Performance Determines Score

Unit1Conversation 11What problem does the man face?A. His business is in trouble.B. He has health problems.C. He is tired of his way of life.D. He is fed up with his business.“Robin: I’m fed up with the way my life is going.”2 What does the woman suggest to the man?A. Be self-confident.B. Develop good habits.C. Get rid of bad tendencies.D. Don’t be afraid of failure.“Clare: All right. First, believe in yourself.”3 What does the woman say about self-doubt?A. Self-doubt can’t be removed.B. Self-doubt is the cause of failure.C. Self-doubt blocks one’s way to success.D. Self-doubt helps people realize their problems.“This self-doubt is blocking your way to success.”4Why is it important to stay with positive people only?A. Negative people weaken your energy.B. Negative people do not believe in you.C. Positive people get big success.D. Positive people are easy to get along with. Surround yourself with positive people only. Negative people sap your energy. They make you lose your confidence.”原文：Clare: Hello, Robin. You look frustrated. What’s wrong? Robin:I’m fed up with the way my life is going. Clare: Why?Robin: You know I’ve been in busine ss for a long time. Clare: Yes. I think your business is going well. You have manycustomers.Robin:Yes, I have. But this is not the success I’m looking for.Clare: Why?Robin:I want something bigger. I’m becoming more and morefrustrated. I’m really in trouble.Clare: Do you need some advice?Robin:Of course, please tell me. I’m dying to know what you think.Clare: OK. But my suggestions would work only if you apply them wholeheartedly.Robin: I’ll take your advice seriously. I promise. Clare: All right. First, believe in yourself. The problem with most people is that they have self-doubt. They are not self-confident.Robin:I’m like that also.Clare:This self-doubt is blocking your way to success. Once you remove this blockage, you’ll start becoming successful.Robin: How can I overcome self-doubt?Clare: First of all, you need to realize that we were not born with self-doubt. It often occurs only when you are afraid of failure.Robin:Yes. I agree. Then what’s next?Clare: Fill your mind with positive thoughts. Make a habit of reading good motivation books.Robin: OK, I’ll do that. Anything else?Clare: Yes. Surround yourself with positive people only. Negative people sap your energy. They make you lose your confidence.Robin:Yes. You’re absolutely right. Where did you get such great ideas?Clare: Life experience has taught me.Robin: Thanks for your advice.Conversation 21 What are the speakers mainly talking about?A. What luck is.B. How to make luck.C. What leads to success.D. How to be a successful student.“In my class, we often talk about things like success and what leads to success ...”2 What do we learn about Richard St. John?A. He gave a TED talk.B. He mentioned luck in his talk.C. He talked about interesting things.D. He had a great passion for talks.“They say that luck is important to success but, as you know, since you’ve seen that fantastic video of the TED talk by Richard St. John …”3 What does luck mean according to the woman?A. How happy you are with your life.B. How passionate you are about what you do.C. How you seek opportunities.D. How you respond to opportunities.“I think a lot of what people consider luck really comes down to how you respond to the opportunities that come your way.”4 Why is passion so important for success?A. It can make you more efficient.B. It can make you more motivated.C. It can make work more interesting.D. It can make it easy to get things done“The funny thing is that if you love what you do and are really passionate about it and work really hard, things automatically become easy.”原文：Lisa: In my class, we often talk about things like success and what leads to success, and it’s interesting that many of my classmates mention the element of luck. Michael: Right, OK.Lisa: They say that luck is important to success but, as you know,since you’ve seen that fantastic video of the TED talk by Richard St. John …Michael: Sure.Lisa:He didn’t mention luck at all.Michael:Right, I’m a firm believer that people can make their own luck. I mean what people regard as luck, you know,you can actually create to a degree.Lisa: Right, right. I think a lot of what people consider luck really comes down to how you respond to the opportunities that come your way.Michael: Yes, very good point.Lisa: Seizing the opportunities. But is there any point in the videothat you think is particularly interesting? Michael:Yes, there is. I think one of the interesting things in the video is that passion is so important. Lisa: Oh yeah, definitely.Michael: And that people who really love what they do tend to workharder and put time and effort into it. The funny thing is that if you love what you do and are really passionate about it and work really hard, things automatically become easy.Lisa:Well, yeah … I think if you really love what you’re doing, then hard work doesn’t actually seem like hard work.Michael:That’s another point he talked about. The people he interviewed –all of those 500 successful people – said that they do work very hard but that they have fun while they’re working.Lisa:Yeah. Well, it’s good to see that video, very inspiring. And I do benefit a lot from it.Passage 11 What do we learn about Arthur Poropat?A. He made some discoveries about personality.B. He conducted research on human intelligence.C. He was a lecturer in psychology at an American university.D. He conducted a study on personality and academic performance.“Arthur Poropat is a lecturer in psychology at Australia’s Griffith U niversity. He conducted a large review of personality and academic performance.”2 What did Arthur Poropat find?A. Intelligence determines academic success.B. Personality traits determine academic success.C. Personality is more important in academic performance.D. Intelligence is more important in academic performance“Poropat found that an individual’s personality traits are better indicators of academic success than a high score on an intelligence test.”3 What kind of students are more competitive in an academic setting?A. Students who are hard-working and emotionally stable.B. Students who are smarter than the average.C. Students who are imaginative and curious.D. Students who have intelligence and self-control.“…students who are hard-working, open and emotionally stable are more likely to succeed at their studies.”原文：When it comes to success in school, being smart isn’t all it’s cracked up to be. Personality may have a lot more to do with academic success than just intelligence, according to a new study.Arthur Poropat is a lecturer in psychology at Australia’s Griffith University. He conducted a large review of personality and academic performance. Poropat found that an individual’s personality traits are better indicators of academic success than a high score on an intelligence test. This is true for students at both high school and college. Specifically, he suggested, students who are hard-working, open and emotionally stable are more likely to succeed at their studies.“Being hard-working reflects things like making and carrying out plans, striving to achieve, and having self-control,” says Poropat. He found that two other personality factors are also very important: One factor is Openness, which involves being imaginative, curiousand artistic; the other factor is Emotional Stability, which involves calmness and emotional adjustment. Students who have these traits are able to compete more effectively in an academic setting. “A student with the most helpful personality will score higher than an average student in this regard,” says Poropat. “The amount of effort students are prepared to put in, and where that effort is focused, is at least as important as whether the students are smart.”。

