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高考三维度英语作文In the realm of English language education, the Gaokao stands as a pivotal moment for Chinese students, testing their linguistic abilities and their command of the subject. The English composition section, in particular, is a multifaceted challenge that assesses students on three critical dimensions: language proficiency, content quality, and adherence to instructions.Language ProficiencyThe first dimension is language proficiency, which encompasses grammar, vocabulary, and sentence structure. Students are expected to demonstrate a nuanced understandingof English syntax and the ability to construct sentences that are both complex and coherent. This requires not only arobust vocabulary but also the skill to use it effectively to convey precise meanings. The use of idiomatic expressions and a variety of tenses can elevate a composition, showcasing the student's linguistic maturity.Content QualityThe second dimension is the quality of content, whichinvolves the student's ability to develop a clear, logical, and well-organized argument or narrative. This includes the capacity to introduce a topic, support it with relevant examples or reasons, and bring the composition to asatisfactory conclusion. The content should be engaging, informative, and thought-provoking, encouraging readers to reflect on the ideas presented. Originality and depth of thought are highly valued in this dimension.Adherence to InstructionsThe third dimension is adherence to instructions, which is a critical aspect of the Gaokao English composition. Students must follow the prompt closely, ensuring that their composition meets the word count, format, and thematic requirements stipulated by the examination guidelines. Deviations from the instructions can significantly impact the overall score, as they indicate a lack of attention to detail and an inability to follow directions.Strategies for SuccessTo excel in the Gaokao English composition, students should employ several strategies:1. Practice Regularly: Writing compositions on various topics helps to refine language skills and improve content development.2. Study Past Papers: Analyzing previous Gaokao compositions can provide insights into what examiners are looking for in terms of language use and content quality.3. Expand Vocabulary: A wide range of vocabulary, including advanced and less common words, can enhance thesophistication of the writing.4. Understand Cultural References: Including culturally relevant examples can add depth to the composition and demonstrate a global perspective.5. Plan and Outline: Before writing, students should plan their composition, outlining the main points and thestructure to ensure clarity and coherence.6. Proofread: Time should be allocated for proofreading to correct any grammatical errors and to ensure the composition meets all the requirements.In conclusion, the Gaokao English composition is a comprehensive evaluation of a student's English language skills. By focusing on language proficiency, content quality, and adherence to instructions, students can craft compositions that not only meet the demands of the examination but also reflect their true capabilities as English language learners.。
高一人工智能英语阅读理解25题1<背景文章>Artificial intelligence (AI) has become one of the most talked - about topics in recent years. AI can be defined as the simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, problem - solving, perception, and language understanding.The development of AI has a long history. It started in the 1950s when the concept was first introduced. In the early days, AI research focused on simple tasks like playing games and solving basic mathematical problems. However, with the development of computer technology and the increase in data availability, AI has made great strides.AI has found applications in