1 basic requirements

软件测试用例编写规范测试用例编写规范{项目名称}测试用例文件状态: 文件标识:[ ] 草稿当前版本:[ ] 正式发布作者:[ ] 正在修改完成日期:ultrasound 3 months; superficial vascular Sonography 1 month; Interventional Ultrasound 1 month. Nuclear Imaging: PET/CT 6 months; SPECT 4 months and radionuclide therapy for 2 months. Three, training contents and requirements (a) the 1th to 12th month (phase I) 1. purpose rotary system knowledge and understanding of the basic theory, basic skills and basic operations, master of the discipline involved in common diseases and frequently-occurring diseases of the basic principles of diagnosis and treatment. Understanding of these professional groups work programs, content and the related clinical knowledge. 2. basic requirements (1) Department of Radiology: the mastery: the basic theory of x-ray, including general radiology, CT and MRI Imaging principle and technique. Writing principles of radiographic diagnostic report and complete schedule 1 to the diseases, the number of cases of report writing, requiring trainees diagnostic report written at least 50 a week. Familiar: principles of radiographic methods of observation and analysis,diagnosis, understanding of x-ray diagnostic value and clinical application of limits. About: x-ray radiography, CT, and MRI examination methods of operation. Disease and case requirements: System (inspection) disease/operation name (times) (?) nervous system (dominated by CT and MRI) 15 15 15 brain brain tumor cerebral infarction of cerebral hemorrhage outside the ... ? complete schedule 3 to the technical operation and the writing of the report. Basic skills requirements: disease/operation name cases (times) number (?) actual demonstrates Ray protection principles 5 times radionuclide generator leaching drug operation 5 times shows trace agent of Mark 5 times 131I sucking iodine rate determination 5 times kidney function (kidney figure) determination and the report writing版本历史版本/状态作者参与者起止日期备注ultrasound 3 months; superficial vascular Sonography 1 month; Interventional Ultrasound 1 month. Nuclear Imaging: PET/CT 6 months; SPECT 4 months and radionuclide therapy for 2 months. Three, training contents and requirements (a) the 1th to 12th month (phase I) 1. purpose rotary system knowledge and understanding of the basic theory, basic skills and basic operations, master of the discipline involved in common diseases and frequently-occurring diseases of the basic principles of diagnosis and treatment. Understanding of these professional groups work programs, content and the related clinical knowledge. 2. basic requirements (1) Department of Radiology: the mastery: the basic theoryof x-ray, including general radiology, CT and MRI Imaging principle and technique. Writing principles of radiographic diagnostic report and complete schedule 1 to the diseases, the number of cases of report writing, requiring trainees diagnostic report written at least 50 a week. Familiar: principles of radiographic methods of observation and analysis, diagnosis, understanding of x-ray diagnostic value and clinical application of limits. About: x-ray radiography, CT, and MRI examination methods of operation. Disease and case requirements: System (inspection) disease/operation name (times) (?) nervous system (dominated by CT and MRI) 15 15 15 brain brain tumor cerebral infarction of cerebral hemorrhage outside the ... ? complete schedule 3 to the technical operation and the writing of the report. Basic skills requirements: disease/operation name cases (times) number (?) actual demonstrates Ray protection principles 5 times radionuclide generator leaching drug operation 5 times shows trace agent of Mark 5 times 131I sucking iodine rate determination 5 times kidney function (kidney figure) determination and the report writing目录1. 概述 ..................................................................... .............................................................- 1 - 1.1目的 ..................................................................... ...........................................................- 1 - 1.2使用范围 ..................................................................... ....................................................- 1 - 1.3名词解释 ..................................................................... ....................................................- 1 - 2. 测试用例编写原则 ..................................................................... .......................................- 1 - 2.1系统性...................................................................... .......................................................- 1 - 2.2连贯性...................................................................... .......................................................- 1 - 2.3全面性...................................................................... .......................................................- 2 - 2.4正确性...................................................................... .......................................................- 2 - 2.5符合正常业务惯例 ..................................................................... .....................................- 2 - 2.6仿真性...................................................................... .......................................................- 2 - 2.7容错性(健壮性) .................................................................... ......................................- 2 - 3. 测试用例设计方法 ..................................................................... .......................................- 2 - 4. 测试用例编写规范 ..................................................................... .......................................- 4 - 4.1测试用例命名规则 ..................................................................... .....................................- 4 - 4.2测试用例编号规则 ..................................................................... .....................................- 4 - 4.3测试用例书写规则 ..................................................................... .....................................- 5 - 4.4测试用例编写流程 ..................................................................... ................................... - 10 - 5. 测试用例模板...................................................................... ............................................ - 11 - 5.1功能测试用例...................................................................... .......................................... - 11 - 5.2健壮性测试用例 ..................................................................... ....................................... - 13 - 5.3性能测试用例...................................................................... .......................................... - 14 - 5.4图形用户界面测试用例 ..................................................................... ............................ - 15 - 5.5 用户界面测试的检查表 ..................................................................... ........................... - 16 - 5.6信息安全性测试用例...................................................................... ............................... - 17 -ultrasound 3 months; superficial vascular Sonography 1 month; Interventional Ultrasound 1 month. Nuclear Imaging: PET/CT 6 months; SPECT 4 months and radionuclide therapy for 2 months. Three, training contents and requirements (a) the 1th to 12th month (phase I) 1. purpose rotary system knowledge and understanding of the basic theory, basic skills and basic operations, master of the discipline involved in common diseases and frequently-occurring diseases of the basic principles of diagnosis and treatment. Understanding of these professional groups work programs, content and the related clinical knowledge. 2. basic requirements (1) Department of Radiology: the mastery: the basic theory of x-ray, including general radiology, CT and MRI Imaging principle and technique. Writing principles of radiographic diagnostic report and complete schedule 1 to the diseases, the number of cases of report writing, requiring trainees diagnostic report written at least 50 a week. Familiar: principles of radiographic methods of observation and analysis, diagnosis, understanding of x-ray diagnostic value and clinical application of limits. About: x-ray radiography, CT, and MRI examination methods of operation. Disease and case requirements: System (inspection) disease/operation name (times) (?) nervous system (dominated by CT and MRI) 15 15 15 brain brain tumor cerebral infarction of cerebral hemorrhage outside the ... ? complete schedule 3 to the technical operation and the writing of the report. Basic skills requirements:disease/operation name cases (times) number (?) actual demonstrates Ray protection principles 5 times radionuclide generator leaching drug operation 5 times shows trace agent of Mark 5 times 131I sucking iodine rate determination 5 times kidney function (kidney figure) determination and the report writing测试用例编写规范1. 概述1.1目的统一测试用例编写的规范，为测试设计人员提供测试用例编写的指导，提高编写的测试用例的可读性，可执行性、合理性。

