Criteria of tests-4

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美国药典凡例中英文USPNFGeneralNotice

美国药典凡例中英文USPNFGeneralNoticeUSP32-NF27General Notices 凡例USP32 (2)Introduction 简介 (2)4. MONOGRAPHS AND GENERAL CHAPTERS 正文和附录 (3)5. MONOGRAPH COMPONENTS 专论构成 (7)6. TESTING PRACTICES AND PROCEDURES 试验规范和过程(18)7. TEST RESULTS 测试结果 (28)8. TERMS AND DEFINITIONS 术语及定义 (31)9. PRESCRIBING AND DISPENSING 开方和配方 (41)10. PRESERV ATION, PACKAGING, STORAGE, AND LABELING 防腐，包装，贮藏和标签 (42)NF27 (66)Introduction 简介 (66)TITLE 标题 (67)“OFFICIAL” AND “OFFICIAL ARTICLES” “药典的”和“药典药物” (68)STORAGE UNDER NONSPECIFIC CONDITIONS 非特定条件下的贮存 (70)OTHER GENERAL NOTICES 其他凡例 (71)USP32Introduction 简介GENERAL NOTICES AND REQUIREMENTS凡例和要求Change to read:The General Notices and Requirements section (the General Notices) presents the basic assumptions, definitions, and defaultconditions for the interpretation and application of the United States Pharmacopeia (USP) and the National Formulary (NF).凡例和要求部分（凡例）给出对USP和NF中假设、定义、默认条件的解释和应用。

EndocrineDisruption

Level 1
Sorting & prioritization based upon existing information
- Physical & chemical properties, eg MW, reactivity, volatility, biodegradability - Human & environmental exposure, eg production volume, release, use patterns - Hazard, eg available toxicological data
- High Through Put Prescreens - Thyroid function - Fish hepatocyte VTG screen - Others (as appropriate)
Level 3
In vivo assays providing data about single endocrine mechanisms and effects
- No interim definition for ecotoxicology
4
Initiatives to define endocrine disruption
● ECETOC approach (toxicology and ecotoxicology) ● BfR approach (toxicology only)
- Uterotrophic assay (estrogen related) - Hershberger assay (androgen related) - Non receptor mediated hormone function - Other (eg thyroid)