various fields. In the medical field, AI can assist doctors in diagnosing diseases. For example, it can analyze medical images such as X - rays and MRIs to detect early signs of diseases that might be missed by human eyes. In education, AI - powered tutoring systems can provide personalized learning experiences for students. They can adapt to the individual learning pace and style of each student, helping them to better understand difficult concepts. In the transportation industry, self - driving cars, which are a significant application of AI, are expectedto revolutionize the way we travel. They can potentially reduce traffic accidents caused by human error and improve traffic efficiency.However, AI also brings some potential negative impacts. One concern is the impact on employment. As AI systems can perform many tasks that were previously done by humans, there is a fear that many jobs will be lost. For example, jobs in manufacturing, customer service, and some administrative tasks may be at risk. Another issue is the ethical considerations. For instance, how should AI make decisions in life - or - death situations? And there are also concerns about data privacy as AI systems rely on large amounts of data.1. <问题1>What is the main idea of this passage?A. To introduce the development of computer technology.B. To discuss the applications and impacts of artificial intelligence.C. To explain how to solve problems in different fields.D. To show the importance of data in AI systems.答案：B。
三维耗散型电流体动力学系统在齐次Triebel-Lizorkin空间中的BKM型爆破准则李秀蓉;梁洪【摘要】非线性耗散型电流体动力学系统局部光滑解的爆破问题由流体力学中的不可压Navier-Stokes方程和电动力学的Poisson-Nernst-Planck方程强耦合而成,主要刻画等温不可压粘性流体中带电离子的漂移、扩散和对流现象.基于Littlewood-Paley分解理论,建立了该系统局部光滑解在齐次Triebel-Lizorkin空间中与速度场水平分量相关的BKM型爆破准则,推广了之前结果.特别地,该爆破准则指出,在研究解的爆破问题中,速度场水平分量比带电粒子密度函数更具重要性.【期刊名称】《中山大学学报（自然科学版）》【年(卷),期】2019(058)003【总页数】5页(P140-144)【关键词】电流体动力学系统;Navier-Stokes方程;Poisson-Nernst-Planck方程;Triebel-Lizorkin空间;爆破准则【作者】李秀蓉;梁洪【作者单位】西北农林科技大学理学院,陕西杨凌712100;西北农林科技大学理学院,陕西杨凌712100【正文语种】中文【中图分类】O175.29本文主要研究一类来源于电流体动力学中刻画带电离子漂移、扩散和对流现象的数学模型。
该模型中流体的运动由含源项的不可压Navier-Stokes方程刻画, 而带电离子的运动由Poisson-Nernst-Planck方程给出，具有强非线性，奇异性和强耦合性，其三维初值问题如下：(1)其中，u=(u1,u2,u3)和π分别表示流体的速度场和压力场，ψ表示电子静电势，v 和w分别表示流体中带正电荷和负电荷离子的密度函数。
为简单起见，我们已经假设流体密度、粘性系数、电荷迁移率和介电常数均为1。
系统(1)由Rubinstein于20世纪末在文献[1]中首次提出，主要用来刻画等温不可压粘性流体中电场和流场间的相互作用和发展演变原理。
一个新的三维Navier-Stokes方程的正则性准则张辉【摘要】在R3中考虑了Navier-Stokes方程Leary-Hopf弱解的正则性准则问题.通过能量估计的方法,得到了一个新的估计量.即证明如果形变张量的一行(列)满足:σ3j∈Lp(0,T；Lq(R3)),2/p+3/q=2,3/2＜q≤∞,j=1,2,3,则弱解在[0,T]上是光滑解.%The regularity criterion for the Leary-Hopf weak sloutions to the 3D Navier-Stokes equations in R was considered. By energy method,we obtained a new regularity criterion. Specifically, this paper proved that if a row( column) of deformation tensor satisfies: σ3j ∈ Lp(0,T;Lq)R3)) ,2/P + 3/P = 2,3/2 < q ≤ ∞,j =1,2,3, then the weak solution was actually smooth.【期刊名称】《安徽大学学报（自然科学版）》【年(卷),期】2012(036)005【总页数】4页(P12-15)【关键词】Navier-Stokes方程;弱解;正则性准则【作者】张辉【作者单位】湘潭大学数学学院,湖南湘潭411105【正文语种】中文【中图分类】O175.25在R3中考虑如下Navier－Stokes方程的初值问题其中:u(t，x)表示流体的未知速度场，p(x，t)是未知的压强，u0(x)是给定的初始速度场且在分布意义下满足∇·u0=0.方程(1)的整体弱解已经在Leray［1］的经典文献中建立了起来.然而在三维情形下，关于弱解的正则性与唯一性依然是流体力学中著名的难题.1962年，Serrin［2］提出了一个关于速度场的正则性准则，即如果弱解u(t，x)满足则弱解u(t，x)实际上是唯一的强解.在Serrin工作的基础上，有许多数学家给出了不同的正则性估计量［3－6］.特别是1995年，Beirão daVeiga［3］提出了一个关于速度场梯度的正则性准则也有许多学者对Beirão da Veiga 的正则性条件进行改进［4－6］.Dong［7］得到涉及两个分量的正则性准则Zhou［8］得到了涉及一个分量的正则性准则实际上，(2)式的改进不是最佳的，因为它的时空范围不在尺度不变空间中，最近有许多工作对(2)式进行进一步改进，但遗憾的是都不能改进到尺度不变空间中.注意到∇u可以进行如下的分解其中是形变张量是旋转张量，它们分别是梯度的对称与反对称部分.由著名的 Beal－Kato－Majda［9］的正则性可以知道，如果旋转张量满足则弱解实际上是光滑解.后来，Ponce［10］重新考虑了 Beal－Kato－Majda的正则性准则，得到了如果形变张量满足则弱解实际上也是光滑解.论文的目的是对条件(5)进行改进，证明只要控制形变张量的一行(列)，依然可以保证正则性准则的成立.则u在［0，T］上是光滑解.注这里D(u)=(σij)ij，与条件(5)相比较论文的结果是一个改进，说明可以通过控制梯度对称部分的一行(列)来得到相应的正则性准则.因此，这个结果对于进一步改进一个分量梯度的正则性准则有一定的帮助.定义1 设u0∈ L2(R3)，一个向量场 u.如果满足如下条件:u∈ L∞(0，T;L2(R3))∩ L2(0，T;H1(R3));在分布意义下满足方程(1);满足如下的能量不等式.