Basic Requirements Checklist for Safety and Effectiveness of In Vitro Diagnostic (IVD) Medical Devices In vitro diagnostic (IVD) medical devices play a crucial role in healthcare by providing important information for the diagnosis, treatment, and monitoring of diseases. To ensure the safety and effectiveness of these devices, various regulatory bodies have established specific requirements that manufacturers must adhere to. This checklist outlines the fundamental requirements for the safety and effectiveness of IVD medical devices.1. Design and Development•The device design should be based on scientific principles and well-established technology.•The device should be able to perform its intended function accurately and reliably.•The design should consider appropriate measures for user safety, including ergonomic factors and minimizing potential hazards.•The device should take into account the needs of the target population and end-users.2. Analytical Performance•The device should have appropriate analytical sensitivity and specificity for the intended use.•It should be able to correctly identify and quantify the target analyte or biomarker.•The device should demonstrate acceptable precision and accuracy in test results.•The device should have appropriate limits of detection and quantification.3. Clinical Performance•The device should have clinical validity, i.e., it should provide accurate and reliable information for clinical decision-making.•It should demonstrate clinical sensitivity and specificity, by accurately identifying the presence or absence of a particular condition.•The device should be able to differentiate between various conditions or disease stages, when relevant.•The device should have appropriate positive and negative predictive values.4. Quality Management System•The manufacturer should have a comprehensive quality management system in place to ensure the consistent quality of the device.•The system should comply with applicable international standards, such as ISO 13485.•It should include procedures for risk management, design control, post-market surveillance, and complaint handling.•The manufacturer should regularly perform internal audits and assessments to maintain the effectiveness of the quality management system.5. Labeling and Instructions for Use•The device labeling should be clear, accurate, and comprehensive.•It should include essential information for the safe and effective use of the device, such as intended use, limitations, and precautions.•The instructions for use should be easy to understand and follow.•The labeling should provide information on storage, handling, and disposal of the device, when applicable.6. Post-Market Surveillance•The manufacturer should have a system in place to monitor the performance and safety of the device after it is placed on the market.•The system should include mechanisms for adverse event reporting, trend analysis, and corrective actions.•The manufacturer should actively collect and analyze data on device malfunction, user-related errors,and any known risks.•The post-market surveillance system should enable the manufacturer to take appropriate actions, such asproduct recalls or modifications, if necessary.7. Clinical Evaluation and Evidence•The manufacturer should conduct a comprehensive clinical evaluation of the device to assess its safety andperformance.•The evaluation should consider available scientific literature, clinical data, and, if necessary, clinicalinvestigations.•The manufacturer should provide sufficient clinical evidence to support the claimed performance andindications for use of the device.•The clinical evaluation should be documented and available for review by regulatory authorities.ConclusionMeeting the basic requirements for safety and effectiveness is crucial for ensuring high-quality IVD medical devices.Manufacturers should carefully consider these requirements throughout the design, development, manufacturing, and post-market phases of the device’s lifecycle. Adhering to these requirements not only ensures compliance with regulatory standards but also helps protect the health and well-being of patients and users.Note: This checklist serves as a general guide, and manufacturers should refer to specific regulatory requirements and standards applicable to their region or intended market.。

因为有了因为,所以有了所以,既然已成既然,何必再说何必|_~吾尝终日而思矣，不如须臾之所学也;吾尝而望矣，不如登高之博见也。

,,《荀子?劝学》因为有了因为，所以有了所以，既然已成既然，何必再说何必。

1.明明人在线，明明想说话，还要学隐身,明明很难过，明明很想哭，还要裂嘴笑,明明很孤单，明明很害怕，还要一个人,明明想见面，明明很期待，还要去拒绝,明明心很乱，明明想人陪，还要装沉默,明明舍不得，明明放不下，还要去放手,明明在心里，明明很在乎，还要无所谓,2.爱情其实是一种习惯，你习惯生活中有他，他习惯生活中有你。

拥有的时候不觉得什么，一旦失去，却仿佛失去了所有。

3.想你是一件快樂的事,愛你是我永遠要做的事,照顧你是我一直在做的事,不過，欺騙你是正在發生的事你收過這樣的短訊嗎,4.不喊痛，不一定没感觉。

不要求，不一定没期待。

不落泪，不一定没伤痕。

不说话，不一定没心声 ------沉默，不代表自己没话说。

离开，不代表自己很潇洒。

快乐，不代表自己没伤心。

幸福，不代表自己没痛过 rotary master common neurological disease pathogenesis, clinical manifestations, diagnosis (localized and qualitative diagnosis), differential diagnosis and therapeutic principle.2. basic requirements (1) number of diseases and cases: the number of disease cases (?) 20 30 cerebral hemorrhage cerebral infarction after subarachnoid hemorrhage: report of 5 5 of encephalitis meningitis in 510 10 3 migraines Parkinson's disease epilepsy sclerosis multiplex more than 5 2 spinal disease Guillain-Barre (Guillain-Barre) syndrome in 10 single neuropathy or multiple weeks Surrounding nerve 5 (2) basic skills required: name cases (?) standard full neurological physical examinations and locate 60 waist size 10 reading 20 EMG-EEG reading 20 skull and spinal CT reading 80 head and spine MRI reading 80 Department of Neurology ... (2) clinical knowledge and high skills: basic standards on the basis of further a high standard of inflammatory and degenerative diseases of the nervous system in pathogenesis, clinical presentation, diagnosis, differential diagnosis and therapeutic principle. Familiar with common neurological diseases such as encephalitis, epilepsy, EEG; grasp the imaging of inflammation and degeneration of the nervous system, as well as the results of Transcranial Doppler examination of clinical significance. (3) foreign language, teaching, research and other requirements: can read professional foreign language documents and perform simple medical English5.寻.迷——在寻找的过程中，偶尔迷失，偶尔犹豫，偶尔糊涂……胡来，离开，亦或坚定，皆事事有因，而非命中注定6.单身意味着你足够坚强，有足够耐心去等待那个值得拥有你的人。

