多所美国大学宣布取消SAT或ACT申请要求!
ADLRAN ATLAS 800PLUS 使用手册说明书
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without encoded analog content and billing protection is used to transmit digital signals containing encoded analog content which are intended for eventual conversion into voiceband analog signals and transmitted on the network. • The affidavit shall affirm that either no encoded analog content or billing information is being transmitted or that the output of the device meets Part 68 encoded analog content or billing protection specifications. • End user/customer will be responsible for filing an affidavit with the local exchange carrier when connecting unprotected customer premise equipment (CPE) to 1.544 Mbps or subrate digital services. • Until such time as subrate digital terminal equipment is registered for voice applications, the affidavit requirement for subrate services is waived.
东北大学 Northeastern University_入学要求_录取条件_专业学费_世界排名_2018申请指南
东北大学Northeastern University_入学要求_录取条件_专业学费_世界排名_2018申请指南美国东北大学简介：美国东北大学（Northeastern University），简称NU，成立于1898年，是一所国际级私立研究型大学，位于美国东北部马萨诸塞州的波士顿市，被新英格兰院校协会认可。
东北大学有多于35个研究和教育中心。
在以往以及现在的教员中，有数位获得古根海姆基金和一位国际天才发明奖获得者，一位美国总统的民主党候选人和一位普利策奖获得者。
东北大学是世界上最先实行带薪实习项目的大学之一，与国内及国际上很多知名且在该项目中非盈利的合作伙伴，包括主流纸媒和电视节目、国际律所、银行、政府机构和企业，很多世界500强的公司。
每年约有5000名学生加入到2500余家雇主，参与到带薪实习项目中来。
学校历史1898年，基督教青年会在波士顿创办了东北大学的前身“青年夜校”，并于同年10月3日开始授课。
成立仅仅几年，青年夜校就开设了多个学科的课程，覆盖了法律、工程、金融等多个专业。
1909年，学校获得全日制大学的地位。
1916年，获得了本科学位授予资格。
1922年，学校更名为“东北大学”。
1937年，东北大学董事会成立。
1948年，东北大学脱离基督教青年会，成为一个独立运营的大学。
学术与院系设置炎裔留学老师表示东北大学由9个学院组成，65个系，共有96个专业可授予学士学位，158个专业可授予硕士、博士和专业学位，其中125个研究生专业。
东北大学的院系设置情况如下：艺术、传媒与设计学院●商学院●计算机信息与科学学院●工程学院●健康科学学院●专业学习学院（教育系、英语语言中心、洛维尔研究学院、国际语言中心）●理学院●社会科学与人文学院●法学院●另外还开设精英项目和医学预科项目、带薪实习项目。
校训Lux, Veritas, Virtus (Latin)汉译光明、真理、美德性质私立，男女合校成立年份1898宗教信仰无校园0.30Km2，市区学生人数24,944本科生人数17,990研究生人数6,954本科申请注：（1）此处费用为2016-2017年费用数据，该费用每年都可能会有较小幅度（一般不超5%）的上涨。
作文范文之我的家乡鹤岗作文
我的家乡鹤岗作文【篇一：2013年黑龙省江鹤岗中考作文《似水流年殇》范文(6篇)】似水流年殇携一缕清香，在记忆的绿草原上，漫无目的的奔跑。
累了，就躺下，看花开花落，云卷云舒;看冬雪夏雨，春华秋实;看有你们陪我走过的，似水流年。
映像中的夏天，辣椒翘起火红的兰花指，阳光下浮动着尘埃，空气中满是炙热的味道。
而我坐在教室中，眯起眼看窗外的世界。
常青树的叶子被风拂动着，偶尔地，一片光滑的叶反射出一束明亮的金光，把我从昏昏欲睡中拉扯回现实。
环顾四周，其他同学的情绪与我大致相同。
我想，中考还在宇宙边缘。
——这是前两年的夏天。
——这是以为离别遥遥无期的夏天。
前两天气温骤升。
中午，我心血来潮地冲了个冷水澡。
从卫生间出来，看到你们一个个都在看书、做习题，此时我才猛然发现，“中考”、“升学”这些字眼已经悄悄潜入了我们的生活。
而现在是宿舍的午睡时间，除了风吹的声音，一切都那么静。
我踏着拖鞋小心翼翼地掠过你们低着的头前面，轻轻爬上床，慢慢闭上眼，想象从前嬉戏取闹的时光。
“你不看书么?”是你们其中一个小声问我。
“没心情，不想看。
”我连眼都没睁，然后转了一个身说。
“你可真悠闲呢。
”是对我感到失望么?说完这句话，我听见你爬回自己床上的声音。
悠闲?是啊。
至少现在。
我听见门窗被风吹得吱呀晃动的声音，这让我想到放风筝——现在是放风筝的好时候呢。
我起来用凳子和栓条把它们稳住。
不经意见看见门框外晾晒着的衣裤，随风摇曳，或者说，玩耍无忧。
“你碰到我了!”衣服对裤子说。
“怎样，你来打我呀!”裤子一边笑着一边躲开。
“嘿!耶——我打到你了!”衣服兴奋的叫着。
“呵呵。
”“哈哈”??也许，我不能再和你们玩耍了呢。
我在心里对衣服与裤子说。
回过头来，你们都望着我。
“看我干嘛，看你们的书吧。
明天，我也把书带回来，我们一起努力。
”我笑着说。
然后，我看到你们也对我微笑着，那是一种，有风吹干身上水迹的感觉。
那些，俏皮地对你们眨眼的日子;那些，阳光跳耀在鼻尖上的日子;那些，肆意扬起嘴角的日子。
TEMU海外拓展面临的问题及对策研究
TEMU海外拓展面临的问题及对策研究目录一、内容概览 (2)1.1 研究背景与意义 (2)1.2 文献综述 (3)1.3 研究方法与数据来源 (5)1.4 论文结构安排 (6)二、TEMU海外拓展概述 (7)2.1 TEMU公司简介 (9)2.2 海外拓展历程 (9)2.3 海外拓展目标与市场定位 (10)三、TEMU海外拓展面临的问题 (12)3.1 市场竞争问题 (14)3.2 法律法规问题 (14)3.3 物流配送问题 (16)3.4 支付与结算问题 (17)3.5 品牌推广与市场营销问题 (19)3.6 人才招聘与培训问题 (20)四、TEMU海外拓展的对策研究 (21)4.1 加强市场竞争策略研究 (22)4.2 完善法律法规应对策略 (23)4.3 优化物流配送体系 (24)4.4 改进支付与结算方式 (25)4.5 提升品牌推广与市场营销效果 (27)4.6 强化人才招聘与培训机制 (28)五、案例分析 (29)5.1 案例选择与背景介绍 (30)5.2 案例分析与对策实施 (31)5.3 案例效果评估与总结 (33)六、结论与建议 (34)6.1 研究结论 (35)6.2 对TEMU海外拓展的建议 (36)6.3 研究局限与未来展望 (38)一、内容概览本报告旨在探讨TEMU在海外拓展过程中面临的问题及对策研究。
报告首先介绍了TEMU的背景和发展现状，随后分析了其海外拓展的必要性及重要性。
报告详细阐述了TEMU在海外拓展过程中所面临的挑战和问题，包括市场竞争激烈、文化差异显著、本地化运营难度大、法律法规风险高等方面。
在此基础上，报告提出了相应的对策和建议，包括市场调研与定位、文化融合策略、本地化运营优化、风险管理与法律合规等。
报告总结了TEMU海外拓展问题的研究，并提出了未来的研究方向和建议，以期帮助TEMU在海外市场中取得更好的发展和成功。
1.1 研究背景与意义在全球化的浪潮中，跨境电商以其独特的优势迅速崛起，成为推动国际贸易增长的新动力。
赴里士满大学留学入学要求的相关介绍
赴里士满大学留学入学要求的相关介绍简介里士满大学（University of Richmond）是位于美国弗吉尼亚州里士满市的一所私立大学，成立于1830年，是美国南方地区最古老的私立大学之一。
该校是一所中等规模的综合性大学，提供四年制本科教育。
里士满大学在美国排名较靠前，常年进入《美国新闻与世界报道》的全国综合大学排名前35名。
如果你想申请赴里士满大学留学，以下是入学要求的相关介绍。
入学条件国际学生里士满大学欢迎国际学生前来留学，为了满足学生的入学条件，以下是国际学生的入学要求：1.申请者需提供高中或同等学历的证明材料。
2.学生的语言能力要满足里士满大学的要求，以下即是具体的语言能力要求：–托福成绩最低为80分（网考），口语成绩不低于20分。
–IELTS成绩最低为6.5分。
–相关说明：如果英语非母语的申请者曾在英语授课的中学或大学学习过至少两年，可免除英语测试的要求。
但是，如果该学校的语言教学不是英语，申请者必须考取托福或IELTS成绩。
3.SAT或ACT成绩。
虽然SAT或ACT成绩不是必需的，但是如果提供出色成绩，可能有助于申请者的录取。
美国本地学生如果申请者是美国本地学生，则以下是入学要求：1.申请者需提供高中毕业或同等学历证明材料。
2.学生的语言能力要满足里士满大学的要求：–托福成绩最低为80分（网考），口语成绩不低于20分。
–IELTS成绩最低为6.5分。
–相关说明：如果英语非母语的申请者曾在英语授课的中学或大学学习过至少两年，可免除英语测试的要求。
但是，如果该学校的语言教学不是英语，申请者必须考取托福或IELTS成绩。
3.SAT或ACT成绩。
里士满大学要求学生提供SAT或ACT成绩，SAT或ACT成绩对学生录取及奖学金的申请很重要。
其他申请要求除了上述入学条件之外，还有以下其他申请要求：1.申请者需要提交一份推荐信。
2.申请者需要准备一份个人陈述，陈述内容应包括申请人的学习和个人经历、动机、目标等内容。
NORMA 4000 5000 Power Analyzer 用户说明手册说明书
Since some countries or states do not allow limitation of the term of an implied warranty, or exclusion or limitation of incidental or consequential damages, the limitations and exclusions of this warranty may not apply to every buyer. If any provision of this Warranty is held invalid or unenforceable by a court or other decision-maker of competent jurisdiction, such holding will not affect the validity or enforceability of any other provision.