则称其为方程的Leray－Hopf弱解.论文中函数Lp范数用‖，‖p表示;Hm范数用‖，‖Hm表示;常数用C表示.引理1 设T ＞0，u0∈H1(R3)且∇·u0=0，u是方程(1)在［0，T］上的光滑解，若满足条件(6)，则通过经典的强－弱解分析，结合引理2，可以完成定理1的证明，详细过程可以参考文献［11－12］.【相关文献】［1］Leray J.Sur le mouvement d'un liquide visqueux emplissant l'espace［J］.Acta Math，1934，63:193－248.［2］Serrin J.On the interior regularity of weak solutions of the Navier－Stokes equations ［J］.Arch Ration Mech Anal，1962，9:187－195.［3］da Veiga H B.A new regularity class of the Navier－Stokes equations in Rn［J］.Chinese Ann Math，1995，16:407－412.［4］Chae D，Choe H J.On the regularity criterion for the solutions of the Navier－Stokes equations［J］.Electron J Diff Equs，1995(5):1－7.［5］Constantin P，Fefferman C.Direction of vorticity and the problem of global regularity for the Navier－Stokes equations［J］.Indianna Univ Math，1993，42:775－789. ［6］da Veiga H B，Berselli L.On the regularing effect of the vorticity direction in incompressible viscous flows［J］.Diff Integral Equations，2002(5):345－356.［7］Dong B Q，Chen Z M.Regularity criterion of weak solutions to the 3D Navier－Stokes equations via two velocity components［J］.J Math Anal Appl，2008，76(2):1－10. ［8］Zhou Y.A new regularity criterion for weak solutions to the Navier－Stokes equations ［J］.J Math Pure Appl，2005，9:1496－1514.［9］Beal J T，Kato T，Majda A.Remarks on the breakdown of smooth Solutions for the3D Euler equations［J］.Commun Math Phys，1984，94:61－66.［10］Ponce G.Remarks on a paper“Remarks on the breakdown of smooth solutions for the 3D Euler equati ons”［J］.Comm.Math Phys，1985，98:349－353.［11］Giga Y.Solutions for semilinear parabolic equtions in Lpand regularity of weak solutions of the Navier－Stokes system［J］.J Diff Eqs，1986，62:186－212.［12］Zhou Y.Regularity criteria in terms of pressure for the 3－D Navier－Stokes equations in a generic domain［J］.Math Ann，2004，328:173－192.。
三维设计英语必修二unit3作文范文Unit 3 of Three-dimensional design is all about exploring different design concepts and techniques. In this unit, students are introduced to the principles of three-dimensional design, including balance, harmony, rhythm, and unity. Through a series of hands-on projects, students learn how to apply these principles to create visually appealing and functional designs.One of the key concepts covered in this unit is the use of color in three-dimensional design. Color plays a crucial role in shaping the overall look and feel of a design, and students learn how to use color theory to create harmonious and eye-catching designs. They also learn about the importance of lighting in three-dimensional design, and how lighting can enhance the form and texture of a design.Another important topic covered in this unit is the use of texture in three-dimensional design. Texture adds depth and dimension to a design, and students learn how to choose and apply different textures to create interesting and tactile designs. They also learn about the importance of scale and proportion in three-dimensional design, and how these elements can be used to create a sense of balance and unity in a design.Throughout the unit, students are encouraged to think creatively and experiment with different materials and techniques. They are also encouraged to consider the impact of their designs on the environment and to explore sustainable design practices.Overall, Unit 3 of Three-dimensional design is a comprehensive exploration of the principles and techniques of three-dimensional design. By the end of the unit, students will have a solid understanding of how to create compelling and innovative designs that engage and inspire.。
1．1 严复的“信、达、雅” 关于“信”,严复认为:译文应该抓住全文要旨,对于词句可以有所颠倒增删,只要不失原意,不必斤斤计较词句的对应和顺序。
关于“达”,严复认为:达非常重要。
只信而不达,译了等于没译；只有做到达,才能做到信。
要做到达,译者必须首先认真通读全文,做到融会贯通,然后进行翻译。
为了表达原意,可以在词句方面作必要的调整改动。
关于“雅” ,严复认为:译文要雅,否则没有人看。
“雅” 是指“古雅” ,要采用汉代以前使用的古文。
对于严复的信达雅,不少人对于“雅” 有一些不同的看法:不能脱离原文,片面求雅；如果原文不雅,译文怎么能雅？况且,严复主张的是古雅,即用古文进行翻译,这是不可取的。
至于“信” 和“达” ,多年来用作评价翻译的尺度,在我国翻译界一直是没有异议的。
严复在《天演论·译例言》里首次提出了“信、达、雅” 的翻译标准。