Ref. Ares(2012)778531 - 28/06/2012 EUROPEAN COMMISSIONHEALTH AND CONSUMERS DIRECTORATE-GENERALHealth Systems and ProductsMedicinal Products - Quality, safety and efficacyBrussels,SANCO/AM/sl/ddg1.d.6(2012)860362EudraLexThe Rules Governing Medicinal Products in the European UnionVolume 4EU Guidelines forGood Manufacturing Practice forMedicinal Products for Human and Veterinary UseChapter 7Outsourced ActivitiesLegal basis for publishing the detailed guidelines: Article 47 of Directive2001/83/EC on the Community code relating to medicinal products for human use andArticle 51 of Directive 2001/82/EC on the Community code relating to veterinary medicinal products. This document provides guidance for the interpretation of the principles and guidelines of good manufacturing practice (GMP) for medicinalproducts as laid down in Directive 2003/94/EC for medicinal products for human useand Directive 91/412/EEC for veterinary use.Status of the document: revision 1Reasons for changes: In view of the ICH Q10 guideline on the PharmaceuticalQuality System, Chapter 7 of the GMP Guide has been revised in order to provideupdated guidance on outsourced GMP regulated activities beyond the current scope ofcontract manufacture and analysis operations. The title of the Chapter has beenchanged to reflect this.Deadline for coming into operation: 31 January 2013Commission Européenne, B-1049 Bruxelles / Europese Commissie, B-1049 Brussel – Belgium. Telephone: (32-2) 299 11 11 PrincipleAny activity covered by the GMP Guide that is outsourced should be appropriately defined, agreed and controlled in order to avoid misunderstandings which could result in a product or operation of unsatisfactory quality. There must be a written Contract between the Contract Giver and the Contract Acceptor which clearly establishes the duties of each party. The Quality Management System of the Contract Giver must clearly state the way that the Qualified Person certifying each batch of product for release exercises his full responsibility.Note: This Chapter deals with the responsibilities of manufacturers towards the Competent Authorities of the Member States with respect to the granting of marketing and manufacturing authorizations. It is not intended in any way to affect the respective liability of Contract Acceptors and Contract Givers to consumers; this is governed by other provisions of Community and national law.General7.1 There should be a written Contract covering the outsourced activities, theproducts or operations to which they are related, and any technical arrangements made in connection with it.7.2 All arrangements for the outsourced activities including any proposed changesin technical or other arrangements should be in accordance with regulations in force, and the Marketing Authorisation for the product concerned, where applicable.7.3 Where the marketing authorization holder and the manufacturer are not thesame, appropriate arrangements should be in place, taking into account the principles described in this chapter.The Contract Giver7.4 The pharmaceutical quality system of the Contract Giver should include thecontrol and review of any outsourced activities. The Contract Giver is ultimately responsible to ensure processes are in place to assure the control of outsourced activities. These processes should incorporate quality risk management principles and notably include:7.5 Prior to outsourcing activities, the Contract Giver is responsible for assessingthe legality, suitability and the competence of the Contract Acceptor to carry out successfully the outsourced activities. The Contract Giver is also responsible for ensuring by means of the Contract that the principles and guidelines of GMP as interpreted in this Guide are followed.7.6 The Contract Giver should provide the Contract Acceptor with all theinformation and knowledge necessary to carry out the contracted operations correctly in accordance with regulations in force, and the Marketing Authorisation for the product concerned. The Contract Giver should ensure that the Contract Acceptor isfully aware of any problems associated with the product or the work which might pose a hazard to his premises, equipment, personnel, other materials or other products.7.7 The Contract Giver should monitor and review the performance of the Contract Acceptor and the identification and implementation of any needed improvement.7.8 The Contract Giver should be responsible for reviewing and assessing the records and the results related to the outsourced activities. He should also ensure, either by himself, or based on the confirmation of the Contract Acceptor’s Qualified Person, that all products and materials delivered to him by the Contract Acceptor have been processed in accordance with GMP and the marketing authorisation.The Contract Acceptor7.9 The Contract Acceptor must be able to carry out satisfactorily the work ordered by the Contract Giver such as having adequate premises, equipment, knowledge, experience, and competent personnel.7.10 The Contract Acceptor should ensure that all products, materials and knowledge delivered to him are suitable for their intended purpose.7.11 The Contract Acceptor should not subcontract to a third party any of the work entrusted to him under the Contract without the Contract Giver’s prior evaluation and approval of the arrangements. Arrangements made between the Contract Acceptor and any third party should ensure that information and knowledge, including those from assessments of the suitability of the third party, are made available in the same way as between the original Contract Giver and Contract Acceptor.7.12 The Contract Acceptor should not make unauthorized changes, outside the terms of the Contract, which may adversely affect the quality of the outsourced activities for the Contract Giver.7.13 The Contract Acceptor should understand that outsourced activities, including contract analysis, may be subject to inspection by the competent authorities.The Contract7.14 A Contract should be drawn up between the Contract Giver and the Contract Acceptor which specifies their respective responsibilities and communication processes relating to the outsourced activities. Technical aspects of the Contract should be drawn up by competent persons suitably knowledgeable in related outsourced activities and Good Manufacturing Practice. All arrangements for outsourced activities must be in accordance with regulations in force and the Marketing Authorisation for the product concerned and agreed by both parties.7.15 The Contract should describe clearly who undertakes each step of the outsourced activity, e.g. knowledge management, technology transfer, supply chain, subcontracting, quality and purchasing of materials, testing and releasing materials,undertaking production and quality controls (including in-process controls, sampling and analysis).7.16 All records related to the outsourced activities, e.g. manufacturing, analytical and distribution records, and reference samples, should be kept by, or be available to, the Contract Giver. Any records relevant to assessing the quality of a product in the event of complaints or a suspected defect or to investigating in the case of a suspected falsified product must be accessible and specified in the relevant procedures of the Contract Giver.7.17 The Contract should permit the Contract Giver to audit outsourced activities, performed by the Contract Acceptor or his mutually agreed subcontractors。