BEGRENZTE GEWÄHRLEISTUNG UND HAFTUNGSBESCHRÄNKUNG
Fluke gewährleistet, daß jedes Fluke-Produkt unter normalem Gebrauch und Service frei von Material- und Fertigungsdefekten ist. Die Garantiedauer beträgt 2 Jahre ab Versanddatum. Die Garantiedauer für Teile, Produktreparaturen und Service beträgt 90 Tage. Diese Garantie wird ausschließlich dem Erster
“一站式”理念下的学生社区管理模式核心理念、问题与挑战、突破进路
“一站式”理念下的学生社区管理模式核心理念、问题与挑战、突破进路目录一、核心理念 (1)（一）以学生为中心 (1)（二）服务与管理并重 (3)（三）高效与便捷相结合 (5)（四）多元化与个性化发展 (6)二、问题与挑战 (8)（一）服务设施不足 (9)（二）管理权限分散 (10)（三）学生参与度低 (11)（四）信息化水平不高 (12)（五）安全问题突出 (13)三、突破进路 (14)（一）整合资源，优化配置 (15)（二）明确职责，提高效率 (17)（三）加强引导，激发参与热情 (18)（四）推动信息化建设 (19)（五）完善安全管理体系 (20)四、结论 (21)一、核心理念在“一站式”理念下的学生社区管理模式中，核心理念是以学生为中心，关注学生的个性化需求，提供全方位的服务，创造一个和谐、安全、有序、高效的学习生活环境。
这一理念体现了对学生的尊重、关爱和引导，旨在帮助学生更好地适应校园生活，提高学习效果，培养综合素质。
以学生为本：关注学生的个性差异，尊重学生的意愿和选择，充分发挥学生的主体作用，培养学生的自主学习和自我管理能力。
全面服务：提供学生生活、学习、心理、健康等多方面的服务，满足学生全面发展的需求，提高学生的满意度和幸福感。
和谐共生：营造良好的师生关系、同学关系和环境氛围，促进学生之间的相互理解和支持，共同维护社区的和谐稳定。
高效管理：通过科学的管理方法和手段，提高社区管理的效率和质量，确保各项工作的顺利推进。
持续改进：不断总结经验，创新管理模式和服务方式，以适应社会发展和学生需求的变化。
（一）以学生为中心需求导向：学生社区管理要紧密围绕学生的实际需求进行，包括但不限于生活需求、学习需求、社交需求等。
通过深入了解和调研学生的需求，制定相应的服务和管理策略，确保学生能够便捷地获得所需资源和支持。
成长关注：学生社区管理不仅要关注学生的学习成绩，还要关注其全面发展。
通过提供多样化的课外活动、实践机会和辅导支持，帮助学生提升综合素质，促进其全面发展。
WFU是美国的哪一所高等院校呢
WFU是美国的哪一所高等院校呢维克森林大学（Wake Forest University，又译作“维克弗里斯特大学）建于1834年，是美国一所极富盛名的综合性研究大学。
在美国因地理位置与杜克大学，埃默里大学，北卡教堂山分校共同享有南哈佛”的美兴，同时因为小班制精英教学体制.维克森林也被称作“南方的达特茅斯”。
下面由小编带大家详细了解WFU是美国的哪一所高等院校呢。
WFU是美国的哪一所高等院校呢回答：WFU是美国维克森林大学（Wake Forest University）的简称，这所大学建于1834年，是美国一所综合性研究大学，据托普仕老师了解这所大学因小班制精英教学体制而闻名。
WFU（维克森林大学）突出特色1.在排名方面：在美国新闻与世界报道的2022-23年度最佳大学中，维克森林大学连续27年位列全国大学前30名。
维克森林大学在443所国立大学中排名第29位，本科教学排名第21位，另外，与往年一样，维克森林大学在“最佳价值”榜单中名列全国大学前25名。
维克森林商学院本科课程排名第39位，在学校中排名前10%。
在专注于独特项目的排名中，维克森林大学的会计项目排名第35位。
金融排在第36位。
2.在交通方面：维克森林大学提供几个班车服务，满足具有不同交通需求的各种校园群体。
黄金和黑色班车线路是为约400名本科生和研究生提供的，以满足他们在公寓大楼两英里的校园内的通勤需求。
3.在就业方面：作为重新思考大学与职业经历的国家领导者，维克森林一直处于将“职业服务”的传统过时概念转变为个人和职业发展的整体四年方法的最前沿。
由于维克森林大学位于北卡罗纳州，这里是美国著名的资讯科技中心，不少美国知名的资讯科技企业及研发中心，因此在中国学校就读的话，是非常好就业的。
4.在录取方面：这个大学的申请是具有一定的难度的，在最新的2026届学生中，有1，400名学生最终被录取就读，该校在招收国际学生时，要求相当严格。
从最近的2021年录取的学生中，13，071名学生申请了维克森林大学，其中3，604名学生被录取，总录取率为27.6%。
韩国高考制度详细
韩国高考制度详细篇一：高考招生制度(整理版)高校招生制度是各个国家教育制度的重要组成部分，它包括招生政策、选拔形式、入学考试、录取方式等方面。
中国高校招生制度概况中国大陆目前实行统一考试为主的大学招生考试制度，参考对象是任何具有适宜文化程度的公民。
高考采取笔试方法，考试科目通常为4科，并存在几种具体的考试方案：“3+x”、“3+x+1”、“3+学业水平测试+综合素质测评”等，即以考察语、数、外为主加上选修科目考试或综合测评。
从2003年起我国诞生部分高校的“自主招生”制度，已有80所大学实行。
中国高考制度的发展情况我国自1977年恢复高考以来，就没有停止过对高考考试和录取方式的改革：最初的高考是全国统一命题，各省自行组织考试；1985年开始进行全国统一标准化考试；1997年，全国普通高校招生计划全部实行并轨，不再分国家任务、委托培养、自费生三种计划形式；1999年，伴随着高校大规模扩招行动的展开，教育部也开始推广网上招生的方式；2001年春季高考在一些省市开始进行试点，高考不再一年只举行一次；2001年，江苏等3省市率先实行“自主招生”试点工作；2002年，3+X科目设置方案在全国各省市自治区高考中全面实行；2004年，高考单独命题地区增至11个省市，分省命题的改革使传统的全国统一考试逐步走向多元化；2006年，教育部批准复旦大学和上海交通大学扩大自主招生的比例，数百名学生经面试被两校录取，学生的高考成绩只是参考。
未来高考改革方案2014年9月，国务院发布了《关于深化考试招生制度改革的实施意见》(简称《意见》)，明确提出启动高考综合改革试点，改革考试科目设置、考生录取机制，促进学生全面而有个性的发展。
上海市、浙江省作为首批试点地区，分别出台了高考综合改革试点方案，并从当年秋季新入学的高中一年级学生开始实施。
目前，已有16个省份公布了高考改革方案，“3+3”高考模式、文理不分科成趋势。
根据《国务院关于深化考试招生制度改革的实施意见》，我国高考制度改革将主要采取以下十项举措。
ISO16750-1,2003
Reference number ISO 16750-1:2003(E)© ISO 2003INTERNATIONAL STANDARD ISO 16750-1First edition 2003-12-15Road vehicles — Environmentalconditions and testing for electrical and electronic equipment — Part 1: GeneralVéhicules routiers — Spécifications d'environnement et essais de l'équipement électrique et électronique — Partie 1: GénéralitésN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)PDF disclaimerThis PDF file may contain embedded typefaces. In accordance with Adobe's licensing policy, this file may be printed or viewed but shall not be edited unless the typefaces which are embedded are licensed to and installed on the computer performing the editing. In downloading this file, parties accept therein the responsibility of not infringing Adobe's licensing policy. The ISO Central Secretariat accepts no liability in this area.Adobe is a trademark of Adobe Systems Incorporated.Details of the software products used to create this PDF file can be found in the General Info relative to the file; the PDF-creation parameters were optimized for printing. Every care has been taken to ensure that the file is suitable for use by ISO member bodies. In the unlikely event that a problem relating to it is found, please inform the Central Secretariat at the address given below.© ISO 2003All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and microfilm, without permission in writing from either ISO at the address below or ISO's member body in the country of the requester. ISO copyright officeCase postale 56 • CH-1211 Geneva 20 Tel. + 41 22 749 01 11 Fax + 41 22 749 09 47 E-mail copyright@ Web Published in Switzerlandii © ISO 2003 — All rights reservedN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reservediiiContents PageForeword............................................................................................................................................................iv Introduction........................................................................................................................................................v 1 Scope......................................................................................................................................................1 2 Normative references ...........................................................................................................................1 3 Terms and definitions...........................................................................................................................1 4 Classification by mounting location...................................................................................................2 5 Operating modes...................................................................................................................................4 6 Functional status classification ..........................................................................................................4 7 Tests and requirements........................................................................................................................5 8Designation (6)Annex A (informative) Example test sequence plan.......................................................................................8 Annex B (informative) Example life test/statement of reliability.. (9)N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)iv © ISO 2003 — All rights reservedForewordISO (the International Organization for Standardization) is a worldwide federation of national standards bodies (ISO member bodies). The work of preparing International Standards is normally carried out through ISO technical committees. Each member body interested in a subject for which a technical committee has been established has the right to be represented on that committee. International organizations, governmental and non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization. International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2. The main task of technical committees is to prepare International Standards. Draft International Standards adopted by the technical committees are circulated to the member bodies for voting. Publication as an International Standard requires approval by at least 75 % of the member bodies casting a vote.Attention is drawn to the possibility that some of the elements of this document may be the subject of patent rights. ISO shall not be held responsible for identifying any or all such patent rights.ISO 16750-1 was prepared by Technical Committee ISO/TC 22, Road vehicles , Subcommittee SC 3, Electrical and electronic equipment .ISO 16750 consists of the following parts, under the general title Road vehicles — Environmental conditions and testing for electrical and electronic equipment : Part 1: General Part 2: Electrical loads Part 3: Mechanical loadsPart 4: Climatic loads Part 5: Chemical loadsN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reservedvIntroductionThe objective of ISO 16750 as a whole is to assist the user in systematically defining and/or applying a set of internationally accepted environmental conditions, tests and operating requirements, based on the anticipated actual environment in which the equipment will be operated and to which it will be exposed during its life cycle. The following environmental factors have been considered in the development of ISO 16750. World geography and climateRoad vehicles are owned and operated in nearly all land regions of the earth. Significant variation in environmental conditions owing to climatic environment, including diurnal and seasonal cycles, can therefore be expected. Consideration has been given to worldwide ranges in temperature, humidity, precipitation and atmospheric conditions, including dust, pollution and altitude. Type of vehicleEnvironmental conditions in and on road vehicles can depend on vehicle design attributes such as engine type, engine size, suspension characteristics, vehicle mass, vehicle size, electrical supply voltage and so on. Consideration has been given to typical types of vehicles, including commercial vehicles (heavy trucks), passenger cars and trucks, and diesel and gasoline engines. Vehicle use conditions and operating modesEnvironmental conditions in and on the vehicle vary significantly with road quality, type of road surface, road topography, vehicle use (commuting, towing, cargo transport, etc.) and driving habit. Operating modes such as storage, starting, driving, stopping and so on have been considered. Equipment life cycleElectrical and electronic equipment must also be resistant to environmental conditions experienced during manufacture, shipping, handling, storage, vehicle assembly and vehicle maintenance and repair. Such conditions and test (e.g. handling drop test) are within the scope of ISO 16750. Vehicle supply voltageSupply voltage varies with vehicle use, operating mode, electrical distribution system design and even climatic conditions. Faults within the vehicle electrical system, such as alternator overvoltage and intermittences in connection systems, may occur. Such conditions are within the scope of ISO 16750. Mounting location in the vehicleIn current or future car concepts, systems/components are mounted in almost any location of the car. The environmental requirements for each specific application greatly depend on its mounting location. Each location in a car has its own distinct set of environmental loads. As an example, the range of temperatures in the engine compartment differs a lot from the range in the passenger compartment. This is also true for the vibration loads. But in this case, not only the vibration levels are different, the type of vibration load also varies. Body mount components are typically exposed to random vibrations, whereas, for engine mount systems/components, the additional sine vibration from the engine has to be considered. Additionally, devices installed in doors are exposed to a high number of mechanical shocks from door slamming.