Nucl.Part.Sci.,53,77–121,2003.[2]Ashby,N.,and Allison,T.,Canonical planetary equations forvelocity-dependent forces,and the Lense-Thirring precession.Ce-lest.Mech.Dyn.Astron.,57,537–585,1993.[3]Ciufolini,I.,and Wheeler,J.A.,Gravitation and Inertia,(PrincetonUniversity Press,Princeton),1995.[4]de Sitter,W.,On Einstein’s theory of gravitation and its astro-nomical consequences,Mon.Not.Roy.Astron.Soc.76,699–728,1916.[5]Dvali,G.,Gabadadze,G.,and Porrati,M.,4D Gravity on a Branein5D Minkowski Space,Phys.Lett.B,485208–214,2000.[6]Everitt,C.W.F.,et al.,Gravity Probe B:Countdown to Launch.In:L¨a mmerzahl C.,Everitt,C.W.F.,Hehl,F.W.(eds.)Gyros,Clocks,Interferometers...:Testing Relativistic Gravity in Space,(Springer,Berlin),2001.pp.52-82.[7]Fienga,A.,and Simon,J.-L.,Analytical and numerical studies ofasteroid perturbations on solar system planet dynamics,Astron.Astrophys.,429,361-367,2005.[8]Iorio,L.,An alternative derivation of the Lense-Thirring drag onthe orbit of a test body,Nuovo Cimento B,116,777-789,2001.[9]Iorio,L.,and Morea,A.,The impact of the new Earth gravitymodels on the measurement of the Lense-Thirring effect,Gen.Rel.Grav.,36,1321–1333,2004.[10]Iorio,L.,On the reliability of the so far performed tests for mea-suring the Lense-Thirring effect with the LAGEOS satellites,NewAstron.,10,603-615,2005a.10[11]Iorio,L.,The impact of the new Earth gravity models on the mea-surement of the Lense-Thirring effect with a new satellite,New Astron.,10,632-651,2005b.[12]Iorio,L.,Is it possible to measure the Lense-Thirring effect on theorbits of the planets in the gravitationalfield of the Sun?,Astron.Astrophys.,431,385-389,2005c.[13]Iorio,L.,On the possibility of testing the Dvali-Gabadadze-Porratibrane-world scenario with orbital motions in the Solar System,J.Cosm.Astropar.Phys.,in press,2005d.[14]Krasinsky,G.A.,Pitjeva,E.V.,Vasiljev,M.V.,and Yagudina,E.I.,Hidden Mass in the Asteroid Belt,Icarus,158,98-105,2002. 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