“信” 指的是“忠实” ,“达” 指的是“流畅” ,“雅” 指的是“尔雅”。
所谓“尔雅”, 用严复自己的话来说就是“用汉以前字法、句法”。
一百年来,严复提出的“信、达、雅” 在中国翻译界起了很大的作用。
人们对“信” 和“达” 没有什么争论, 唯有“雅”字例外。
再“用汉以前字法、句法” 进行翻译是不行了。
因此人们对“雅” 字作过各种解释,发过各种议论。
纵观各家之言,我认为周照良教授的解释是比较可取的。
周照良教授在“翻译三论” 一文中说:“我认为应当作为‘得体'来理解。
得体不仅仅指文笔,而是指文笔基本上必须根据内容来定；文笔必须具有与其内容相适应的风格。
”他还说:“信、达、雅”三者哪一个最重要?我以为要看内容而定。
如果译的是《读者文摘》或旅游见闻,那就要着重达,便是漏译一两句也无关宏旨。
如果译的是哲学、社会科学, 特别是经典著作, 信就应当放在首位。
... 至于文学翻译, 那当然要讲究文笔。
如果一篇译文在内容上是忠实的,在语言上是通顺的,在风格上是得体的,那的确就是一篇很好的译文了。
基于成果导向理念、客观结构化临床考试的英文名称全文共6篇示例，供读者参考篇1What's Up with OBE and OSCEs?Hi there! My name is Jamie and I'm here to tell you all about something super important in the world of education and medicine – OBE and OSCEs. Don't worry, I'll explain what those big words mean!OBE stands for Outcome-Based Education. It's a way of teaching that focuses on what students should be able to do by the end of their studies. Instead of just cramming our heads full of facts, OBE wants us to learn skills and knowledge that we can actually use in the real world.For example, in math class, instead of just memorizing times tables, OBE would want us to be able to add, subtract, multiply, and divide numbers to solve real-life problems. That way, we're not just learning stuff by heart, but actually understanding how to use it.In medicine, OBE means that doctors and nurses need to learn how to take care of patients properly, not just remember a bunch of medical terms. They need to know how to diagnose illnesses, give the right treatments, and communicate clearly with patients and their families.Now, let's talk about OSCEs. This stands for Objective Structured Clinical Examinations. They're a type of test used to see if medical students have learned the skills they need to be good doctors or nurses.In an OSCE, students go through different stations where they have to show what they've learned. At one station, they might have to take a patient's medical history. At another, they might have to examine a pretend patient and figure out what's wrong. There could even be stations where they have to explain a condition to a patient or break bad news gently.The cool thing about OSCEs is that they're like a pretend doctor's office or hospital ward. Students get to practice their skills in a safe environment before working with real patients. It's kind of like a dress rehearsal for being a doctor or nurse!And because OSCEs are structured and objective, it means that everyone gets tested on the same things in the same way.The examiners use clear criteria to score the students, so it's fair for everyone.OSCEs are really important for making sure that new doctors and nurses have the right skills to take care of people properly. After all, you wouldn't want someone who's never really practiced examining a patient to be your doctor, would you?Both OBE and OSCEs might sound a bit confusing at first, but they're actually really great ways to make sure that students learn what they need to in a practical, hands-on way. Instead of just reading from textbooks, we get to apply what we've learned to real-life situations.So there you have it! OBE is about learning skills and knowledge we can actually use, while OSCEs test if medical students have learned those crucial skills for taking care of patients. Pretty cool, right?I hope this has helped you understand a bit more about these important concepts in education and medicine. Learning sure is an adventure, isn't it? But now you know a bit more about how we're training the next generation of awesome doctors and nurses!