英语专四作文评分标准及评分细则

英语专四作文评分标准及评分细则全文共3篇示例，供读者参考篇1Evaluation Criteria and Grading Details for the TEM-4 Writing SectionThe Test for English Majors (TEM) Level 4 is a widely recognized English proficiency exam in China, which assesses students' language skills in listening, reading, writing, and translation. The writing section of TEM-4 is an important component of the exam, as it tests students' ability to express themselves clearly and coherently in written English. In this document, we will discuss the evaluation criteria and grading details for the TEM-4 writing section.Evaluation Criteria:1. Content: The content of the essay should be relevant to the topic and demonstrate a clear understanding of the issues involved. The ideas presented should be logical andwell-developed, with appropriate examples and supporting details.2. Organization: The essay should have a clear and coherent structure, with a well-defined introduction, body paragraphs, and conclusion. There should be smooth transitions between paragraphs and ideas, creating a cohesive and unified piece of writing.3. Language Use: The language used should be accurate and appropriate for academic writing. Students should demonstrate a good command of grammar, vocabulary, and sentence structure, as well as use a variety of sentence patterns and vocabulary to convey their ideas effectively.4. Argumentation: The essay should present a clear thesis statement and provide strong arguments to support it. The arguments should be persuasive and backed by evidence and examples, demonstrating critical thinking and analytical skills.5. Mechanics: The essay should be free of spelling, punctuation, and capitalization errors. It should also follow the conventions of academic writing, such as using appropriate paragraph and sentence lengths, as well as maintaining a formal tone throughout.Grading Details:Essays are typically graded on a scale of 1 to 100, with the following breakdown:1. Content (40 points): The essay will be evaluated based on the relevance and depth of the content, as well as the clarity and coherence of the ideas presented.2. Organization (20 points): The structure of the essay, including the introduction, body paragraphs, and conclusion, will be assessed for clarity and effectiveness.3. Language Use (20 points): Grammar, vocabulary, and sentence structure will be evaluated for accuracy and appropriateness, as well as the use of a variety of language features.4. Argumentation (10 points): The strength of the thesis statement, the persuasiveness of the arguments, and the use of evidence and examples will be considered in this category.5. Mechanics (10 points): Spelling, punctuation, and capitalization errors, as well as adherence to academic writing conventions, will be reviewed for this section.In conclusion, the writing section of the TEM-4 exam requires students to demonstrate their ability to communicate effectively and coherently in written English. By following theevaluation criteria and understanding the grading details, students can better prepare for this part of the exam and improve their chances of achieving a high score.篇2Scoring Criteria and Detailed Rules for CET-4 WritingIntroductionThe CET-4 (College English Test Level 4) writing section is an important component of the test, designed to assess students' ability to express themselves clearly and effectively in written English. In order to effectively evaluate and score students' writing, specific criteria and detailed rules have been established.Scoring Criteria1. Task Fulfillment: The essay must address the given topic and answer any questions or requirements specified in the prompt. Failure to fulfill the task may result in a lower score.2. Content and Development: The essay should have a clear and coherent structure, with well-developed ideas that are relevant to the topic. The content should be supported by appropriate examples and details.3. Organization: The essay should have a logical progression of ideas, with an introduction, body paragraphs, and a conclusion. The organization should be clear and easy to follow.4. Language Use: The essay should demonstrate a good command of grammar, vocabulary, and sentence structure. Errors in grammar and vocabulary will result in deductions.5. Mechanics: The essay should be free of spelling and punctuation errors. Formatting, such as paragraph breaks and indentation, should also be correct.6. Creativity and Originality: A well-written essay that demonstrates creativity, originality, and a unique perspective may receive a higher score.Detailed Rules1. Avoid plagiarism by citing sources properly and acknowledging any borrowed ideas or information.2. Use a variety of sentence structures, such as simple, compound, and complex sentences, to demonstrate a range of language skills.3. Pay attention to word choice and use precise and appropriate vocabulary to convey your ideas effectively.4. Use transitions to connect ideas and improve the flow of the essay.5. Proofread your essay carefully to correct any errors in grammar, spelling, or punctuation.6. Use paragraphs to organize your ideas and help the reader follow your argument.7. Use examples, evidence, and details to support your arguments and make your points more persuasive.ConclusionBy understanding the scoring criteria and following the detailed rules for writing, students can improve their performance on the CET-4 writing section. Practicing writing essays and receiving feedback can also help students strengthen their writing skills and achieve a higher score on the test.篇3English Proficiency Test (CET-4) Writing Assessment Criteria and Scoring DetailsThe College English Test (CET) is a standardized test of English language proficiency for college students in China. CET-4 is an essential part of the test, which assesses candidates'proficiency in English writing skills. In this article, we will discuss the assessment criteria and scoring details for the CET-4 writing section.Assessment Criteria:1. Content and Task Achievement: Candidates are required to demonstrate their ability to understand the topic, develop ideas coherently, and address the task effectively. The content should be relevant, well-developed, and supported by examples or evidence.2. Organization: Candidates should organize their writing logically, with a clear introduction, body paragraphs, and conclusion. Transitions between paragraphs should be smooth, and ideas should be presented in a coherent manner.3. Language Use: Candidates should demonstrate a good command of grammar, vocabulary, and sentence structure. Sentences should be varied in structure and length, with appropriate use of conjunctions, prepositions, and other linking words.4. Cohesion and Coherence: Candidates should use cohesive devices such as pronouns, conjunctions, and transitional wordsto connect ideas and create a smooth flow of writing. The text should be coherent and easy to follow.5. Register and Task-appropriateness: Candidates should use appropriate language register for the task, avoiding informal language and slang. The tone should be formal and appropriate for academic or professional writing.Scoring Details:The writing section of the CET-4 test is scored on a scale of 0-30 points. Each of the assessment criteria mentioned above contributes to the overall score as follows:- Content and Task Achievement: 10 points- Organization: 6 points- Language Use: 6 points- Cohesion and Coherence: 4 points- Register and Task-appropriateness: 4 pointsIn addition to the criteria mentioned above, candidates will also be assessed on their overall writing proficiency, including creativity, originality, and critical thinking skills.In conclusion, the CET-4 writing section assesses candidates' proficiency in English writing skills based on specific criteria such as content, organization, language use, cohesion, coherence, and task-appropriateness. By understanding the assessment criteria and scoring details, candidates can effectively prepare for the writing section of the CET-4 test and improve their chances of achieving a high score.。