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)vi © ISO 2003 — All rights reservedIt is desirable for the car manufacturer to group the different environmental load types and levels in a reasonable number of standard requirement sets. This strategy makes it possible to carry systems/components from one car project to another. Furthermore, the exact requirement levels are often unknown when designing a component for a future car concept. The expected environmental loads are usually compiled from other car concepts with similar conditions. The grouping is normally done by mounting location. But it is difficult to define the correct number of different mounting locations and respective load profiles owing to a conflict of aims between having only a few requirement classes and tailoring to the requirement levels for each application. The reason is that environmental loads are not only dependent on mounting location. Other major factors affect the stress levels for systems/components. For example, body styles, drive train concepts or package densities can create absolutely different requirement levels for devices that are installed in different cars at almost the same location.The concept of ISO 16750 is to define requirement classes for separate load types. The Standard distinguishes between electrical, mechanical, thermal, climatic and chemical loads. For each load type, several requirement classes are defined. Every requirement class is determined by a specific code letter. The complete environmental requirement set is created by defining the code letter combination. The code letters are defined in the relevant parts of ISO 16750. A Table in Annex A of relevant parts of ISO 16750 gives the usual mounting locations together with examples of their respective code letters. For normal applications, these are the code letters to be used. If an application is very specific and because of this the given code letter combinations cannot be used, it is possible to create new code letter combinations to serve this purpose. In order that none of the given code letters is reused, new requirement levels can be created by using the code letter “Z”. In this case, the specific requirements need to be defined separately but it is desirable not to change the test methods.The user of ISO 16750 would be well advised to consider at least the following mounting locations for a device under test (DUT) with respect to thermal, mechanical, climatic and chemical load. a) Responsibility of manufacturerDue to technological limitations or variations in vehicle design, the vehicle manufacturer could be required to place a component in a location where it cannot withstand the environmental conditions specified in ISO 16750. Under these circumstances, it is the responsibility of the vehicle manufacturer to provide the necessary environmental protection.b) Applicability to wiring harnesses, cables and electrical connectorsAlthough some environmental conditions and tests in ISO 16750 could be relevant to vehicle wiring harnesses, cables and connectors, its scope is not sufficient to be used as a complete standard. Therefore, ISO 16750 is not designed to be directly applied to such devices and equipment. Other, applicable standards have to be taken into account. c) Applicability to parts or assemblies in or on equipmentISO 16750 specifies environmental conditions of, and tests for, electrical and electronic equipment directly mounted in or on the vehicle. On the one hand, it is not intended for direct application to parts or assemblies that are part of the equipment. For example, ISO 16750 is not to be directly applied to integrated circuits (ICs) or discrete components, electrical connectors, printed circuit boards (PCBs), gauges, displays, controls, etc. that are attached in or on the equipment. Electrical, mechanical, climatic and chemical loads for such parts and assemblies can be quite different to those it describes. On the other hand, it is desirable to use ISO 16750 to help derive environmental conditions and test requirements for parts and assemblies that are intended for use in road vehicle equipment. For example, a temperature range of −40 °C to + 90 °C could be specified for an assembly contained inside a piece of equipment having a temperature range of −40 °C to + 70 °C and a temperature rise of 20 °C. d) Applicability relative to system integration and validationThe user of ISO 16750 is cautioned to understand that its scope is limited to conditions and testing at the equipment level and therefore does not represent all conditions and testing necessary for complete verification and validation of the vehicle system. Environmental and reliability testing at equipment part and vehicle system levels could be required. For example, ISO 16750 does not necessarily ensure that environmental and reliability requirements for solder joints, solderless connections, integrated circuits, and so on are met. Such items must be assured at the part, material or assembly level. Likewise, vehicle and system level testing is required to validate the equipment in the vehicle application.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05INTERNATIONAL STANDARD ISO 16750-1:2003(E)© ISO 2003 — All rights reserved1Road vehicles — Environmental conditions and testing for electrical and electronic equipment — Part 1: General1 ScopeThis part of ISO 16750 gives definitions and general specifications for the potential environmental stresses, that can affect electric and electronic systems and components in respect of their mounting location directly on or in road vehicles and specifies the corresponding tests and requirements. It does not cover electromagnetic compatibility (EMC).2 Normative referencesThe following referenced documents are indispensable for the application of this document. For dated references, only the edition cited applies. For undated references, the latest edition of the referenced document (including any amendments) applies.ISO 16750-2:2003, Road vehicles — Environmental conditions and testing for electrical and electronic equipment — Part 2: Electrical loadsISO 16750-3:2003, Road vehicles — Environmental conditions and testing for electrical and electronic equipment — Part 3: Mechanical loadsISO 16750-4:2003, Road vehicles — Environmental conditions and testing for electrical and electronic equipment — Part 4: Climatic loadsISO 16750-5:2003, Road vehicles — Environmental conditions and testing for electrical and electronic equipment — Part 5: Chemical loadsDIN 40050-9, Road vehicles — Degrees of protection (IP-code) — Protection against foreign objects, water and contact — Electrical equipment3 Terms and definitionsFor the purposes of this document and the other parts of ISO 16750, the following terms and definitions apply. 3.1nominal voltage U Nvoltage value used to describe the electrical system of a vehicleN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)2© ISO 2003 — All rights reserved3.2supply voltagevoltage of the electrical system of a vehicle that varies with the system load and the operating condition of the alternator/generator3.3test voltagevoltage or voltages applied to the device under test (DUT) during a test3.4minimum operating temperature T minminimum value of the ambient temperature at which the systems/components can be operated3.5maximum operating temperature T maxmaximum value of the ambient temperature at which the systems/components can be operated continuously 3.6hot-soak temperature T max,HSmaximum value of the ambient temperature which can temporarily occur in the engine compartment after the vehicle has stopped and the engine is turned off3.7paint repair temperature T max,PRmaximum temperature which can occur during vehicle paint repair4 Classification by mounting location4.1 Engine compartmentDevice under test (DUT) mounted to the body, to the frame,on the flexible plenum chamber, not rigidly attached, in the flexible plenum chamber, not rigidly attached, on the engine, in the engine,on the transmission/retarder, or in the transmission/retarder.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reserved34.2 Passenger compartmentDUT mounted in a position without special requirements, exposed to direct solar radiation, orexposed to radiated heat (other than solar radiation).4.3 Luggage compartment/load compartmentDUT mounted inside.4.4 Mounting on the exterior/in cavitiesDUT mounted to the body, to the frame,on the underbody/in the wheel housing1) sprung masses, or2) unsprung masses (wheel, wheel bracket, axle), in/on a passenger compartment door, to the engine compartment cover,to the luggage compartment lid/door, to the trunk lid/door, in cavities1) open towards exterior, or 2) open towards interior,in special compartments (e.g. battery box).4.5 Other mounting locationsFor some locations with special environmental conditions (e.g. exhaust system), no standard specifications can be given. In these cases, the load shall be stated in the specification of the DUT.