篇2Performance-Based and Objectively Structured Clinical ExaminationDo you know what a doctor has to go through to become a real doctor? It's not as easy as you might think! They have to study for many, many years and take lots of difficult tests. One of the hardest tests they have to take is called the "Performance-Based and Objectively Structured Clinical Examination." That's a really long name, isn't it? Let's just call it the "OSCE" for short.The OSCE is a special kind of test that allows the people training to be doctors (we call them "medical students") to show that they have learned all the practical skills they need to take care of patients. It's different from the other tests they take because instead of just answering questions on paper, they have to actually perform different medical tasks in front of examiners.Imagine you went to a pretend doctor's office, but all the patients there were just actors pretending to be sick or injured. That's kind of what the OSCE is like! The medical students go from room to room, and in each room, there's a new fake patient with a different problem. The student has to interact with the fake patient, ask them questions, examine them, and evensometimes perform procedures, like taking their blood pressure or listening to their heartbeat.But here's the really cool part – the fake patients are actually trained actors who have been given a script to follow! They have to act out their fake illness or injury in a very specific way, just like they would if they were in a movie or a play. And the examiners, who are real doctors and nurses, watch the whole thing and grade the student on how well they handle each situation.The OSCE tests all sorts of different skills that doctors need, like:Communication skills – Can the student explain things clearly to the patient and make them feel comfortable?Clinical skills – Can the student perform medical procedures properly and safely?Professionalism – Does the student behave in a respectful and ethical way?Patient-centered care – Does the student really listen to the patient's concerns and address their needs?It's kind of like a big performance, but instead of acting out a play, the medical students are acting out what it's like to be a real doctor!The best part is that the OSCE is designed to be as objective as possible. That means that it's fair and consistent for everyone who takes it. The examiners have a checklist of things they need to look for, and they grade each student based on the same set of criteria. It doesn't matter if the examiner knows the student or not – they have to judge them based only on their performance during the exam.I think the OSCE is a really cool way to test medical students because it's so practical and hands-on. It's not just about memorizing facts from a book, but about being able to actually apply that knowledge in a real-life situation. After all, that篇3What's in a Name? The Outcome-Oriented Objective Structured Clinical ExaminationHave you ever wondered why some exams have really long names that sound like someone just mashed a bunch of big words together? I sure have! Like the other day, my teacher mentioned something called the "Outcome-Oriented Objective Structured Clinical Examination" and I was like, "Whoa, that's a mouthful!"But you know what? Even though the name is super long, it actually makes a lot of sense once you break it down. Let me explain..."Outcome-Oriented" - This part basically means the exam is focused on what you can actually do at the end, not just memorizing a bunch of facts. It's about showing you've learned important skills."Objective" - This one is pretty straightforward. It means the exam tries to be fair and unbiased by having very clear rules about how it's graded. No favorites or anything like that."Structured" - Instead of just a huge test all at once, this type of exam breaks things down into different stations or sections. It has a organized plan to it."Clinical" - Now this part might sound weird since we're just kids. But "clinical" refers to the medical field and working with patients. So for doctors and nurses, this tests their abilities to take care of people properly."Examination" - Duh, it's an exam! A way to see what you've