联合国关于危险货物运输建议书

联合国关于危险货物运输建议书联合国是一个强大的政治组织，它关注世界上许多问题，其中包括安全。

危险货物的运输是一个涉及到公共安全的领域，因此，联合国制定了准确的建议书，以确保危险货物的运输是安全的。

概述危险货物是指能造成危害人的健康、财产或者环境的物质。

这些物质可能是化学品、生物制品、放射性物质、爆炸物或者易燃物。

由于这些物质的危害性较高，因此危险货物的运输需要特别的注意。

联合国制定了一系列的建议书，以规范危险货物的运输。

这些建议书是全球通行的标准，确保危险货物的运输是安全的。

以下是其中的一些建议书。

建议书1. 联合国危险品运输规则（UN Recommendations on the Transport of Dangerous Goods）这个建议书包括一组规则，涵盖了危险货物的所有方面：从包装到标记、从装卸到运输。

这些规则在全球范围内通行，并确保所有的危险货物运输都遵守国际标准。

2. 管理危险货物的安全（Managing the Safe Transport of Dangerous Goods）这个建议书专门阐述了危险货物的运输安全管理。

它包括了一些基本的原则，如规划、物流和紧急情况下的处理方法，以确保危险货物的运输安全。

3. 建议书7（Recommendations on the Transport of Dangerous Goods: Manual of Tests and Criteria）这个建议书是由联合国制定的标准，用于测试和评估危险货物的运输是否符合标准。

该建议书包括了一系列的测试方法和标准，以确保危险货物的运输是安全的。

4. 危险货物运输管理系统（Dangerous Goods Transport Management System）这个建议书是专门为危险货物的运输管理制定的。

它包括了一些基本的原则，如管理结构、流程和管理流程，以确保危险货物的运输管理是安全和可靠的。

结论危险货物的运输需要特别的注意，并且需要遵守国际标准。

criteria用法java

criteria用法java1.什么是c riteria？在J av a开发中，c ri t er ia是一种用于查询和筛选数据的功能。

它是一种对象化查询语言，通过创建和组合一系列条件来过滤和排序数据。

2.创建cri teria对象要使用c ri te ri a进行查询，首先需要创建一个c ri te ri a对象，可以通过以下代码来实现：```j av aC r it er ia Bu il de rcb=en ti ty Ma na ge r.g e tC ri te ri aB ui lde r();C r it er ia Qu er y<Ent i ty>c ri te ri aQ uer y=c b.cr ea te Qu ery(En ti t y.cl as s);R o ot<E nt it y>ro ot=c ri te ri aQ ue ry.fr o m(En ti ty.c la ss);```在以上代码中，我们通过`C ri te ri aB uil d er`对象获取了一个`C ri te ri aQ ue ry`对象，并指定了查询的实体类。

然后，我们使用`f ro m`方法指定查询的根实体。

3.添加查询条件添加查询条件是使用c ri te ri a的一个重要步骤。

我们可以使用`C ri te ri aB ui ld er`对象提供的方法来创建各种条件，并使用`c ri te ri aQ ue ry`对象的`wh er e`方法将条件与查询关联起来。