ISTA 包装测试标准介绍（英文）ISTA 1 Series: Non-Simulation Integrity Performance Tests. Challenge the strength and robustness of the product and package combination. Not designed to simulate environmental occurrences. Useful as screening tests, particularly when used as a consistent benchmark over time.• Procedure 1A:Packaged-Products weighing 150 lb (68 kg) or LessBasic Requirements: fixed displacement vibration and shock testing.• Procedure 1B: Packaged-Products weighing Over 150 lb (68 kg)Basic Requirements: fixed displacement vibration and shock testing.• Procedure 1C:Extended Testing for Individual Packaged-Products weighing 150 lb (68 kg) or LessBasic Requirements: fixed displacement or random vibration, shock testing and compression.• Procedure 1D:Extended Testing for Individual Packaged-Products weighing Over 150 lb (68 kg)Basic Requirements: fixed displacement or random vibration, shock testing and compression.• Procedure 1E:Unitized LoadsBasic Requirements: vertical linear or random vibration and shock testing.• Procedure 1G:Packaged-Products weighing 150 lb (68 kg) or Less (Random Vibration)Basic Requirements: random vibration and shock testing.• Procedure 1H: Packaged-Products weighing Over 150 lb (68 kg) (Random Vibration)Basic Requirements: random vibration and shock testing.ISTA 2 Series: Partial Simulation Performance Tests. Tests with at least one element of a 3 Series type General Simulation performance test, such as atmospheric conditioning or mode-shaped random vibration, in addition to basic elements of a 1 Series type Non-Simulation Integrity test.• Procedure 2A:Packaged-Products weighing 150 lb (68 kg) or Less Basic Requirements: atmospheric conditioning, compression, fixed displacement or random vibration and shock testing.• Procedure 2B:Packaged-Products weighing over 150 lb (68 kg)Basic Requirements: atmospheric conditioning, compression, fixed displacement or random vibration and shock testing.• Procedure 2C:Furniture PackagesBasic Requirements: atmospheric conditioning, compression and shock testing.• Procedure 2D: Packaged-Products Considered FlatBasic Requirements: fixed displacement vibration and shock testing.• Procedure 2E: Packaged-Products Considered ElongatedBasic Requirements: fixed displacement vibration and shock testing.ISTA 3 Series: General Simulation Performance Tests.Designed to provide a laboratory simulation of the damage-producing motions, forces, conditions, and sequences of transport environments. Applicable across broad sets of circumstances, such as a variety of vehicle types and routes, or a varying number of handling exposures. Characteristics will include simple shaped random vibration, different drop heights applied to the sample package, and/or atmospheric conditioning such as tropical wet or winter/frozen.• Procedure 3A: Packaged-Products for Parcel Delivery System Shipments 70kg (150 lb) or Less (standard, small, flat or elongated)Test Procedure 3A is a general simulation test for individual packaged-products shipped through a parcel delivery system. The test isappropriate for four different package types commonly distributed as individual packages, either by air or ground. The types include standard, small, flat and elongated packages. Basic Requirements: atmospheric pre-conditioning, random vibration with and without top load, and shock testing.NOTE: Effective 2006, Procedure 3A has supersededProcedures 3C (Packaged Products... for Parcel Delivery SystemShipments) and 3D (Small Packaged-Products Bagged for ParcelDelivery System Shipment). 3A encompases and updates bothof these previous Procedures. Former users of 3C and 3D arenow encouraged to use 3A.• Procedure 3E:Unitized Loads of Same ProductBasic Requirements: atmospheric conditioning, compression, random vibration and shock testing.• Procedure 3F:Packaged Products for Distribution Center to Retail Outlet Shipment 100 lb (45 kg)Basic Requirements: atmospheric conditioning, compression, random vibration and shock testing.• Procedure 3H: Performance Test for Products or Packaged-Products in Mechanically Handled Bulk Transport ContainersBasic Requirements: atmospheric conditioning, random vibration and shock testing.ISTA 4 Series: Enhanced Simulation Performance Tests. General Simulation test with at least one element of focused simulation, such as test sequence or condition linked to actual known distribution. Project 4AB, an Enhanced Simulation Performance Test, is currently under development by ISTA. It will closely tie the tests and sequence to a user-defined pattern of distribution, and will include a broad range of current and quantitative information on distribution environment hazards. So the Focused Simulation elements are test-tailoring to individual situations, and usage of up-to-date and specific hazard profiles and parameters. Project 4AB willbe a web-based application to generate customized test plans; most of the complexity will be handled "behind the scenes" without burdening the user.ISTA 5 Series: Focused Simulation Performance Tests. Designed to provide a laboratory simulation based on actual field-measured and observed hazards and levels. Measured hazards will typically include complex shaped random vibration, multi-tiered drop height distribution, temperature and humidity extremes and/or cycling, and dynamic or static compressive loads. 5 Series are not performance tests per se, but Guides to the creation of Focused Simulation user-defined tests.• Guide 5B:Focused Simulation Guide for Thermal Performance Testing of Temperature Controlled Transport PackagingISTA 7 Series: Development Tests. These tests are used in the development of transport packages. They can be used to compare relative performance of two or more container designs, but are not intended to evaluate the protection afforded packaged-products.• Project 7A: Open Reusable Transport Containers for Loads of 60 lb (27 kg) or Less and Unitized for Shipment on a PalletBasic Requirements: compression and shock testing.• Procedure 7B:Closed Reusable Transport Containers for Loads of 150 lb (68 kg) or LessBasic Requirements: fixed displacement or random vibration, shock testing, compression and atmospheric pre-conditioning.• Procedure 7C:Reusable Intermediate Bulk ContainersBasic Requirements: atmospheric conditioning, compression, random vibration and shock testing.• Procedure 7D: Thermal Controlled Transport Packaging for Parcel Delivery System ShipmentBasic Requirements: atmospheric conditioning, vibration and shock testing.。

sedex等级分类Sedex等级分类一、Sedex简介Sedex（Supplier Ethical Data Exchange）是全球领先的供应链透明和可持续发展解决方案供应商。

Sedex的使命是通过促进透明度、合规性和道德商业行为，推动全球供应链的可持续发展。

为了帮助企业实现这一目标，Sedex开发了一套等级分类系统，以评估供应商的道德和社会责任表现。

二、Sedex等级分类根据Sedex的等级分类系统，供应商可以被分为四个等级：基本要求（Basic Requirements）、进一步要求（Intermediate Requirements）、高级要求（Advanced Requirements）和卓越要求（Excellence Requirements）。