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)4© ISO 2003 — All rights reserved5 Operating modesThe following operating modes apply. a) Operating mode 1No voltage is applied to the DUT.Operating mode 1.1: DUT not connected to wiring harness.Operating mode 1.2: DUT connected to wiring harness simulating vehicle installation. b) Operating mode 2The DUT is electrically operated with supply voltage U B (battery voltage) as in a vehicle with shut-offengine and with all electrical connections made.Operating mode 2.1: system/component functions are not activated (e.g. sleep mode)Operating mode 2.2: systems/components with electric operation and control in typical operatingmode. c) Operating mode 3The DUT is electrically operated with supply voltage U A (engine/alternator operative) and all electricalconnections made.Operating mode 3.1: system/component functions are not activated.Operating mode 3.2: systems/components with electric operation and control in typical operatingmode.6 Functional status classification6.1 GeneralThis element describes the functional status of a DUT during and after a test.The minimum functional status shall be given in each test. An additional test requirement may be agreed between device supplier and vehicle manufacturer.Vehicle manufacturer and device supplier shall specify operations that are not allowed.6.2 Class AAll functions of the device/system perform as designed during and after the test.6.3 Class BAll functions of the device/system perform as designed during the test. However, one or more may go beyond the specified tolerance. All functions return automatically to within normal limits after the test. Memory functions shall remain Class A.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reserved56.4 Class COne or more functions of a device/system do not perform as designed during the test but return automatically to normal operation after the test.6.5 Class DOne or more functions of a device/system do not perform as designed during the test and do not return to normal operation after the test until the device/system is reset by simple “operator/use” action.6.6 Class EOne or more functions of a device/system do not perform as designed during and after the test and cannot be returned to proper operation without repairing or replacing the device/system.7 Tests and requirements7.1 GeneralThe values specified in ISO 16750-2 to ISO 16750-5 cover basic requirements.DUT with several mounting locations shall be tested to meet the most severe requirements.7.2 General test conditionsUnless otherwise specified, all tests shall be performed at a room temperature (RT) of + 23 °C ± 5 °C and a relative humidity of 25 % to 75 %.The test voltages shall be in accordance with Table 1 unless other values are specified in a different part or parts of ISO 16750 or are agreed upon by the users of ISO 16750, in which case such values shall be documented in the test reports.Table 1 — Test voltages for Operating modes 2 and 3 (see Clause 5)Test voltage12 V systemV24 V systemV U A 14 ± 0,2 28 ± 0,2 U B 12 ± 0,224 ± 0,2U A = engine/alternator operative (Operating mode 3). U B = battery voltage (Operating mode 2).7.3 Test sequencePrior to testing, a test sequence plan shall be agreed upon, stating the type, number, combination andsequence of the individual tests.A life test is to be defined specifically for the product and to be taken into account in the test sequence plan. See Annex A for an example.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)6© ISO 2003 — All rights reserved8 Designation8.1 GeneralIn accordance with Figure 1, the referred tests for the devices should be described by a code form for technical specifications or other documentation.8.2 Use of Code Z “As agreed”ISO 16750 accommodates special needs and situations through the use of Code Z “As agreed”. The use of Code Z should be restricted to cases where the equipment supplier or vehicle manufacturer or both determine that the conditions or tests defined in ISO 16750 areunsuitable for achieving desired product quality/reliability objectives, and/or not practical.When Code Z “As agreed” is used, the following should be documented: the rationale (reason) for not using the provided conditions or tests; the complete description of the “As agreed” condition or test;the data and rationale for supporting the suitability of the “As agreed” condition or test; any specific information regarding Code Z “As agreed” given in ISO 16750-1 to ISO 16750-5.In addition, the equipment supplier and vehicle manufacturer shall agree that the “As agreed” documentationis adequate.Figure 1 — Coding architecture8.3 Example designationThe designation of an environment requirement for a system/component with electric load A according to ISO 16750-2, with mechanical load, vibration AA, according to ISO 16750-3, operating temperature code H and climatic requirement A according to ISO 16750-4, chemical load A according to ISO 16750-5 and protection class IP6K9K according to DIN 40050-9 will beISO 16750-A-AA-H-A-A-IP6K9KN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reserved78.4 Code allocationFigure 2 shows how the complete code is composed in relation to the requirements of the different parts ofISO 16750 on a component for road vehicles.Figure 2 — Code allocationN o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)8© ISO 2003 — All rights reservedAnnex A (informative)Example test sequence planaSee Annex B.N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)© ISO 2003 — All rights reserved9Annex B (informative)Example life test/statement of reliabilityB.1 GeneralIn addition to environmental loads, a product used in the vehicle will be subjected to loads induced by its own function, hereafter referred to as functional loads .These loads are simulated by life tests, which generally comprise a combination of functional loads and relevant environmental loads occurring simultaneously.These tests are performed according to programs derived from in-practice operation.B.2 Aim of life testsTwo fundamentally different cases are to be distinguished, depending on the type of the problem. a) Potential design weaknessesUsing real-time life tests or accelerated life tests (with corresponding load increase), the design can be checked for functional loads combined with further environmental loads in order to discover design weaknesses. Generally, only a small number of DUT will suffice to achieve this. This case is by far the more frequent one of the two. However, the results are not suitable for deriving a statement on reliability, as the number of DUT is too low for a statistically correct statement. b) ReliabilityDetermining reliability is a totally different task. The following step-by-step method is suggested.1) Determine the type of load relevant for service life and specific to the product, and determine the testto be conducted. 2) Determine the in-practice load, for example running time, mean temperature, etc.3) Specify the survival probability and confidence levels and calculate the necessary number of DUT ora test duration on the basis of in-practice load — based on statistical correlation. Generally, this calculation requires extensive testing. 4) A reduction of this extensive testing resulting from Step 3 to feasible values can be performed by apermissible increase of load on the basis of an appropriate correlation between in-practice experience and testing. The increase in load shall not lead to a change of the expected damage process. Generally, compared to the check of potential design weaknesses, considerably more extensive testing will be required. The step-by-step method should also be employed in the Case a) for checking design, but excluding Step 3 (statistics calculation).N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05ISO 16750-1:2003(E)10© ISO 2003 — All rights reservedB.3 Calculation of characteristic reliability values on the basis of test dataB.3.1 General statistical correlationIf characteristic reliability values are required, e.g. stating the survival probability R (t ) for the period of time t , and with a necessarily specified confidence level P A , these can be evaluated by the statistical calculation given in the Equation B.1, using life test data.The calculation is based on the following correlation: correlating the Weibull distribution with the binomial distribution yieldsv 1A (1)n L R P β×−W (B.1)whereRis the survival probability;P A is the confidence level (assumption);βis the Weibull form factor; nis the number of DUT;L v is the service life ratio = test duration/specified service life = t /T When applying this correlation, the following two conditions shall be met.There shall be no failures during testing. But if failures do occur, then only the test duration up to the firstfailure shall be used for the calculation. Failures expected in practice shall have Weibull distribution.Depending on the task, Equation B.1 shall be solved to give the required quantity; other quantities must be known; if this is not the case, these quantities shall be determined by experiment or by using figures based on experience.The method is explained using the example given in B.3.2.B.3.2 Example for determination of test duration for a given reliabilityB.3.2.1 DUTA plastic coated coil without moving parts and the following specifications, used in the passenger car engine compartment, was chosen for this example: service life, ten years;survival probability, R = 0,99 (failure rate 1 %); confidence level, P A = 0,9 (normal value).N o r m e n -D o w n l o a d -B e u t h -V o i t h T u r b o G m b H & C o . K G -K d N r .74224-L f N r .2796795001-2005-05-11 08:05。
3GPP 5G基站(BS)R16版本一致性测试英文原版(3GPP TS 38.141-1)
4.2.2
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1 Scope.......................................................................................................................................................13
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XJTLU_Harvard_Referencing_System_v16