以下是一些常用的查询条件的示例：3.1.等于条件```j av al u e);c r it er ia Qu er y.whe r e(eq ua lT oC on dit i on);```3.2.不等于条件```j av aP r ed ic at en ot Eq ual T oC on di ti on=c b.n o tE qu al(r oo t.get("f ie l d"),va lu e);c r it er ia Qu er y.whe r e(no tE qu al To Cond it io n);```3.3.大于条件```j av aP r ed ic at eg re at erT h an Co nd it io n=cb.g re at er Th an(r oot.ge t("f i el d"),va lu e);c r it er ia Qu er y.whe r e(gr ea te rT ha nCo n di ti on);```3.4.小于条件```j av aP r ed ic at el es sT han C on di ti on=c b.les s Th an(r oo t.ge t("f ie ld" ),va lu e);c r it er ia Qu er y.whe r e(le ss Th an Co ndi t io n);```3.5.模糊查询条件```j av al u e+"%");c r it er ia Qu er y.whe r e(li ke Co nd it ion);```可以根据实际需求选择合适的查询条件，并使用`wh er e`方法将条件添加到查询中。

课本内容简单整理

Topics1. Introduction to language testing2. Functions of testing & different types of tests3. Criteria of tests4. Test specification5. Test tasks6. Testing reading comprehension7. Testing listening comprehension8. Testing the writing skills9. Oral production tests10. Test design & implementation11. Interpreting test scores12. Analysis of test scores (1)13. Analysis of test scores (2)14-16. Statistics analysis (e.g. T-test, correlation analysis)1. Four approaches of English testing:四种英语语言测试法1）写作-翻译法the essay-translation approach2）结构主义/心理测试法the structuralist-psychometric approach3）综合测试法the integrative approach:context4）交际测试法the communicative approach: use2. Measurement: process, quantitativeTest: method, quantitativeAssessment: a term often used interchangeably with testing, but it can be used more broadly to encompass the gathering of educational data. …interview, case study, questionnaire, and observation are often used. (王振亚，2009）Evaluation: test & value judgement, qualitative测量指的是根据明确的程序和规则量化研究对象特征的过程；考试是用来获取某些行为的方法，目的是从这些行为中推断出个人具有的某些铁证，与测量不同的是，考试是一种具体为获取某一行为样本而量身定做的定量分析方法；评估是为决策而系统地手机信息的过程，侧重信息收集和信息的系统性，涵盖范围广，信息来源没有局限性。

TCGA-临床信息中英文对照4

TCGA-临床信息中英文对照4Clinical_data.history_of_colon_polypsclinical_data.history_of _colon_polyps是/否指示器，用于描述受试者是否有病史/体检报告或以前的内窥镜检查报告中提到的结肠息肉病史。

Yes/No indicator to describe if the subject had a previous history of colon polyps as noted in the history/physical or previous endoscopic report(s).新辅助治疗的Clinical_data.history_of_neoadjuvant_therapyclinical_data.history _of_neoadjuvant_treatment描述患者新辅助治疗史和肿瘤切除术前治疗方法的文字术语。

Text term to describe the patien t’s history of neoadjuvant treatment and the kind of treament given prior to resection of the tumor.Clinical_data.history_of_prior_malignancyclinical_data.histor y_of_prior_malignancy用于描述患者先前癌症诊断的历史以及任何先前癌症发生的空间位置的文本术语。

Text term to describe the patient’s h istory of prior cancer diagnosis and the spatial location of any previous cancer occurrence.Clinical_data.hpv_callsclinical_data.hpv_callsHPV测试结果。