下面将对每个等级的要求进行详细介绍。

1. 基本要求（Basic Requirements）基本要求是所有供应商必须满足的最低标准，以确保其符合最基本的道德和社会责任要求。

供应商需要提供基本的公司信息，如法定名称、注册地址等。

此外，供应商还需要提供员工人数、员工性别比例、工作时间、工资标准等相关信息。

基本要求还包括禁止童工和强迫劳动，确保工作场所的安全和卫生条件，以及遵守环境保护法规。

2. 进一步要求（Intermediate Requirements）进一步要求是在基本要求的基础上，对供应商的管理体系和绩效进行更详细的要求。

供应商需要提供组织结构、管理人员信息以及相关政策文件，如员工权益保障政策、环境管理政策等。

此外，供应商还需要进行内部审核，确保其管理体系的有效性和合规性。

进一步要求还包括对供应商的风险评估和改进计划的要求，以确保其能够持续改进并符合更高的要求。

3. 高级要求（Advanced Requirements）高级要求是对供应商在社会责任和可持续发展方面更高水平要求的等级。

供应商需要提供更详细的信息，如员工培训计划、供应链管理计划等。

售后服务承诺书英文1. Basic requirements of our after-sale service 1) If any quality problems such as design, manufacture, function or procedure occur within the guarantee period, SCCW shall take full responsibility and bear all the economic losses incurred.2) If any quality problems occurs within the guarantee period, SCCW shall provide on-siteservice after receive the buyer’s notice in 24 hrs.3) If any big quality problems occurs out of the guarantee period, SCCW will send maintenancetechnician to provide visiting service after receive the buyer’s notice in 24 hrs and charge fora favorable price.4) SCCW will provide a lifetime favorable price to the buyer with the materials and spare partsused in system operation, equipment maintenance. The above mentioned are only basic after-sale service requirements, we will make more promises related to quality assurance and operation guarantee mechanism.2. After-sale service commitment1) Quality and service commitment :After-sale service department:SCCW will set up a after-sale service department and spare parts center specified for Valin ArcelorMittal Automotive Steel Co.,Ltd Crane in Main Factory Building of Cold Rolling Project and provide professional equipment maintenance engineers.Payment of maintenance expense:All the maintenance expense within the guarantee period shall be borne by SCCW.After-sale service measures within the guarantee periodThe after-sale service work is an important part of our marketing and sales work. The quality of service provided will not only influence the company credit, but also closely relate to the safely running of the equipments. In order to maintain the good reputation of Hercules, SCCW will strictly observe relevant national regulations about Product-Quality Law and provide high quality products with the principle of hospitable reception, enthusiastic service, quickresponse and prompt resolution. We will conscientiously implement the after-sale service work in full-scale, and make commitment to our clients as follows:1. Select and appoint engineering technicians and workers who are professionallycompetent and personally committed to undertake the after-sale service work. Meanwhile set up the service office made up of chief engineer office, project office, technical center, after-sale service department and workshop specialists led and coordinated by marketing and sales department.2. During the Valin ArcelorMittal Automotive Steel Co.,Ltd Crane in Main FactoryBuilding of Cold Rolling Project on-site installation and trial un, appoint specialized after-sale service personnel to work at the work place 售后服务承诺书英文 [篇2]范本1售后服务承诺书凡购买我公司产品保修壹年，在质保期内出现质量问题，本公司免费维修，终身提供技术支持及配件。

basic的词组
1. "basic knowledge"（基本知识）：指对某个领域或学科的基本概念和原理的了解。

2. "basic skills"（基本技能）：指完成某项任务或活动所必需的基本能力。

3. "basic principles"（基本原则）：指指导某个领域或学科的行为和决策的基本准则。

4. "basic requirements"（基本要求）：指完成某项任务或活动所必需的基本条件。

5. "basic training"（基本训练）：指为掌握某项技能或知识而进行的初步培训。

6. "basic information"（基本信息）：指关于某个主题的基本事实和数据。

7. "basic math"（基础数学）：指学校或大学课程中的基本数学知识。

8. "basic hygiene"（基本卫生）：指保持身体健康所必需的基本卫生习惯。

9. "basic needs"（基本需求）：指维持生命和健康所必需的基本物品和服务。

10. "basic science"（基础科学）：指研究自然界基本规律和原理的科学，如物理学、化学、生物学等。

这些 "basic" 词组在日常生活和工作中都非常常见，它们可以帮助我们更好地理解和描述各种概念和情况。

《高级英语（一）》课程教学大纲课程编号：20531102总学时数：32总学分数：2课程性质：专业任选课适用专业：旅游管理一、课程的任务和基本要求：本课程针对的是已掌握英语基础知识的高年级学生。

课文的内容及题材极具多样化，目的是让学生能接触不同的文体，吸收较广泛的知识。

每课课文后附有注释，包括作家介绍、历史背景、有关典故及一般学生使用的词典中难以查到的语言现象，因此要求学生对此不能忽略，应强化学习，拓宽视野，有利于今后更高层次的学习。

主要训练的内容有：学会查英文词典，通过独立工作加深对课文的理解；掌握较深层次的单词的构词及同义词；掌握基本的常见的各种修辞技巧，以助于提高写作水平和欣赏英文原文的能力；同时学习欣赏课文的写作技巧，并从口、笔译两方面对所学内容灵活运用，进一步扩大自己的知识和技能。

