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

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

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

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

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

此题考的是第三个例子huskiness 。

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

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

2023下半年翻译资格考试一级笔译考试习题人必须有自信，这是成功的秘密。

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

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

最常用于身份识别的体征是面容、声音、指纹和视网膜扫描。

但步态等“生物行为特征”也是可循之迹。

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

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

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

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

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

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

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