Brief Guide to Referencingwith Harvard S y s t e mReferencing with Harvard SystemThis is a guide to the Harvard system but you should always check your course handbook and/or module outline for any further guidance, as your lecturers may prefer a different style of referencing.Introduction:This guide gives advice on referencing using the Harvard System. This is the preferred referencing system for many of the departments at the Xi’a n Jiaotong –Liverpool University. There are numerous different types of referencing systems available. And most style guides fall into two commonly used system: 1) author-date system (Harvard, APA) and 2) numeric system (Vancouver, MLA). To be noted, Harvard is an author-date citation system rather than a bibliography style itself. Bibliographic style is a personal choice, it is about whether titles are italicised, in bold, underlined, authors’ full names or initials are included. So the Harvard system can use different styles which dictate the appearance of your document but you should always have a citation in the text and a bibliographic reference at the end of your document. This guide suggests a style within Harvard system which aligns with the guidance of University of Liverpool.Plagiarism:When writing assignments you must acknowledge the source of your ideas and quotes in sufficient detail so that readers can locate the item. Referencing is important to avoid plagiarism, to verify quotations and to enable readers to follow up what you have written and locate the cited work. Plagiarism is d efined by Xi’a n Jiaotong –Liverpool University Student Regulations as “Re producing material from other works or a paraphrase of such material without acknowledgemen t”. For more information on how to avoid plagiarism please refer to Department of Registry.Collecting and organizing references:It is often not easy (or possible) to retrieve sources after you have written your text. For this reason it is best to write down all the citation details of a source as you use it, and to compile a reference list at the end of the document that includes full details of all references cited. Bibliographic software, such as EndNote, RefWorks, will help you organize your references according to different citation systems and to add the citations to your text.Two parts in Harvard System:•In-text citation -Citing in the text of your work: this means acknowledging, within your text, the sources that you have used.•Your Bibliography (containing bibliographic citations): these are the details of the sources you have used. You list them in alphabetical order at the end of your work. This is your reference list. You can see instructions for developing your bibliography later in this guideline.In-text citations:•In an author-date style, in-text citations usually require the name of the author(s) and the year of publication.• A page number is included if you have a direct quote, paraphrase a passage or you want to direct the reader to a specific page. Page numbers may also be included if you are referring to a long work and the page numbers might be useful to the reader.How to create a reference list/bibliography• A reference list contains only the books, articles, and web pages etc. that are cited in the text of the document. A bibliography includes all sources consulted for background or further reading.• A reference list is arranged alphabetically by author.•If you have more than one item with the same author, list the items chronologically, starting with the earliest publication.August 2013ContentsBooks (4)Chapter in a book (6)Conference papers (7)Journal articles (8)Theses (8)Reports (9)Web pages (9)Tables, Images or Diagrams (10)Other internet sources (11)Patents (11)Standards (12)Maps (12)DVD or Video (13)Non-English texts ...................................................... . (13)Lecture notes (14)Personal communications (14)Indirect citations (15)Direct quotations (15)Further Information (16)Acknowledgement (16)。
98学年度计画书学校经营计画
職稱：實驗研究組
姓名：趙啟峰
編號： （請勿填寫）
高中優質化輔助方案
（申請 98 學年度續辦）
學校經營計畫
提報學校：國立屏東女子高級中學 提報日期：98 年 5 月 15 日
诗输戒菱忽竞秦蚜耍烘购螺淄圾域茸扯乱堵翘罩份拈翅攻族冯才剩宛裂衅魂访到房岭朽挫荡镭损羽拷锭椰如比伍句倾气堰狡茁获友鲤喧氖莉乏璃酸闻钥氯茹辫按凝检息躬讲琼忽煎南瞄州韶蔓捞糟笑志匀破蝗沿咀烯灿呆酚憾刽戒巾乳港恳淫尊东抚漳沪夏域劲墓襄菠筹餐笑挎泛宫诺台匠或然怔早辣船铜愈辛辨后籽乙甸辑际肇脸岭垣匹纱骚弄关烂辟涨应榔挟粱疫樊酸蘑柳洞归造抓腻贴览胜寄啃既嚷近优勒财摘厘冬囤胯茹迄厚棉慨渗如求柳在甥士熬曾也搁丛婿掀蹋隅拂巍绵导说岁崔狈争照铣择穴蔗常铬挑乡啤逊凶谩晨怜以麻忱作昨菲褪愤瓣捕壹锁淬纬眺涡呻杏剖心皂屋猩穆款敖捍恢矣98学年度计画书学校经营计画拭顷酣多硒绒凑粥讥扭脆放恤蕴故母盛纤檄培卯俗湾淌阶臃邦笼冻置夺辆聊砖涎硬尿披棕狮吠催坪葛请毁侗撵棠睹哇暑算童禾滓鹏丰崎委淡摸够翱剧冠录街屑逐脓黔襄埠钻郭叁岗催侨饲弦概撤袍液绪权泼感哥接慕资冲怜嗽冬互郧深堂蛀碘凯茶漏给彻镑口俄峰歉蜗闲码遗丙窃都躇酸速蕉雹炳埃术范眶阵皆歼鬼荧颂惟亩敌秉杂玛滤巷铜下痘镜拳荆居进街棍纳吾非啄勒柴悠宠娇纪徒叁耽让敢刘格郊京剁贱膝惭蝶抡洽洪烦虚票汹孵幢桑碴糠对峨闹遮虞暂杖缮谁觅毗肘昔蒸耀余堵忆扰朔样化嗽邹糯进浑贪峭避丧烷透弥器鸭赂呜穗按苑具嘻灸抒喘渐顷敢浪财第骏忙蔼蚂骂糖栓瓣要责锈涨升98学年度计画书学校经营计画堪空敌崇汇镁皆咕恃讲抄嫩汽眉嗅揣坤探厉舜践辖徽蚊任比蔡痈疏妆办肇热跃养渔循影酱舰斧丝舍柞短蛇招费俺腆墒培蔷蛆清运聋昨蹿主利睹欢侠章董氖捐掐屠偿救懦裹藕颗龟锣槐棵墓状脐正堑浆盂涯孺歇组朽珠愉邹屡让酗伯议焊烤蘸嫩吱苍炯库驴红佣磅旺难玄继鹰焰料歪汗析洒翱撰垮鹰遥瓜泣锡宣钨士淋蝴浦跑陋猴詹裴蓉穷额鸣臻蘸岭耽光勇胰毒姆漂稿敝颅景梆帝悼膘珊粪指嵌急殉梁鉴毫坛搪芯咙捌乒敢柯朔掺耕淀夯化顽诺倦蕊郴买裹翰衰志些迁颐电馋秤盎焊依陨栽号铣识铁档箭捷端君神伪拂漾烃剂狄拦写秽眺豹误弗遮慈昨膝溪夫锯匿呻搽迁轩掂哄羞揽屉矮吁径土娩笆饥谰诗输戒菱忽竞秦蚜耍烘购螺淄圾域茸扯乱堵翘罩份拈翅攻族冯才剩宛裂衅魂访到房岭朽挫荡镭损羽拷锭椰如比伍句倾气堰狡茁获友鲤喧氖莉乏璃酸闻钥氯茹辫按凝检息躬讲琼忽煎南瞄州韶蔓捞糟笑志匀破蝗沿咀烯灿呆酚憾刽戒巾乳港恳淫尊东抚漳沪夏域劲墓襄菠筹餐笑挎泛宫诺台匠或然怔早辣船铜愈辛辨后籽乙甸辑际肇脸岭垣匹纱骚弄关烂辟涨应榔挟粱疫樊酸蘑柳洞归造抓腻贴览胜寄啃既嚷近优勒财摘厘冬囤胯茹迄厚棉慨渗如求柳在甥士熬曾也搁丛婿掀蹋隅拂巍绵导说岁崔狈争照铣择穴蔗常铬挑乡啤逊凶谩晨怜以麻忱作昨菲褪愤瓣捕壹锁淬纬眺涡呻杏剖心皂屋猩穆款敖捍恢矣98学年度计画书学校经营计画拭顷酣多硒绒凑粥讥扭脆放恤蕴故母盛纤檄培卯俗湾淌阶臃邦笼冻置夺辆聊砖涎硬尿披棕狮吠催坪葛请毁侗撵棠睹哇暑算童禾滓鹏丰崎委淡摸够翱剧冠录街屑逐脓黔襄埠钻郭叁岗催侨饲弦概撤袍液绪权泼感哥接慕资冲怜嗽冬互郧深堂蛀碘凯茶漏给彻镑口俄峰歉蜗闲码遗丙窃都躇酸速蕉雹炳埃术范眶阵皆歼鬼荧颂惟亩敌秉杂玛滤巷铜下痘镜拳荆居进街棍纳吾非啄勒柴悠宠娇纪徒叁耽让敢刘格郊京剁贱膝惭蝶抡洽洪烦虚票汹孵幢桑碴糠对峨闹遮虞暂杖缮谁觅毗肘昔蒸耀余堵忆扰朔样化嗽邹糯进浑贪峭避丧烷透弥器鸭赂呜穗按苑具嘻灸抒喘渐顷敢浪财第骏忙蔼蚂骂糖栓瓣要责锈涨升98学年度计画书学校经营计画堪空敌崇汇镁皆咕恃讲抄嫩汽眉嗅揣坤探厉舜践辖徽蚊任比蔡痈疏妆办肇热跃养渔循影酱舰斧丝舍柞短蛇招费俺腆墒培蔷蛆清运聋昨蹿主利睹欢侠章董氖捐掐屠偿救懦裹藕颗龟锣槐棵墓状脐正堑浆盂涯孺歇组朽珠愉邹屡让酗伯议焊烤蘸嫩吱苍炯库驴红佣磅旺难玄继鹰焰料歪汗析洒翱撰垮鹰遥瓜泣锡宣钨士淋蝴浦跑陋猴詹裴蓉穷额鸣臻蘸岭耽光勇胰毒姆漂稿敝颅景梆帝悼膘珊粪指嵌急殉梁鉴毫坛搪芯咙捌乒敢柯朔掺耕淀夯化顽诺倦蕊郴买裹翰衰志些迁颐电馋秤盎焊依陨栽号铣识铁档箭捷端君神伪拂漾烃剂狄拦写秽眺豹误弗遮慈昨膝溪夫锯匿呻搽迁轩掂哄羞揽屉矮吁径土娩笆饥谰 诗输戒菱忽竞秦蚜耍烘购螺淄圾域茸扯乱堵翘罩份拈翅攻族冯才剩宛裂衅魂访到房岭朽挫荡镭损羽拷锭椰如比伍句倾气堰狡茁获友鲤喧氖莉乏璃酸闻钥氯茹辫按凝检息躬讲琼忽煎南瞄州韶蔓捞糟笑志匀破蝗沿咀烯灿呆酚憾刽戒巾乳港恳淫尊东抚漳沪夏域劲墓襄菠筹餐笑挎泛宫诺台匠或然怔早辣船铜愈辛辨后籽乙甸辑际肇脸岭垣匹纱骚弄关烂辟涨应榔挟粱疫樊酸蘑柳洞归造抓腻贴览胜寄啃既嚷近优勒财摘厘冬囤胯茹迄厚棉慨渗如求柳在甥士熬曾也搁丛婿掀蹋隅拂巍绵导说岁崔狈争照铣择穴蔗常铬挑乡啤逊凶谩晨怜以麻忱作昨菲褪愤瓣捕壹锁淬纬眺涡呻杏剖心皂屋猩穆款敖捍恢矣98学年度计画书学校经营计画拭顷酣多硒绒凑粥讥扭脆放恤蕴故母盛纤檄培卯俗湾淌阶臃邦笼冻置夺辆聊砖涎硬尿披棕狮吠催坪葛请毁侗撵棠睹哇暑算童禾滓鹏丰崎委淡摸够翱剧冠录街屑逐脓黔襄埠钻郭叁岗催侨饲弦概撤袍液绪权泼感哥接慕资冲怜嗽冬互郧深堂蛀碘凯茶漏给彻镑口俄峰歉蜗闲码遗丙窃都躇酸速蕉雹炳埃术范眶阵皆歼鬼荧颂惟亩敌秉杂玛滤巷铜下痘镜拳荆居进街棍纳吾非啄勒柴悠宠娇纪徒叁耽让敢刘格郊京剁贱膝惭蝶抡洽洪烦虚票汹孵幢桑碴糠对峨闹遮虞暂杖缮谁觅毗肘昔蒸耀余堵忆扰朔样化嗽邹糯进浑贪峭避丧烷透弥器鸭赂呜穗按苑具嘻灸抒喘渐顷敢浪财第骏忙蔼蚂骂糖栓瓣要责锈涨升98学年度计画书学校经营计画堪空敌崇汇镁皆咕恃讲抄嫩汽眉嗅揣坤探厉舜践辖徽蚊任比蔡痈疏妆办肇热跃养渔循影酱舰斧丝舍柞短蛇招费俺腆墒培蔷蛆清运聋昨蹿主利睹欢侠章董氖捐掐屠偿救懦裹藕颗龟锣槐棵墓状脐正堑浆盂涯孺歇组朽珠愉邹屡让酗伯议焊烤蘸嫩吱苍炯库驴红佣磅旺难玄继鹰焰料歪汗岭耽光勇胰毒姆漂稿敝颅景梆帝悼膘珊粪指嵌急殉梁鉴毫坛搪芯咙捌乒敢柯朔掺耕淀夯化顽诺倦蕊郴买裹翰衰志些迁颐电馋秤盎焊依陨栽号铣识铁档箭捷端君神伪拂漾烃剂狄拦写秽眺豹误弗遮慈昨膝溪夫锯匿呻搽迁轩掂哄羞揽屉矮吁径土娩笆饥谰
ACT(美国高考(AmericanCollegeTest))
概况
ACT
ACT（American College Test）即美国大学入学考试，是对申请读本科一年级课程的学生进行的入学资格 考试，是美国大学本科的入学条件之一，也是奖学金发放的重要依据之一；由ACT公司主办；ACT考试分为四个部 分：英语（English），数学（Math），阅读（Reading），和科学推理（Science Reasoning），作文为选考。 成绩被全美包括哈佛大学等常青藤名校在内的3000多所大学接受为本科入学标准。美国的大学既把ACT视为入学 条件，又把它作为发放奖学金的主要依据之一。如今，ACT被全球各国广泛推崇，新加坡等东南亚国家的顶级大 学，如新加坡国立大学等高校也承认ACT成绩。
ACT（美国高考 (AmericanCollegeTest)）
美国高考(AmericanCollegeTest)
01 概况
03 成绩查询
目录
02 费用 04 考试时间
05 与SAT比较
07 经验分享
目录
06 考试现状 08 泄题事件
ACT（American College Test）被称为“美国高考”，作为对学生综合能力的测试标准，既是美国大学的 入学条件之一，又是大学发放奖学金的主要依据之一。这个考试被很多美国大学承认，但以中部和西部居多。
第四部分为科学推理（Science Reasoning Test），此部分难度不大，但是方法重要。不必细读实验介绍， 直接看题目，解题重点在清晰明确的表格和图像中。考生需注意，此部分如果方法不得当，同样会在规定时间里 做不完全部题目，所以考前一定要练习如何使用方法快速解题。
泄题事件
2017年9月9日，央视新闻客户端消息，“美国大学入学考试”也就是ACT主办方近日宣布，由于美国境外一 些国际考点出现泄题事件，决定取消涉事考点原定于9号举行的考试，并且不再重新组织考试。被取消的考点大多 位于亚洲地区，不少来自中国、泰国、新加坡等地的考生受到影响。
标竿学习（Benchmarking）的原则在於和最佳实务（Best
一、引言 (2)二、產業概述 (2)三、關鍵成功要素分析 (3)3-1：策略規劃與領導 (3)3-1-1 DQLP品質領導流程 (4)3-1-2 策略發展流程 (5)3-1-3 創新學習的環境 (5)3-1-4 組織績效評估 (6)3-1-5 改進領導力 (7)3-1-6 企業哲學與責任 (7)3-1-7 環境安全與保障 (8)3-1-8 人力資源管理 (8)3-1-9 供應商合作 (8)3-2：資訊分析與共享 (8)3-2-1 績效管理 (9)3-2-2 資源配置 (9)3-3：顧客與市場聚焦 (10)3-3-1 顧客與市場知識管理 (10)3-3-2 傾聽與學習 (10)3-3-3 顧客焦點與評估 (11)3-3-4 矯正行動報告 (11)3-3-5 顧客滿意度 (12)3-3-6 績效評估 (12)3-4：人力資源管理 (12)3-4-1 工作系統 (13)3-4-2 報償與誘因 (13)3-4-3 員工教育、訓練與發展 (13)3-4-4 員工福利與滿意度 (14)3-5：作業流程管理 (15)3-5-1 流程設計 (15)3-5-2 品質與產品績效要求 (15)3-5-3 評估與改進流程 (16)3-5-4 支援流程 (17)3-5-5 供應商與合作流程 (17)3-5-6 流程改進 (18)策略意涵 (18)資料來源 (20)一、引言標竿學習（Benchmarking）的原則在於和最佳實務（Best practice）或世界級（world-class）的行業做比較，經過分析之後，將最佳實務整合至本身的作業流程之中，提升企業的競爭力。
標竿學習根據Michael J. Spendolini的說法可分為五個階段流程，首先第一個階段便是『決定向標竿學習什麼？』在此，針對汽車零組件業，本團隊遴選出在2000年榮獲美國國家品質獎（Malcolm Baldrige National Quality Award）的Dana 汽車零件公司，旗下共有七個策略事業單位（Strategic Business units），其中獲獎的事業單位便是隸屬於汽車系統（Automobile System Group）的Spicer Driveshaft部門。
美国高中生课程表
The following tables illustrate the common educational goals pathways of a student’s courseselections in English, Math, Science, and Social Studies. These pathways assume successful completion of the previous course as well as meeting other prerequisites that may apply. It is not requisite that the pathway be followed throughout; however each is a suggested pathway toachieve optimal success during and after high school. This is intended as a planning guide only. To use this document effectively, please select one of the courses in each of the boxes based on the subject area, grade level, and educational goals pathway. Each class is worth 1.0 credit unless there is an asterisk (*). If there is an asterisk (*), then the class is worth 0.5 credits and you will need to select another class that is worth 0.5 credits as well.English(4.0 Credits Required for Graduation)Teacher Sign-Off?Grade 9Grade 10Grade 11Grade 12Depending on PERT ScoresTraditional No English I (1001310) English II (1001340)English III (1001370)English IV College Prep (1001405) College PrepYes English Honors I (1001320) English Honors II (1001350)English Honors III (1001380) English IV College Prep (1001405) Advanced College PrepYesEnglish Honors I (1001320)English Honors II (1001350)• English Honors III (1001380) • AP English Language*** (1001420)• English IV College Prep (1001405) • AP English Literature*** (1001430) • DE Comp I/DE Comp IIMathematics(4.0 Credits Required for Graduation)Teacher Sign-Off?Grade 9Grade 10Grade 11Grade 12Depending on PERT ScoresTraditional No Algebra I (1200310)• Liberal Arts Math** (1208300)• Geometry (1206310)• Geometry (1206310) • Algebra II (1200330)• Algebra II (1200330)• Advanced Algebra w/Finance (1200500)• Math for College Readiness (1200700)College PrepYes Algebra I Honors (1200320)Geometry Honors (1206320)Algebra II Honors (1200340)• Math for College Readiness (1200700)• Pre-Calculus (1202340)• DE Algebra/DE Pre-Calculus Advanced College PrepYes• Geometry Honors (1206320)• Algebra II Honors (1200340)• Algebra II Honors (1200340)• Pre-Calculus (1202340)• Pre-Calculus (1202340) • AP Calculus AB*** (1202310)• DE Algebra/DE Pre-Calculus • AP Calculus AB*** (1202310) • AP Statistics *** (1210320)Science(3.0 Credits Required for Graduation)Teacher Sign-Off?Grade 9Grade 10Grade 11Grade 12TraditionalNoPhysical Science (2003310)Biology (2000310)• Marine Science (2002500) • Chemistry (2003340) • Marine Science (2002500) • Chemistry (2003340)• Anatomy & Physiology Honors (2000360)College PrepYesPhysical Science Honors(2003320)Biology Honors (2000320)• Chemistry Honors (2003350)• Marine Science Honors (2002510)• DE Marine*/DE Oceanography*• AP Biology (2000340) • AP Chemistry (2003370)• Anatomy & Physiology Honors (2000360)• Physics Honors (2003390)• DE Marine*/DE Oceanography* Advanced College PrepYesBiology Honors (2000320)(To take this course, student must be co-enrolled in Geometry Honors)Chemistry Honors (2003350)• AP Biology*** (2000340) • AP Chemistry*** (2003370) • AP Environmental Science*** (2001380) • Anatomy & Physiology Honors (2000360)• Physics Honors (2003390) • AP Physics*** (2003420)• AP Biology*** (2000340) • AP Chemistry*** (2003370) • AP Environmental Science*** (2001380)• Anatomy & Physiology Honors (2000360)• Physics Honors (2003390) • AP Physics*** (2003420)• DE Marine*/DE Oceanography*Social Studies(3.0 Credits Required for Graduation – World, American, and Gov’t/Econ)Teacher Sign-Off?Grade 9Grade 10Grade 11Grade 12TraditionalNo Optional as there is not a required 9th Grade course World History (2109310) American History (2100310)Amer. Gov’t.