learned and how well you can apply it.So put it all together, and the Outcome-Oriented Objective Structured Clinical Examination is a special kind of test, usuallyfor future doctors and nurses. It focuses on whether they have mastered important medical skills by having them go through a series of realistic situations and stations. Their performance gets scored objectively based on clear criteria.Instead of just bubbling in answers on a printed test, this exam actually has them demonstrate their knowledge and abilities in practical ways. For example, they might have to show how to properly take a patient's vitals, give an injection, or even just explain a diagnosis clearly.From what I've heard, it's a lot more engaging than just sitting at a desk with a pencil. But it also sounds pretty nervewracking to have someone watching and grading your every move! I'm glad I don't have to take anything that intense...at least not yet!Even though it has a crazy long name, I think it's a really smart way to make sure doctors and nurses are prepared before they start taking care of real people. Just memorizing facts from a textbook isn't enough - they need to prove they can actually apply that knowledge safely in the real world. Anoutcome-oriented objective structured clinical exam seems like the best way to do that.I may only be a kid, but I definitely appreciate havingwell-trained medical professionals when I'm not feeling well. Knowing they had to pass a rigorous test focused on practical skills and objective evaluation makes me feel a lot more confident putting my health in their hands.So sure, the name is a bit of a tongue-twister. But breaking it down piece-by-piece, you can see it makes total sense for an exam with such an important role. I may just start calling it the "OO-OSC Exam" for short!I bet even professional doctors and nurses still have to remind themselves exactly what all those words mean whenever they say the full name out loud. Maybe someday I'll get to experience an outcome-oriented objective structured examination myself when I'm studying to become a doctor or nurse. If that's the case, I'll be sure to remember why the name is worth the mouthful - it represents a way of testing that helps make sure we have skilled, competent medical professionals keeping us healthy and safe.篇4Title: My Experience with the Funny Test at the Doctor's OfficeHi there! My name is Timmy, and I'm 10 years old. I want to tell you about this really weird test I had to do at the doctor's office the other day. It's called the "OSCE," which sounds like some kind of monster from a scary movie, but it's actually just a bunch of little tasks that the doctors use to check篇5Title: The Fun Test for Future DoctorsHave you ever wondered how doctors learn to take care of people? Well, it's not as easy as you might think! They have to go through years and years of studying and practicing before they can become real doctors. And one of the most important things they have to do is take a special test called the "Objective Structured Clinical Examination."Now, I know what you're thinking – "Ugh, another boring test!" But trust me, this one is actually pretty cool! You see, instead of just sitting at a desk and filling out bubbles on a sheet of paper, the Objective Structured Clinical Examination (or OSCE for short) is all about showing what you can do in real-life situations.Imagine this: You're a student doctor, and you have to go from room to room, meeting different pretend patients. In oneroom, there might be someone acting like they have a tummy ache, and you have to figure out what's wrong and how to help them feel better. In another room, there could be a pretend patient who's really scared about getting a shot, and you have to calm them down and explain everything in a way they can understand.It's kind of like playing make-believe, but with a really