How to Get the Most Lift From Your BSIMM ResultsTable of contentsPick your destination (1)Prioritize security (1)Create a flight plan (2)Aim high. (2)Show where you soar the highest (2)Make sure you’re all headed the same way (3)Ask for directions (3)7 ways to takeimmediate action aftera BSIMM assessmentAn assessment of your software security initiative based on the Building Security In Maturity Model (BSIMM) reveals how your program compares to others. Your scorecard helps you highlight areas of strength and identify gaps. What happens after you see your results determines how you will lower your risk of a cyber attack.1. Pick your destination.After a BSIMM assessment, you can set new performance targets. For example, you may decide to take a position of leadership in your industry and increase your score across all domains of the BSIMM (Governance, Intelligence, SSDL Touchpoints, and Deployment) by your next assessment—or perhaps just one.Get inspired: A regional bank had trouble with software security governance. The security team discovered thatorganizations with the highest BSIMM scores have software security groups that establish, communicate, and enforcesecurity policies. The team reviewed governance models and decided to improve communication and strengthensatellite support within other departments in order to become a best-in-class organization.2. Prioritize security.A BSIMM assessment can open your eyes to new strategies used by companies you admire. You can use this information to help make investment decisions. For example, you can choose to shift budget, determine what skill sets you need to hire, and define requirements for partnerships.Get inspired: A large financial services organization considered itself a security expert but didn’t provide training forIf you show your leadership irrefutable evidence that your company is not keeping up with similar organizations in the fight against cyber terror or that your peers are better at protecting their own and their customers’ sensitive data, your leadership is more likely to approve security investments and resources.Get inspired: A market leader had acquired several smaller companies and was struggling to cover all developmentprojects with existing security resources. BSIMM results showed the ratio of the organization’s security staff todevelopers was much lower than that of its peers. The organization used this information to make the case foradditional headcount and third-party support.5. Show where you soar the highest.Scoring well on the BSIMM differentiates your company as a security leader. When you communicate your security posture to customers, partners, and regulators, you’ll know you have the data to back it up.Get inspired: After confirming the company’s position as a security leader using the BSIMM, an established securityorganization required all third-party development shops to integrate software security best practices into theirdevelopment process before the company would take them on as new vendors.Scoring well on theBSIMM differentiatesyour companyas a security leaderyou can apply to your business right away. As your program evolves, you can return to the BSIMM framework as often as you need to make decisions and chart your progress.GET STARTEDSynopsys helps development teams build secure, high-quality software, minimizing risks while maximizing speed and productivity. Synopsys, a recognized leader in application security, provides static analysis, software composition analysis, and dynamic analysis solutions that enable teams to quickly find and fix vulnerabilities and defects in proprietary code, open source components, and application behavior. With a combination of industry-leading tools, services, and expertise, only Synopsys helps organizations optimize security and quality in DevSecOps and throughout the software development life cycle.For more information, go to /software.Synopsys, Inc.185 Berry Street, Suite 6500San Francisco, CA 94107 USAContact us:U.S. Sales: 800.873.8193International Sales: +1 415.321.5237Email: *********************。