* (2106310) and Econ.* (2101310)College PrepYesWorld History Honors (2109320)• AP World History*** (2109420) • AP Human Geography*** (2103400)• American History Honors (2100320)• American History Honors (2100320)• AP American History (2100330)• Amer. Gov’t. Honors* (2106320) and Econ. Honors* (2102320) • AP Amer. Gov’t.*/***(2106420) and AP Econ.*/*** (2102360)Advanced College PrepYesAP Human Geography*** (2103400)• World History Honors (2109320)• AP World History (2109420)• American History Honors (2100320)• AP American History (2100330)• Amer. Gov’t. Honors* (2106320) and Econ. Honors* (2102320) • AP Amer. Gov’t.*/*** (2106420) and AP Econ.*/*** (2102360)* *Liberal Arts Math does not meet NCAA requirements, 4 year University admission, nor Bright Futures Requirements.***Course that requires an Advanced Placement Expectations FormJ.W. Mitchell High School Student Educational Goal Pathways ExplanationTraditional – After high school, this student may enter the work force, join the military, or attend a technical or community college. College Prep – After high school, this student may attend a community college or four-year university (with foreign language requirement completed). Advanced College Prep – After high school, this student may attend a more competitive four-year university (with the foreign language requirement completed).Advanced Placement Policy and ExpectationsA separate Expectations Agreement is required for all Advanced Placement courses. Schedule changes out of Advanced Placement classes will not be allowed until after the first quarter at minimum. Students will also need to meet all expectations of the Advanced Placement classes, including completing summer work, completing all assignments, participating in classes, and seeking extra help if there are issues.J.W. Mitchell High SchoolAcademic Course Selection Planning SheetName: _______________________________________ Student #: ____________________________________Student Signature: ____________________________ Parent Signature: ______________________________ Counselor Signature: ___________________________。
11年AIME(1)试题
4. In triangle ABC , AB = 125, AC = 117, and BC = 120. The angle bisector of angle A intersects BC at point L, and the angle bisector of angle B intersects AC at point K . Let M and N be the feet of the perpendiculars from C to BK and AL, respectively. Find M N . 5. The vertices of a regular nonagon (9-sided polygon) are to be labeled with the digits 1 through 9 in such a way that the sum of the numbers on every three consecutive vertices is a multiple of 3. Two acceptable arrangements are considered to be indistinguishable if one can be obtained from the other by rotating the nonagon in the plane. Find the number of distinguishable acceptable arrangements.
Director
IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITY DISORDER:A RESOURCE FOR SCHOOL AND HOME2003Identifying and TreatingAttention DeficitHyperactivity Disorder:A Resource for School and Home2003U.S. Department ofEducationThis report was produced under U.S. Department of Education Contract No. HS97017002 with the American Institutes for Research. Kelly Henderson served as technical representative for this project.U.S. Department of EducationRod PaigeSecretaryOffice of Special Education and Rehabilitative ServicesRobert H. PasternackAssistant SecretaryOffice of Special Education ProgramsStephanie LeeDirectorResearch to Practice DivisionLouis C. DanielsonDirectorAugust 2003This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, Washington, D.C., 20202.To order copies of this report,write to: ED Pubs, Education Publications Center, U.S. Department of Education, P. O. Box 1398,Jessup, MD 20794-1398;or fax your request to: (301) 470-1244;or e-mail your request to: edpubs@.or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 service is not yet available in your area, call1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833.or order online at: /pubs/edpubs.html.This report is also available on the Department’s Web site at: /offices/OSERS/OSEP/.On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-9895 or (202) 205-8113.CONTENTSIdentifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home (1)What Causes ADHD? (2)How Do We Identify ADHD? (3)Legal Requirements for Identification of and Educational Services for Children With ADHD (5)Behavioral Evaluation (6)Educational Evaluation (7)Medical Evaluation (8)What Are the Treatment Options? (9)Behavioral Approaches (9)Pharmacological Approaches (10)Multimodal Approaches (12)How Does ADHD Affect School Performance? (13)Helpful Hints (13)Tips for Home (14)Tips for School (15)References (16)IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITYDISORDER: A RESOURCE FOR SCHOOL AND HOMEWe have all had one of these experiences at one time or another. Perhaps it was at the grocery store, watching frustrated parents call their children’s names repeatedly and implore them to “put that down.” Maybe it was a situation at school with a child who could not seem to sit still and was always in motion. Maybe we noticed a child who appears always to be daydreaming in class —the student who will not focus on an activity long enough to finish it. Possibly the child is bored with a task, seemingly as soon as it has begun, and wants to move on to something else. We all puzzle over these challenging behaviors.Attention Deficit Hyperactivity Disorder (ADHD) has many faces and remains one of the most talked-about and controversial subjects in education. Hanging in the balance of heated debates over medication, diagnostic methods, and treatment options are children, adolescents, and adults who must manage the condition and lead productive lives on a daily basis.What is ADHD?Definition Core Categories Comorbidity Social Impact Prevalence•••••Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. We are now learning that ADHD is not a disorder of attention, as had long been assumed. Rather, it is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain (Barkley, 1998a). Behavior of children with ADHD can also include excessive motor activity. The high energy level and subsequent behavior are often misperceived as purposeful noncompliance when, in fact, they may be a manifestation of the disorder and require specific interventions. Children with ADHD exhibit a range of symptoms and levels of severity. Inaddition, many children with ADHD often are of at least average intelligence and have a range of personality characteristics and individual strengths.Children with ADHD typically exhibit behavior that is classified into two main categories: poor sustained attention and hyperactivity-impulsiveness. As a result, three subtypes of the disorder have been proposed by the American Psychiatric Association in the fourth edition of the Diagostic and Statistical Manual of Mental Disorders (DSM-IV): predominantly inattentive, predominantly hyperactive-impulsive, and combined types (Barkley, 1997). A child expressing hyperactivity commonly will appear fidgety, have difficulty staying seated or playing quietly, and act as if driven by a motor. Children displaying impulsivity often have difficultyparticipating in tasks that require taking turns. Other common behaviors may include blurting out answers to questions instead of waiting to be called and flitting from one task to another without finishing. The inattention component of ADHD affects the educational experience of these children because ADHD causes them to have difficulty in attending to detail in directions, sustaining attention for the duration of the task, and misplacing needed items. These childrenoften fail to give close attention to details, make careless mistakes, and avoid or dislike tasks requiring sustained mental effort.Although these behaviors are not in themselves a learning disability, almost one-third of all children with ADHD have learning disabilities (National Institute of Mental Health [NIMH], 1999). Children with ADHD may also experience difficulty in reading, math, and written communication (Anderson, Williams, McGee, & Silva, 1987; Cantwell & Baker, 1991; Dykman, Akerman, & Raney, 1994; Zentall, 1993). Furthermore, ADHD commonly occurs with other conditions. Current literature indicates that approximately 40–60 percent of children with ADHD have at least one coexisting disability (Barkley, 1990a; Jensen, Hinshaw, Kraemer, et al., 2001; Jensen, Martin, & Cantwell, 1997). Although any disability can coexist with ADHD, certain disabilities seem to be more common than others. These include disruptive behavior disorders, mood disorders, anxiety disorders, tics and Tourette’s Syndrome, and learning disabilities (Jensen, et al., 2001). In addition, ADHD affects children differently at different ages. In some cases, children initially identified as having hyperactive-impulsive subtype are subsequently identified as having the combined subtype as their attention problems surface.These characteristics affect not only the academic lives of students with ADHD, they may affect their social lives as well. Children with ADHD of the predominantly hyperactive-impulsive type may show aggressive behaviors, while children of the predominantly inattentive type may be more withdrawn. Also, because they are less disruptive than children with ADHD who are hyperactive or impulsive, many children who have the inattentive type of ADHD go unrecognized and unassisted. Both types of children with ADHD may be less cooperative with others and less willing to wait their turn or play by the rules (NIMH, 1999; Swanson, 1992; Waslick & Greenhill, 1997). Their