二、基本内容和要求：Unit 1:The Middle Eastern Bazaar.Basic Requirements: The very beginning lesson of this course offers a great challenge of too many new words to the students for the first time. Therefore, the students should be well-prepared to take this course. They are required to learn how to appreciate and write a detailed and well-organized article of description.Unit 2:Hiroshima----the “liveliest” city in Japan.Basic Requirements: Try to know how to appreciate and write a good report with well-organized structure and truthful description of the item to be reported. Also required is the understanding of the effects of atomic bombs, especially the vic tims’ suffering.Unit 5: Speech on Hitler’s Invasion of the USSR. As a well-known speech all over the world, this one is worth being paid great attention.Basic Requirements: The students are demanded to learn some famous paragraphs by heart. Also require d to acquire are the background of this speech and Churchill’s skill of writing.Unit 6: Blackmail. This is an excerpt of one of the novels written by Arthur Hailey, the creator of several bestsellers.Basic Requirements: This test demonstrates the writer’s talent of writing and profound exposure of the evils done by the upper-class. The students are to be encouraged to read between lines and get some information about the American society depicted in the novel.Unit 9: Mark Twain----Mirror of America. As a humorist and novelist who can never escape the study of any student in American literature, Mark Twain remains so great a topic for the students who desire to learn and know American English well.Basic Requirements: By learning the text, the students can have a general understanding of this literary giant.Unit 10: The Trial that Rocked the Earth.Basic Requirements: By learning this text, the students can understand the difficulties that the theory of Evolution met in the process of its popularization in the Christian countries, even in the democratic and open America.三、实践环节和要求：无四、教学时数分配：五、其它项目：无六、有关说明：1、教学和考核方式：该课程均为考查课，考核方式均为口试，开卷考。

英语职称作文模板英文回答：Assistant Engineer of Mechanical Profession (Exam syllabus)。

1. Basic requirements of assistant engineer of mechanical profession。

2. Position and duties of assistant engineer of mechanical profession。

3. The salary and benefits of assistant engineer of mechanical profession。

4. The development prospects of assistant engineer of mechanical profession。

Assistant Engineer of Mechanical Profession。

Position and duties:Design and develop mechanical systems and components。

Conduct research and development on new technologies。

Supervise the production and assembly of mechanical products。

Maintain and repair mechanical equipment。

Troubleshoot and solve technical problems。

Qualifications:Bachelor's degree in mechanical engineering or a related field。

At least 2 years of experience in the mechanical engineering field。

全国高中学生化学竞赛基本要求（Basic requirements of chemistry competition for senior high school students in China）April 2007Explain：1. the basic requirements to clear the preliminary and final questions of the knowledge level, as the basis of the examination proposition. This basicDoes not involve national team selection requirements.2. the current middle school chemistry teaching syllabus, the newly issued ordinary high school chemistry curriculum standard (experimental textbook of A1 - 2, B1 - 6) and college entrance examination showed that the provisions of the content are preliminary requirements. The basic content of common sense and high school mathematics, physics, biology, geography and environment science high school education of citizens (including the basic knowledge of the basic situation of our country, the universe, the earth and the related chemical etc.) is the content of chemistry contest. The basic requirements for some chemical principle of the quantitative relationship between material structure, solid chemistry and organic chemistry supplements, generally speaking, supplementary content is the natural growth point of middle school chemistry.The final round of the 3. basic requirements are based on the basic requirements in the preliminary supplements.4., the national senior high school students chemistry contest is a research study under the guidance of teachers. It is an extracurricular activity. The total number of hours after the competition is an important constraint on the basic requirements of the competition. The basic requirements of the basic requirements for the 40 preliminary estimation unit (3 per unit hour) extracurricular activities (Note: 40 unit is based on two years of high school for about 40 weeks, every Monday, the computation of the unit); the basic requirements of the final 30 additional units of extracurricular activities (including at least 10 units) (Note: 30 unit in 10, 11 and December, a total of three months for about 14 weeks, every week 2 ~ 3 unit calculation).5. in the last three years, the same level of competition examination questions related to the requirements of the knowledge, automatically become the next competition requirements.6. this basic requirement shall be adjusted if necessary and notified three months before the competition. After the new basic requirements are enabled, the basicAutomatic failure required.The basic requirements for1. significant figures. Correct use of effective figures in chemical and chemical experiments. Quantitative instrument (balance, cylinder, pipettes, burettes, flask and so on) effective digital measurement data. The reductive rules ofdigital operations and the valid digits of the results of operations. The restriction of experimental methods on effective numbers.2. gas. Standard state of ideal gas. Ideal gas equation of state. Gas constant R. Environmental standard pressure and system standard pressure. Gas density. Law of partial pressure. Determination principle of relative molecular mass of gas. Gas solubility (Henry's law).3. solution. Solution concentration. Solubility. Unit and conversion of concentration and solubility. Preparation of solution (choice of instrument according to concentration accuracy). Recrystallization method and estimation of solute / solvent relative quantity. Filtration and washing (washing liquid selection, washing method selection). Selection of recrystallization and washing solvents (including mixed solvents). Colloid. Continuous phase of disperse system. Formation and destruction of colloids. Classification of colloids. The basic structure of colloids.4. capacity analysis. The basic concepts of subject matter, reference substance, standard solution, indicator, titration reaction, etc.. Qualitative relationship between titration curve (acid base strength, concentration and solvent polarity) on titration jump of acid base titration. Selection of indicator for acid base titration. Potassium Permanganate, potassium dichromate, sodium thiosulfate, EDTA titration for standard solution reaction. Calculation of analytical results. The accuracy and precision of the analysis results are presented.5. atom structure. The state of the motion of electrons outside the nucleus: s, P and D are used to indicate the configuration of the ground state configuration (including neutral, positive and negative ions). Ionization energy, electron affinity and electronegativity.The periodic law of 6. elements and the periodic system of elements. Cycle. 1 - 18 ethnic groups. Principal and subordinate groups. Transition element. The general law of the nature change of the subordinate elements of the main and subordinate races from top to bottom; the general regularity of the change of the elements from left to right in the same cycle elements. Atomic radius and ionic radius. Basic chemical properties and electronic configurations of atoms in s, P, D, DS, and f- regions. The relation between the position of an element in the periodic table and the structure of an outer electron (the number of electrons, the valence electron layer and the number of valence electrons).The relation between the highest oxidation state and the family number. Diagonal rule. The relation of metal and nonmetal to the position of periodic table. The position of metals and nonmetals in the periodic table. Half metallic (metalloid). The names and symbols of important and common elements of the main and minor groups, their location in the periodic table, common oxidation states and main forms. The concept of platinum elements.7. molecular structure. Lewis structure (electronic). Prediction of the geometrical configurations of simplemolecules (including ions) by valence electron pair repulsion models. Hybrid orbital theory for the interpretation of geometries of simple molecules (including ions). Covalent bond. Valence bond (bond, bond). Bond length, bond angle, bond energy. Sigma bond and PI bond. Delocalized pi bond. General concept of conjugate (delocalization). The general concept of an electron body. Polarity of bonds and polarity of molecules. Law of similar dissolution.8. complexes. Lewis's concept of acid and base. Coordination bond. The important and common complexes are the central ions (atoms) and important and common ligands (water, hydroxyl ions, halide ions, quasi halogen ions, ammonia molecules, acid ions, unsaturated hydrocarbons, etc.). Chelation and chelation effects. Important and common complexing agents and their important and common coordination reactions. The relation between coordination reaction and acid base reaction, precipitation reaction, redox reaction (qualitative description). The basic concepts and basic facts of the geometry and isomerism of complexes. Hybrid orbital theory of complexes. The magnetic properties and stability of the complexes are explained by the theory of hybridization orbitals. The crystal field theory of the eight body complex illustrates the color of Ti (H2O) 63+. The basic concept of acid-base and important soft hard acid and alkali and alkali.9. intermolecular force. Fan Dehua force. Hydrogen bond. The general concept of intermolecular forces, energy, and the relation to the properties of matter.10. crystal structure. Crystal cell. Atomic coordinates.Lattice energy. Calculation of the number of atoms or molecules in a unit cell and its relation to the chemical formula. Molecular crystals, atomic crystals, ionic crystals and metal crystals. Coordination number. Crystal packing andinterstitial model. The common crystal structure types are NaCl, CsCl, CaF2, ZnS, diamond, graphite, selenium, ice, dry ice, urea, Jin Hongshi, perovskite, potassium, magnesium, copper and so on.11. chemical equilibrium. Equilibrium constant and conversion rate. Ionization constant of weak acid and weak base. Solubility product. Using the calculation of equilibrium constant. The concept of entropy (confusion degree) and its relation with spontaneous reaction direction.12. correct writing of ionic equations.13. electrochemistry. Oxidation state. The basic concepts of oxidation reduction and the writing and trimming of reactions. Primary battery。