important purpose – making sure you know how to talk to people, listen to them, and figure out the best way to help them when they're not feeling well.But wait, there's more! The OSCE isn't just about talking to pretend patients. There are also stations where you have to show that you can do things like taking someone's blood pressure, checking their reflexes, or even giving them an injection (don't worry, it's just a pretend injection!).And here's the really cool part: You're not just being watched by your teachers or professors. There are also people called "standardized patients" who are specially trained to act like real patients and give you feedback on how you did. They'll tell you if you were kind and caring, if you explained things in a way they could understand, and if you made them feel comfortable and safe.Now, you might be wondering, "Why do they call it the'Objective Structured Clinical Examination'?" Well, that's because it's designed to be fair and consistent for everyone. Each student has to go through the same stations and meet the same pretend patients, so nobody has an advantage or a disadvantage. And the people watching and grading you have a set篇6My Big Brother's Special TestMy big brother Johnny is in medical school, and he has to take all sorts of tests and exams. Some are written tests where he has to answer questions on paper. But he also has to take these really weird practical tests called OSCEs. OSCE stands for "Objective Structured Clinical Examination." It's a big mouthful, but it's a cool name for a cool kind of test!Johnny told me all about OSCEs, and they sound like a crazy adventure! Basically, an OSCE is a test where you go through different rooms or "stations," and in each room, you have to do something different with a pretend patient or a manikin (that's a fake human body). The teachers watch you through a one-way mirror and grade you on how well you do.In one station, Johnny might have to take a medical history by asking the right questions to a person pretending to be a patient. In another, he might have to do a physical exam like checking someone's heartbeat or reflexes. And in others, he might need to explain a medical condition, show how to do a procedure, counseling, or even break bad news. It's like being a real doctor for a little while!The crazy part is that the "patients" are actors who have been trained to act out different medical cases and scenarios. So it feels totally real, even though it's just a test! Johnny says it can be pretty nerve-wracking having to perform all those tasks while being watched and graded.But here's the really neat part about OSCEs - they are based on something called the "Results-Oriented Philosophy." That means the test is focused on whether the student can actually DO the right thing, not just memorize facts. It's all about showing you have the proper skills and behaviors to be a good doctor in the real world.Instead of just writing down what you would do on paper, you have to demonstrate it for real. Can you communicate clearly with patients? Can you perform exams and procedures correctly?Can you think on your feet and handle different situations? That's what OSCEs aim to test.I think it's a great way to make sure doctors-in-training aren't just book-smart but can walk the walk when they start treating real people. Knowing the textbook stuff is important, sure, but being able to actually apply it is what really matters for keeping people healthy and safe.Johnny says the scoring for OSCEs is really specific too. The teachers have checklists of all the essential steps and behaviors they expect to see for each station. They literally check boxes as you go through each part correctly or make mistakes. It leaves no room for subjective judging - it's all based on objective criteria of what you did right and wrong. That seems super fair to me.From what