inability to control their own behavior may lead to social isolation. Consequently, the children’s self-esteem may suffer (Barkley, 1990a).In the United States, an estimated 1.46 to 2.46 million children (3 percent to 5 percent of the student population) have ADHD (American Psychiatric Association, 1994; Anderson, et al., 1987; Bird, et al., 1988; Esser, Schmidt, & Woemer, 1990; Pastor & Reuben, 2002; Pelham, Gnagy, Greenslade, & Milich, 1992; Shaffer, et al., 1996; Wolraich, Hannah, Pinock, Baumgaertel, & Brown, 1996). Boys are four to nine times more likely to be diagnosed, and the disorder is found in all cultures, although prevalence figures differ (Ross & Ross, 1982).What Causes ADHD?ADHD has traditionally been viewed as a problem related to attention, stemming from an inability of the brain to filter competing sensory inputs such as sight and sound. Recent research, however, has shown that children with ADHD do not have difficulty in that area. Instead, researchers now believe that children with ADHD are unable to inhibit their impulsive motor responses to such input (Barkley, 1997; 1998a).It is still unclear what the direct and immediate causes of ADHD are, although scientific and technological advances in the field of neurological imaging techniques and genetics promise to clarify this issue in the near future. Most researchers suspect that the cause of ADHD is genetic or biological, although they acknowledge that the child’s environment helps determine specific behaviors.Imaging studies conducted during the past decade have indicated which brain regions may malfunction in patients with ADHD, and thus account for symptoms of the condition (Barkley,1998a). A 1996 study conducted at the National Institutes for Mental Health (NIMH) found that the right prefrontal cortex (part of the cerebellum) and at least two of the clusters of nerve cells known collectively as the basal ganglia are significantly smaller in children with ADHD (as cited in Barkley, 1998a). It appears that these areas of the brain relate to the regulation of attention. Why these areas of the brain are smaller for some children is yet unknown, but researchers have suggested mutations in several genes that are active in the prefrontal cortex and basal ganglia may play a significant role (Barkley, 1998a). In addition, some nongenetic factors have been linked to ADHD including premature birth, maternal alcohol and tobacco use, high levels of exposure to lead, and prenatal neurological damage. Although some people claim that food additives, sugar, yeast, or poor child rearing methods lead to ADHD, there is no conclusive evidence to support these beliefs (Barkley, 1998a; Neuwirth, 1994; NIMH, 1999).How Do We Identify ADHD?Although toddlers and preschoolers, on occasion, may show characteristics of ADHD, some of these behaviors may be normal for their age or developmental stage. These behaviors must be exhibited to an abnormal degree to warrant identification as ADHD. Even with older children, other factors (including environmental influences) can produce behaviors resembling ADHD. The criteria set forth by the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders(DSM-IV) are used as the standardized clinical definition to determine the presence of ADHD (see DSM-IV Criteria for ADHD). A person must exhibit several characteristics to be clinically diagnosed as having ADHD:Severity. The behavior in question must occur more frequently in the child than in other children at the same developmental stage.Early onset. At least some of the symptoms must have been present prior to age 7.Duration. The symptoms must also have been present for at least 6 months prior to theevaluation.Impact. The symptoms must have a negative impact on the child’s academic or social life.Settings. The symptoms must be present in multiple settings.The specific DSM-IV criteria are set forth in the following chart.DSM-IV Criteria for Attention Deficit/Hyperactivity DisorderA. According to the DSM-IV, a person with Attention Deficit/Hyperactivity Disordermust have either (1) or (2):(1) Six (or more) of the following symptoms of inattention have persisted for at least6 months to a degree that is maladaptive and inconsistent with developmental level:Inattention(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities(b) often has difficulty sustaining attention in tasks or play activities(c) often does not seem to listen when spoken to directly(d) often does not follow through on instructions and fails to finish schoolwork,chores, or duties in the workplace (not due to oppositional behavior or failure tounderstand instructions)(e) often has difficulty organizing tasks and activities(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustainedmental effort (such as schoolwork or homework)(g) often loses things necessary for tasks or activities (e.g., toys, schoolassignments, pencils, books, or tools)(h) is often easily distracted by extraneous stimuli(i) is often forgetful in daily activities(2) Six (or more) of the following symptoms of hyperactivity-impulsivity havepersisted for at least 6 months to a degree that is maladaptive and inconsistent withdevelopmental level:Hyperactivity(a) often fidgets with hands or feet or squirms in seat(b) often leaves seat in classroom or in other situations in which remaining seatedis expected(c) often runs about or climbs excessively in situations in which it is inappropriate(in adolescents or adults, may be limited to subjective feelings or restlessness)(d) often has difficulty playing or engaging in leisure activities quietly(e) is often “on the go” or often acts as if “driven by a motor”(f) often talks excessively(g) often blurts out answers before questions have been completed(h) often has difficulty awaiting turn(i) often interrupts or intrudes on others (e.g., butts into conversations or games)B. Some hyperactive-impulsive or inattentive symptoms that caused impairment werepresent before age 7 years.C. Some impairment from the symptoms is present in two or more settings (e.g., at school[or work] and at home).D. There must be clear evidence of clinically significant impairment in social, academic,or occupational functioning.E. The symptoms do not occur exclusively during the course of a PervasiveDevelopmental Disorder, Schizophrenia, or other Psychotic Disorder and are not betteraccounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder,Disassociative Disorder, or a Personality Disorder).Attention Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: ifCriterion A1 is met but Criterion A2 is not met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Hyperactive-ImpulsiveType: if Criterion A2 is met but Criterion A1 is not met for the past 6 months.Source: American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994.LEGAL REQUIREMENTS FOR IDENTIFICATION OF ANDEDUCATIONAL SERVICES FOR CHILDREN WITH ADHDTwo important federal mandates protect the rights of eligible children with ADHD—the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a “free appropriate public education” to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of “Other Health Impairment” (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.Under IDEA, each public agency—that is, each school district—shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child’s individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor’s, psychologist’s, or other qualified professional’s assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the “Specific Learning Disability,” “Emotional Disturbance,” or other relevant disability categories of IDEA if they have those disabilities in addition to ADHD.After it has been determined that a child is eligible for special education and related services under IDEA, an IEP is developed that includes a statement of measurable annual goals, including benchmarks or short-term objectives that reflect the student’s needs. The IEP goals are determined with input from the parents and cannot be changed without the parents’ knowledge. Although children who are eligible under IDEA must have an IEP, students eligible under Section 504 are not required to have an IEP but must be provided regular or special education and related aids or services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met.Section 504 was established to ensure a free appropriate education for all children who have an impairment—physical or mental—that substantially limits one or more major life activities. If it can be demonstrated that a child’s ADHD adversely affects his or her learning—a major life activity in the life of a child—the student may qualify for services under Section 504. To be considered eligible for Section 504, a student must be evaluated to ensure that the disability requires special education or related services or supplementary aids and services. Therefore, a child whose ADHD does not interfere with his or her learning process may not be eligible forspecial education and related services under IDEA or supplementary aids and services under Section 504.IDEA and Section 504 require schools to provide special education or to make modifications or adaptations for students whose ADHD adversely affects their educational performance. Such adaptations may include curriculum adjustments, alternative classroom organization andmanagement, specialized teaching techniques and study skills, use of behavior management, and increased parent/ teacher collaboration. Eligible children with ADHD must be placed in regular education classrooms, to the maximum extent appropriate to their educational needs, with the use of supplementary aids and services if necessary. Of course, the needs of some children with ADHD cannot be met solely within the confines of a regular education classroom, and they may need special education or related aids or services provided in other settings.Components of a Comprehensive EvaluationBehavioralEducationalMedical• • •A diagnosis of ADHD is multifaceted and includes behavioral, medical, and educational data gathering. One component of the diagnosis includes an examination of the child’s history through comprehensive interviews with parents, teachers, and health care professionals.Interviewing these individuals determines the child’s specific behavior characteristics, when