College English Curriculum RequirementsWith a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students' level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students' ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China's social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school's status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for general purposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English V ocabulary.) Students should not only be able to comprehend the active words but be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to statefacts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speaking countries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic. The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinesefairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary:Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school's circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system, which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students' cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress inEnglish proficiency throughout their undergraduate studies, and it should encourage students' individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students' individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students' English proficiency, and deliver listening and speaking courses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students' learning and self-assessment, teachers' lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students' lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students' learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students' autonomous learning, and is particularly important in implementing the computer- and classroom-based teaching model. It includes students' self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students' in and outside of classroom activities and online self-learning data, keeping files on students' study results, and conducting interviews and holding meetings. This allows students' learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self'-Assessment/ Peer Assessment Forms for Students' English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students' all-round ability to use English. These tests aim to assess not only students' competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students' ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students' test scores, but take into account teachers' attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects' of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description,teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students' status and their academic credits, regulations of assessment, students' academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested that these credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers' teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based CollegeEnglish Teaching ModelThe new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers' lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher's role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students' independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- and Web-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers' arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students' online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students' English Competence Instructions:1. The Self-Assessment/Peer Assessment Form for Students' English Competencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school's College English syllabus.2. Teachers can introduce to students the skills listed in the Self-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessment atregular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Students are expected to assess their own or their classmates' English competencein the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results of self-assessment or peer assessment, and with reference to the directions given below, students can arrange for learning at the next stage.。

目次（征求意见稿）2020年1 总则 (1)2 术语 (2)3 基本规定 (3)3.1 基本要求 (3)3.2 评价与等级划分 (3)4 医疗卫生设施与养老服务设施 (5)4.1 医疗卫生设施 (5)4.2 养老服务设施 (6)5 其他服务设施 (10)5.1 市政公用设施 (10)5.2 文体活动设施 (10)5.3 交通设施 (10)5.4 商业设施 (10)5.5 教育设施 (11)5.6 公共管理服务设施 (12)5.7 物业设施 (12)6 住区室内外公共空间 (14)6.1 环境质量 (14)6.2 交通规划与配置 (14)6.3 景观配置 (15)6.4 活动场所 (16)6.5 其他配套设施 (17)6.6 标识系统 (18)6.7 住宅建筑公共空间 (18)7 住宅空间 (20)7.1 无障碍或老年人住宅数抽样 (20)7.2 住宅伤害防控设计 (20)7.3 住宅套内空间设计 (20)7.4 室内物理环境 (22)本标准用词说明 (24)引用标准名录 (25)附录 (26)条文说明........................................................................................................... 错误!未定义书签。

Contents1 General Provisions (1)2 Terms (2)3 Basic Requirements (3)3.1 Basic requirements (3)3.2 Evaluation and classification (3)4 Medical facilities and elderly care facilities (5)4.1 Medical facilities (5)4.2 Elderly care facilities (6)5 Other service facilities (10)5.1 Municipal utilities (10)5.2 Cultural and sports facilities (10)5.3 Transportation Facilities (10)5.4 Commercial facilities (10)5.5 Educational facility (11)5.6 Public management service facilities (12)5.7 Property facilities (12)6 Indoor and outdoor public spaces (14)6.1 Environmental Quality (14)6.2 Roads (14)6.3 Landscape (15)6.4 Activity Spaces (16)6.5 Other supporting facilities (17)6.6 Signage System (18)6.7 Residential building public space (18)7 Residential space (20)7.1 Samples of accessible or elderly housing (20)7.2 Residential injury prevention and control design (20)7.3 Space design in residential suite (20)7.4 Physical environment (22)Explanation of Wording in This Specification (24)List of Quoted Standards (25)Appendix (26)1.0.1 为适应我国居住区适老化建设发展的需要，提高老年人居住环境质量，对住区居住空间与服务设施是否符合安全、健康、卫生、适用、经济、环保等要求而进行评价，制定本标准。