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Predicative validity
If the results of the test are compared with the results of some criterion measure such as: — the subsequent performance of the testees on a certain task measured by some valid test; or — the teacher’s ratings or any other such form of independent assessment given later, then results obtained by either of these two methods are measures of the test’s predicative validity in respect of the particular criterion used.
Validity
The validity of a test is the extent to which it measures what it is supposed to measure and nothing else. 效度是指一套测试所考的是否就是设计人想要考的内容，或者说，在多大程度上考了想要考的。
• In other words, predicative validity concerns the degree to which a test can predict the testers’ future performance or success. • 预测效度涉及测试的预测能力，即测试结果到底在多大程度上能够预测出某些将来会发生的可能性，或者说考试是否具有预测学生未来表现或成绩的功能。
Concurrent validity
If the results of the test are compared with the results of some criterion measure such as: — an existing test, known or believed to be valid and given; or — the teacher’s ratings or any other such form of independent assessment given at the same time, then results obtained by either of the above two methods are measures of the test’s concurrent validity in respect of the particular criterion used.
parallel forms method
This method is to administer parallel forms of the test to the same group. This assumes that two similar versions of a particular test can be constructed: such tests must be identical in the nature of their sampling, difficulty, length, rubrics, etc. only after a full statistical analysis of the tests and all the items contained in them can the tests safely be regarded as parallel. If the correlation between the two tests is high, then the tests can be termed reliable.
Use the following words in sentences: courageous, choosy, acceptable, complicated, etc.
A. John is a very courageous boy. B. John, the captain of our team, is courageous. C. I have a courageous father.
难度值的计算公式
题目的难度通常用P来表示，P值实际上指的是答对题目的比率。假设有10名考生，某道题有8人答对，那么该题的难度值为：
• In other words, concurrent validity is established when the test and the criterion are administered at about the same time. • 共时效度是将一次测试的结果同另一次同时或时间相近的测试的结果相比较，或同教师对学生的评估相比较而得出的系数。例如拿期末考试成绩与刚刚结束的四级考试成绩相比，假若得分情况相似，则说明期末测试有较高的共时效度。（前提：四级考试效度很高。）
Content validity
• A test is said to have content validity if its content constitutes a representative sample of the language skill, structures, etc. with which it is meant to be concerned.
Criteria of Tests
测试的标准
Criteria of tests
• • • • • • Validity 效度 Reliability 信度 Power/Difficulty 难度 Discrimination 区分度 Practicality 实用性 Backwash effects 后效作用
影响考试信度的因素
• • • • • • • 题量题目性质题目区分度成绩分布题目难度评分是否客观考试的时间
Power/Difficulty
难度是指一套试题中每个题目的难易程度。分析一套试卷的质量如何，除了看其信度和效度这两个重要指标之外，还要研究试题的难度指数(index of difficulty/facility value)，即试题的难易度。
Reliability
A Test is said to be reliable if it is consistent in its measurements. 信度是指考试结果的可靠性和稳定性。例如拿一份卷子对同一组学生实施两次或多次测试，如果结果很一致，则说明该测试的信度较高。
验证测试信度的方法
• 结构（构卷）效度指测试是否以有效的语言观（包括语言学习观和语言运用观）为依据。这里的结构并不是指试卷的结构或题目的编排，而是指整个考试的理论基础。
Empirical validity
• This validity is obtained as a result of comparing the results of the test with the results of some criterion measure. • 实验（统计）效度是将考试结果与其它测量结果相比较而得来的。它又可分为共时效度和预测效度。
• 内容效度指测试是否考了考试大纲规定要考的，或者说考试的题目在多大程度上能代表它所要测量的目标。
(1) Is the content of a test related to the objective or purpose of it? (2) Are the test items representative? (3) Is the content appropriate or suitable for the testees?
• 考后复考法 (test/retest method) • 试题分半法 (split-half method) • 平行试题法 (parallel forms method)
test/retest method
This method is to re-administer the same test after a lapse of time. It is often impracticable since certain students will benefit more than others by a familiarity with the type and format of the test. Moreover, in addition to changes in performance resulting from the memory factor, personal factors such as motivation and differential maturation will also account for differences in the performances of certain students.
Discuss on the following items:
• “Is photography an art or a science?” Discuss. • “The mind is in its own place, and itself can make a Heaven of Hell, a Hell of a Heaven.” (Milton) Discuss.
Construct validity
• If a test has construct validity, it is capable of measuring certain specific characteristics in accordance with a theory of language behavior and learning.