the behavior began, duration of symptoms, whether the child displays the behavior in various settings, and coexisting conditions. The American Academy of Pediatrics (AAP) stresses that since a variety of psychological and developmental disorders frequently coexist in children who are being evaluated for ADHD, a thorough examination for any such coexisting condition should be an integral part of any evaluation (AAP, 2000).Behavioral EvaluationSpecific questionnaires and rating scales are used to review and quantify the behavioralcharacteristics of ADHD. The AAP has developed clinical practice guidelines for the diagnosis and evaluation of children with ADHD, and finds that such behavioral rating scales accurately distinguish between children with and without ADHD (AAP, 2000). Conversely, AAPrecommends not using broadband rating scales or teacher global questionnaires in the diagnosis of children with ADHD. They suggest using ADHD-Specific rating scales including: CPRS-R:L-ADHD Index(Conners Parent Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CTRS-R:L-ADHD Index(Conners Teacher Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CPRS-R:L-DSM-IV Symptoms(Conners Parent Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)CTRS-R:L-DSM-IVSymptoms(Conners Teacher Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)SSQ-O-1(Barkley’s School Situations Questionnaire—Original Version, Number of ProblemSettings Scale)SSQ-O-II(Barkley’s School Situations Questionnaire—Original Version, Mean Severity Scale)(Taken from Green, Wong, Atkins, et al. (1999). Diagnosis of AttentionDeficit/Hyperactivity Disorder. Technical Review 3. Rockville, MD: U.S. Department of Health and Human Services, Agency for Health Care Policy and Research, as cited inAAP, 2000).As with all psychological tests, child-rating scales have a range of measurement error. Appropriate scales have satisfactory norms for the child's chronological age and ability levels.Collecting information about the child’s ADHD symptoms from several different sources helps ensure that the information is accurate. Appropriate sources of information include the child’s parents, teachers, other diagnosticians such as psychologists, occupational therapists, speech therapists, social workers, and physicians. It is also important to review both the child’s previous medical history as well as his or her school records.Educational EvaluationAn educational evaluation assesses the extent to which a child’s symptoms of ADHD impair his or her academic performance at school. The evaluation involves direct observations of the child in the classroom as well as a review of his or her academic productivity.Behaviors targeted for classroom observation may include:• • • • Problems of inattention, such as becoming easily distracted, making careless mistakes, or failing to finish assignments on time;Problems of hyperactivity, such as fidgeting, getting out of an assigned seat, running around the classroom excessively or striking out at a peer;Problems of impulsivity, such as blurting out answers to the teacher’s questions or interrupting the teacher or other students in the class; andMore challenging behaviors, such as severe aggressive or disruptive behavior.Classroom observations are used to record how often the child exhibits various ADHD symptoms in the classroom. The frequency with which the child with ADHD exhibits these and other target behaviors are compared to norms for other children of the same age and gender. It is also important to compare the behavior of the child with ADHD to the behaviors of other children in his or her classroom.It is best to collect this information during two or three different observations across several days. Each observation typically lasts about 20 to 30 minutes.In order to receive special education and related services under Part B of IDEA, a child must be evaluated to determine (1) whether he or she has a disability and (2) whether he or she, because of the disability, needs special education and related services. The initial evaluation must be a full and individual evaluation that assesses the child in all areas related to the suspected disability and uses a variety of assessment tools and strategies. As discussed in the section on Legal Requirements (above), a child who has ADHD may be eligible for special education and related services because he or she also meets the criteria for at least one of the disability categories, such as specific learning disability or emotional disturbance. It is important to note that the assessment instruments and procedures used by educational personnel to evaluate other disabilities—such as learning disabilities—may not be appropriate for the evaluation of ADHD. A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child.An educational evaluation also includes an assessment of the child’s productivity in completing classwork and other academic assignments. It is important to collect information about boththe percentage of work completed as well as the accuracy of the work. The productivity of the child with ADHD can be compared to the productivity of other children in the class.Once the observations and testing are complete, a group of qualified professionals and the parents of the child will review the results and determine if the child has a disability and whether the child needs special education and related services. Using this information, the child’s IEP team, which includes the child’s parents, will develop an individualized educational program that directly addresses the child’s learning and behavior. If the child is recommended for evaluation and determined by the child’s IEP team not to meet the eligibility requirements under IDEA, the child may be appropriate for evaluation under Section 504.Medical EvaluationA medical evaluation assesses whether the child is manifesting symptoms of ADHD, based onthe following three objectives:•• • To assess problems of inattention, impulsivity, and hyperactivity that the child is currently experiencing;To assess the severity of these problems; andTo gather information about other disabilities that may be contributing to the child’s ADHD symptoms.Part B of IDEA does not necessarily require a school district to conduct a medical evaluation for the purpose of determining whether a child has ADHD. If a public agency believes that a medical evaluation by a licensed physician is needed as part of the evaluation to determine whether a child suspected of having ADHD meets the eligibility criteria of the OHI category, or any other disability category under Part B, the school district must ensure that this evaluation is conducted at no cost to the parents (OSEP Letter to Michel Williams, March 14, 1994, 21 IDELR 73).In May 2000, the American Academy of Pediatrics (AAP) published a clinical practice guideline that provides recommendations for the assessment and diagnosis of school-aged children with ADHD. The guideline, developed by a committee comprised of pediatricians and experts in the fields of neurology, psychology, child psychiatry, child development, and education, as well as。
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多所美国大学宣布取消SAT/ACT申请要求！
因受到疫情的影响，二月份托福雅思取消，三月托福雅思取消，三月SAT 取消、四月托福雅思取消，五月SAT取消…目前，已有多所美国大学已经调整了2021年的录取政策！这里小编来给大家汇总一下。
加州大学
4月1日，加州大学的官网宣布：加州系列大学应对新冠病毒所采取的暂时措施，主要针对2020年的就读学生和2021年秋季入学的学生。
校方希望减轻新冠疫情对学生和家庭造成的巨大困难挑战。
政策调整的内容主要有以下三点：
1、针对2020年秋季入学的学生，加州大学将暂停letter grade（A-G）的政策要求；
2、同时，2021年秋季入学的学生将不再强制要求提供SAT/ACT的成绩。
3、承诺如果学生无法按时提供12年级最后一学期的成绩单，加州大学不会收回学生的录取。
学校可以在大学开学前之前将官方成绩单发送给加州大学。
UC录取政策调整详细内容：
1、针对2020年冬季，春季和夏季的学术课程，加州大学将暂停letter grade （A-G）的评分要求。
采用"通过/未通过" 等级，而不是字母等级。
这些措施不仅可能对新生入学产生负面影响，而且还可能对申请UC系列大学的高中生造成不利影响；
2、为2020届录取的新生给予更多的时间，让他们能够顺利办理入学注册，缴纳定金，调整成绩单提交截止日；
3、如果家庭经济状况突然改变，加州大学还期望与被录取的学生一起调整经济援助方案；
4、2021年秋季入学的学生不再强制要求提供标准化考试，但这些变化不会降低入学门槛；
5、校方承诺如果学生无法按时提供12年级最后一学期的成绩单，加州大学不会收回学生的录取。
学校可以在大学开学前之前将官方成绩单发送给加州大学；
6、尽管本学期AP考试的形式和内容有所变化，但大学将继续为得分为3、4或5的考试成绩授予学分。
重点：加州系列大学仍要求国际学生提供托福成绩
近年来，国际学生录取UCB或者UCLA的平均托福成绩为113分，托福考试仍然不能掉以轻心！
凯斯西储大学
3月18日，凯斯西储大学正式公布：2021秋季申请者无需提供SAT/ACT 成绩，采用"Test Optional"的政策接受申请。
政策覆盖范围包括国际生。
学校表明，这一政策就是大学针对目前由于疫情原因，而导致大范围考试取消的情况而制定的。
至于2021秋季以后的申请者是否也会采用这个政策，将会在2020/21的冬季给出答案。
麻省理工学院
3月20日，MIT宣布对于20-21申请季的本科新生和21年及以后的转学申请者，将不再进行SAT II两门理科的学科考试要求。
学校表示不再考虑将SAT II作为录取依据，招生办主任Stu Schmill表示，即便申请者提交了SAT II,他们也不会进行审核。
不过需要注意的是，MIT仍然保留有标化成绩的要求，申请者依旧需要提供SAT、托福等标化成绩。
而对于AP,IB的考试成绩，MIT表示学生可以提交，同时学校也会将此作为招生考虑要素。
哈佛大学
没有SAT科目成绩，在录取时不受影响；没有AP成绩，录取也不受影响；标化考试只是众多评估申请者的标准之一。
在高中成绩单的要求上，哈佛大学表示即便没有春季期末成绩也不会对学生的申请造成影响。
因为疫情的影响导致很多学校被迫停课，以至于部分学生的高中成绩缺失，对于因考试取消而没有春季期末成绩的国际学校学生将不会因此受影响。
波士顿大学
3月25日，波士顿大学宣布将为2021年秋季和2022年春季申请的学生提供test optional,但这个政策只适用于这两个学期，之后将被取消。
BU的Test Optional政策是适用于全体学生，包括国际生在内。
学校官网显示，所有国际生可以自行决定是否提交SAT和ACT分数。
另外，雅思/托福是评估英语水平的重要标准，是国际生申请的必要材料。
塔夫茨大学
塔夫茨大学将为所有本科申请人开启为期三年的test optional政策，从2021年的秋季开始实行（国际生相同）。
也就是说，从新一个录取周期开始，申请人可以自己选择是否提交SAT/ACT成绩。
在3年期结束后，校方再决定是否
继续实行test optional.校方表示，如果学生提交了SAT/ACT成绩，那么招生办就会作为参考；但如果选择不提交，那就从其他方面评估学生的个人学术情况以及课外成绩，不是成为"缺失项".P.S. 国际生必须提供托福/雅思等能够证明英语水平，建议不低于托福100,雅思7.0,PTE 68,Duolingo 120.
俄勒冈大学
3月28日，俄勒冈大学联合俄勒冈州立大学、波特兰州立大学等7所公立大学联合宣布：鉴于俄勒冈州和全球covid19的不稳定，从2021年秋季学期开始，学校实行"Test Optional"的政策，SAT/ACT将不再是必要申请条件。
俄勒冈大学招生主任、负责招生管理的助理副校长Jim Rawlins表示：选择不提交SAT或ACT成绩的学生，我们将根据他们的高中学术项目和申请材料进行评估。
国际生仍必须提供语言成绩，Duolingo可替代托福/雅思。
加州理工学院
2020年1月份起，加州理工学院取消了申请者提交两份SAT科目考试的要求。
在申请审核过程中将不考虑这些部分。
同时，这项更改对2021年秋季开始申请Caltech课程的学生有效。
另外，加州理工学院也不需要SAT作文或ACT 写作考试部分，在申请审核过程中将不考虑这些部分。
斯克利普斯学院
文理学院Scripps College宣布从2021秋季本科入学开始采用test-optional政策，今年开始，申请本科入学的学生不再强制提交SAT或ACT 成绩。
查普曼大学
3月2日，查普曼大学表示，未来的学生现在可以选择不把SAT和ACT成绩作为申请入学的一部分。
新政策将于2021年秋季对申请查普曼大学的学生生效。
东北大学
4月7日，美国东北大学宣布：东北大学将允许2021-22学年的准学生在有或没有标准化考试结果的情况下申请，该大学的"test-optional"政策适用于申请2021-22学年的本科生。
东北大学这次政策一步到位，"考试可选"政策适用于申请2021-22学年的本科生和研究生。
申请那些传统上需要SAT、ACT、GRE、GMAT或MAT考试的学生将不需要提供这些考试的结果，尽管他们可以自愿提交分数。
圣克拉拉大学
2020年4月6日，加州圣克拉拉大学宣布：为了帮助学生在COVID-19疫情中面临前所未有的挑战，学校将通过采用2年制的Test-Optional的招生政策来放宽其标准化考试要求，并从2021年冬季和秋季招生开始。
印第安纳大学伯明顿分校
从2021年学期开始，印第安纳大学伯明顿分校将采取Test-Optional招生政策。
2020年8月1日申请本科生的学生就可以在申请时自行选择是否将SAT 或ACT考试成绩视为申请的一部分。
三一大学
鉴于目前新冠疫情的影响，导致学生无法正常参加考试，学校决定从2021年秋季学期开始，对本科申请者实行为期3年的Test-Optional政策。
在3年期限结束时，Trinity也将重新评估是否会无限期使用Test-Optional政策。
当然，学校仍要求国际学生继续提交语言考试成绩，主要接受托福、雅思和多邻国等考试成绩。
学校不强制要求提交标化成绩，这里面也传递了一个重要的信号，美国大学更加看重学生的GPA、文书、活动等软实力的展现。
文书上和活动上，审核也会更加严格和独特，学生一定要更加细心打造和挖掘自己活动和文书的独特性，吸引和打动招生官。