Johnny describes, doing an OSCE sounds equal parts exciting and terrifying! Having to go from room to room, never knowing what kind of situation you'll face next. Having to stay calm and focused while under that pressure of being evaluated the whole time. But he says it's incredible practice for the real high-stakes situations he'll face as a doctor.I got to watch Johnny do a practice OSCE before his big exam, and it was just like being at a real clinic or hospital! Oneroom was set up as an ER trauma bay. Another looked like a regular doctor's office. They even had a fake operating room and a pediatric ward. The level of detail was awesome.Seeing Johnny quickly shift gears between taking histories, giving exams, and explaining diagnoses really drove home how skilled doctors need to be. Handling each case professionally, following proper protocols, all while making the "patient" feel comfortable and cared for. It's a lot to juggle!Johnny didn't get everything perfect, but that's why it was just practice. The teachers gave him tons of feedback on what he did well and what needs more polish. That's the beauty of OSCEs - you get to make mistakes in a safe environment and learn from them before treating real patients.I know Johnny studies really hard for OSCEs by practicing repeatedly with fake patients and studying checklists until procedures become second nature. It's intense preparation, but that's because OSCEs are all about making sure he has honestly mastered those crucial skills, not just cramming facts.When Johnny takes his real high-stakes OSCE at the end of the year, part of me will be stressed just thinking about all the challenges and pressures he'll face. But an even bigger part of me feels good knowing this crazy test exists to ensure he and hisclassmates are truly ready to be capable, skilled, and compassionate doctors that patients can trust.Objective, structured, clinical exams focused on results - it's the perfect way to see if future doctors have the right stuff when it matters most. Johnny knows his stuff cold, so I'm sure he's going to knock those OSCEs out of the park! I'll be the proudest little brother ever.。
/h/01/news_view.aspx?appid=GUD21DFE1633AD36F378F023*******BF6 42013年浙江省自然科学基金重点（重大）、杰青项目结题验收情况总结2013年6月17日-20日，省自然科学基金办对各学科本年度拟结题的重点（重大）和杰青项目（以下简称重点杰青项目）开展了结题验收工作，总体情况如下：一、概况（一）结题验收会安排本次结题验收会共分27个场次，邀请了81位省内同行专家，对153项2012年底和2013年6月拟结题的重点杰青项目进行了集中会议验收。
结题验收会召开前，省自然科学基金办于2013年2月4日发布的《浙江省自然科学基金委员会办公室关于开展2013年度在研项目年度进展报告填报和拟结题项目结题验收工作的通知》中对结题验收会进行了预通知，随后又提前1个月将《验收安排表》（规定了汇报的时间、地点和具体要求等）发送给各有关依托单位管理员，要求各管理员通知到每位项目负责人，且通过科技通短信通知了所有项目负责人并逐一要求回复确认。
（二）项目负责人到场情况在全部153个项目中，除10人因为出国等原因请假，由项目组成员代为汇报外，其他均为项目负责人本人到场汇报。
（三）验收方式本年度重点杰青项目结题验收每场邀请了3位同行专家进行答辩评审，并采用了全新的《浙江省自然科学基金项目结题验收专家意见表》，分别从“研究内容与预期成果指标完成情况”、“学术创新与学科或团队建设贡献”、“项目绩效”、“经费使用情况”（分数所占比例分别为30%、15%、40%、15%）等四个方面，请专家对项目进行客观评价。
二、项目分布本次结题验收的重点杰青项目分布在全部8大学科，其中：数理科学10项，化学科学20项，生命科学38项，地球科学3项，材料与工程科学25项，信息科学23项，管理科学3项，医学科学31项。
详见下图：三、验收结果从总体看，今年结题项目的完成质量较好，仅3个项目未能通过验收，结题通过率为98%，其中专家评分平均分在90分以上的项目有81项，占52.94%。
三维MHD方程的正则性准则付夕联【期刊名称】《《山东理工大学学报（自然科学版）》》【年(卷),期】2020(034)001【总页数】5页(P69-73)【关键词】MHD方程; 正则准则; Morrey-Campanato空间【作者】付夕联【作者单位】山东理工大学数学与统计学院山东淄博255049【正文语种】中文【中图分类】O175.21 问题的提出本文研究下面的三维不可压MHD方程(1)式中：u,b分别表示流速矢量和磁场矢量;p表示压力;v表示黏性系数;η表示磁扩散系数;u0和b0是给定的初始速度和初始磁场，并且·u0=·b0=0。
如果v=η=0，式(1) 被称为理想MHD方程。
通过经典能量方法，可以证明对初值则存在T=T(‖(u0,b0)‖HS)，使得MHD 方程在[0,T)上存在唯一的光滑解(u(t,x),b(t,x))满足(u,b)∈C([0,T);Hs)∩C1((0,T);Hs)∩C((0,T);Hs+2)。
然而式(1)初值意义下的光滑解的整体存在性仍是一个公开问题[1]。
对于三维MHD方程弱解的正则性，文献[2-3]数值实验表明在解的正则性理论中速度场比磁场发挥着更重要的作用。
近期这一事实得到了验证，何成等[4]获得了MHD方程由速度场u刻画的正则性准则,(2)最近， Ji等 [5] 得到了下述结论：并且(3)近期还有其他的关于三维 MHD方程正则性准则的刻画[6-7]。
定义1[1] 三维 MHD方程的弱解(u,b)在[0,T)×H1(R3)是正则的，即(u,b)∈L(0,T;H1(R3))。
注: 本文中，使用以下的简单符号：(u,b)将被表示成和并且表示成主要结论如下：定理1 (u0,b0)∈H1，如果式(1)的弱解满足下述条件并且r∈[0,1)(4)则(u,b)在[0,T]上是光滑的。
注记因为当嵌入到Lp空间。
因此，本文的结论改进了式 (3)。
2 预备知识首先，给出Morrey-Campanato空间的定义及性质，它在研究偏微分方程解的正则性中起着重要作用[8-11]。