International trade theory and practices(English) SyllabusCourse Code: 031122BCourse Type:obligatory CoursePeriods: 32Credits: 2Target students：Translation for economics and tradePreparatory Courses: International Economics1、Objectives"International Trade Theory and Practice" （English）is a trade professional foundation courses, targeted professional courses in English learning environment for students. The course teaches students the basic theory and practice of international trade in English, help them master the basic operating procedures for international trade, so as to facilitate them doing business in related work from an international perspective, lay the foundation for globalization as soon as possible.2.Basic Requirements(1) Main ContentsThis course focuses on the basic theories and procedures involved in international trade. Its contents include international trade theories, trade terms, terms of commodities, international cargo transport, cargo insurance, terms of price, international payment and settlement, claims, force majeure and arbitration, business negotiation and establishment of contract, etc. Among these, we should emphasize international trade theory, trade policies, international trade terms, international cargo transport, and cargo insurance.(2)Teaching MethodThis course teaches the theory and case studies taken combined. Teaching content of each chapter to take into account the combination of both social realities and trends, and also combined with practical business of international trade.(3) Assessment：Research paperThe course assessment will combine attendance, exercises and final paper. Among them, final paper: 60%; exercises: 20%; attendance: 10%.(4) Learning RequirementsBefore learn this course, Students should grasp the knowledge of international economics as a basis. In order to achieve the purpose of teaching applied courses, this course will organize lectures and exercises.3. Arrangements4. SyllabusChapter1 IntroductionKey points and difficulties：basic concepts of international tradeBasic requirements：LectureGuidelines：target, history and basic concepts of international trade.Chapter 2 international trade theoryKey points and difficulties：Classical trade theory, neo-classical trade theory, new trade theoryBasic requirements：LectureGuidelines：To understand the theory of international trade, and international trade of contemporary theory; understanding of modern theory of international trade; grasp the traditional international trade theory and trade protection theory.Chapter 3 international distributionKey points and difficulties：The relationship between international division of labor and the development of international trade, the international division of labor, the world market and international tradeBasic requirements：LectureGuidelines：To understand the formation and development of international division of labor and the world market; understand the meaning of international division of labor and the world market, and the relationship of international trade.Chapter 4 MNES and international tradeKey points and difficulties：MNCS theoriesBasic requirements：Lecture，DiscussionGuidelines：To understand the formation and development of the Multi-National Corporation; understand the operating mechanism of Multi-National Corporation; grasp the theory of the Multi-National CorporationChapter5 GlobalizationKey points and difficulties：Regional integration theory, the concept of economic integrationBasic requirements：Lecture，DiscussionGuidelines：Understand the development of regional integration, understand and grasp the integration concept, regions of the worldChapter 6 international trade policyKey points and difficulties：Chinese foreign trade policy, trade policy history Basic requirements：LectureGuidelines：To understand the development of international trade policy evolution, understanding the significance of protection of trade policy in developing countries. Knowledge of our current trade policyChapter 7 TariffKey points and difficulties：Types of tariff, the tariff effectBasic requirements：Lecture，DiscussionGuidelines：To understand the significance of understanding the tariff; tariff collection types of methods and procedures; master the major dutiesChapter 8 Non-tariff barriersKey points and difficulties：Type of non tariff and new developmentBasic requirements：Lecture，DiscussionGuidelines：To understand the meaning and characteristics of non tariff; understand non-tariff new development; master the main non-tariff measuresChapter 9 pushing exportKey points and difficulties：Export encouragement and control measuresBasic requirements：Lecture，DiscussionGuidelines：Understanding of the relevant measures of content, understand and master the relevant measures ofChapter 10 WTOKey points and difficulties：The rules of world trade measuresBasic requirements：LectureGuidelines：Understand the development of the World Trade Organization and relationship with Chinese; understand and master the basic rules of the World Trade OrganizationChapter 11 Movement of factorsKey points and difficulties：The welfare effects of factor movementBasic requirements：LectureGuidelines：Understand the reason and welfare effect of factor movement in both the sending and receiving countriesChapter 12 Import and Export Trading procedureKey points and difficulties：Business negotiation, import and export trade procedureBasic requirements：LectureGuidelines：Understanding the law of contract, understand the offer and acceptance conditions, grasp the import and export trade process。

1General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.2 Definitions and Notations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.2.1Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.1.2 Symbols and Notations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.3 Basic Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.3.1 Strength and Stiffness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.3.1.1 Strength Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.3.1.2 Allowable Stress Procedures . . . . . . . . . . . . . . . . . . . . . . 31.3.1.3 Performance-Based Procedures . . . . . . . . . . . . . . . . . . . . 31.3.2 Serviceability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31.3.3 Self-Straining Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3.4 Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.3.5 Counteracting Structural Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4 General Structural Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4.1 Load Combinations of Integrity Loads . . . . . . . . . . . . . . . . . . . . . . . . 41.4.1.1 Strength Design Notional Load Combinations . . . . . . . . 41.4.1.2 Allowable Stress Design Notional LoadCombinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4.2 Load Path Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4.3 Lateral Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4.4 Connection to Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.4.5 Anchorage of Structural Walls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.4.6 Extraordinary Loads and Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.5 Classification of Buildings and Other Structures . . . . . . . . . . . . . . . . . . . . . . . . . 51.5.1 Risk Categorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.5.2 Multiple Risk Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.5.3 Toxic, Highly Toxic, and Explosive Substances . . . . . . . . . . . . . . . . . 51.6 Ad ditions and Alterations to Existing Structures . . . . . . . . . . . . . . . . . . . . . . . . . 61.7 Load Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61.8 Consensus Standards and Other Referenced Documents . . . . . . . . . . . . . . . . . . 60 规范内容简介 (1)1 总则 (7)1.1 适用范围 (7)1.2 定义和解释 (7)1.3 基本要求 (7)1.3.1 强度和刚度 (7)1.3.2 适用性 (8)1.3.3 自应变 (8)1.3.4 分析 (8)1.3.5 结构抗力的作用981.4 结构的整体稳固性1.4.1 结构整体稳固性验算的荷载组合 (9)1.4.2 传力路径的连接 (9)1.4.3 侧向力 (9)1.4.4 支承上的连接 (9)1.4.5 结构墙的锚固 (9)1.4.6 偶然事件的荷载 (10)71.5 建筑物和其他结构的分类 (10)1.5.1 风险级别 (10)1.5.2 复杂风险类型 (11)1.5.3 毒、剧毒、爆炸性物质 (11)1.6 既有建筑物的维护和改造 (11)1.7 荷载试验 (11)1.8 引用标准和其他文件 (11)规范内容简介美国2010 年新版荷载规范ASCE/SEI 7-10“Minimum Design Loads for Buildings and Other Structures”共分 31 章和4个附录以及使用说明。