韩国甲状腺tirads分级标准The Korean Thyroid Imaging Reporting and Data System (TIRADS) classification system is a valuable tool used in the evaluation of thyroid nodules. It provides guidelines for determining the risk of malignancy in these nodules based on specific imaging features. The TIRADS system helps radiologists and clinicians make informed decisions regarding the management of thyroid nodules, including whether further diagnostic testing or intervention is necessary.韩国的甲状腺影像报告和数据系统（TIRADS）分类系统是在评估甲状腺结节时的一种有价值的工具。

它提供了根据特定影像特征确定这些结节恶性风险的准则。

TIRADS系统帮助放射科医师和临床医生做出明智的决定，包括是否需要进一步的诊断检测或干预。

There are a total of six TIRADS categories, with each category corresponding to a different level of suspicion for malignancy. The TIRADS classification system incorporates features such as composition, echogenicity, shape, margin, and presence of calcifications in order to assign a TIRADS score to a thyroid nodule. This score then determines the recommended managementapproach for the nodule, ranging from routine follow-up to immediate biopsy or surgery.TIRADS分类共有六个类别，每个类别对应不同的恶性怀疑水平。

Mini-Mental State Examination (MMSE) Name: Date: Patient’sInstructions: Ask the questions in the order listed. Score one point for each correct response within each question or activity.(Adapted from Rovner & Folstein, 1987)Instructions for administration and scoring of the MMSEOrientation (10 points):•Ask for the date. Then specifically ask for parts omitted (e.g., "Can you also tell me what season it is?"). One point for each correct answer.•Ask in turn, "Can you tell me the name of this hospital (town, county, etc.)?" One point for each correct answer.Registration (3 points):•Say the names of three unrelated objects clearly and slowly, allowing approximately one second for each. After you have said all three, ask the patient to repeat them. The number of objects the patient names correctly upon the first repetition determines the score (0-3). If the patient does not repeat all three objects the first time, continue saying the names until the patient is able to repeat all three items, up to six trials. Record the number of trials it takes for the patient to learn the words. If the patient does not eventually learn all three, recall cannot be meaningfully tested.•After completing this task, tell the patient, "Try to remember the words, as I will ask for them in a little while."Attention and Calculation (5 points):•Ask the patient to begin with 100 and count backward by sevens. Stop after five subtractions (93, 86, 79, 72, 65). Score the total number of correct answers.•If the patient cannot or will not perform the subtraction task, ask the patient to spell the word "world"backwards. The score is the number of letters in correct order (e.g., dlrow=5, dlorw=3).Recall (3 points):•Ask the patient if he or she can recall the three words you previously asked him or her to remember. Score the total number of correct answers (0-3).Language and Praxis (9 points):•Naming: Show the patient a wrist watch and ask the patient what it is. Repeat with a pencil. Score one point for each correct naming (0-2).•Repetition: Ask the patient to repeat the sentence after you ("No ifs, ands, or buts."). Allow only one trial. Score 0 or 1.•3-Stage Command: Give the patient a piece of blank paper and say, "Take this paper in your right hand, fold it in half, and put it on the floor." Score one point for each part of the command correctly executed.• Reading:On a blank piece of paper print the sentence, "Close your eyes," in letters large enough for the patient to see clearly. Ask the patient to read the sentence and do what it says. Score one point only if the patient actually closes his or her eyes. This is not a test of memory, so you may prompt the patient to "do what it says" after the patient reads the sentence.•Writing: Give the patient a blank piece of paper and ask him or her to write a sentence for you. Do not dictate a sentence; it should be written spontaneously. The sentence must contain a subject and a verb and make sense. Correct grammar and punctuation are not necessary.•Copying: Show the patient the picture of two intersecting pentagons and ask the patient to copy the figure exactly as it is. All ten angles must be present and two must intersect to score one point.Ignore tremor and rotation.(Folstein, Folstein & McHugh, 1975)Interpretation of the MMSEMethod ScoreInterpretation Single Cutoff <24 AbnormalRange <21>25Increased odds of dementiaDecreased odds of dementiaEducation21<23<24Abnormal for 8th grade educationAbnormal for high school educationAbnormal for college educationSeverity 24-3018-230-17No cognitive impairmentMild cognitive impairmentSevere cognitive impairmentSources:•Crum RM, Anthony JC, Bassett SS, Folstein MF. Population-based norms for the mini-mental state examination by age and educational level. JAMA. 1993;269(18):2386-2391.•Folstein MF, Folstein SE, McHugh PR. "Mini-mental state": a practical method for grading the cognitive state of patients for the clinician. J Psychiatr Res. 1975;12:189-198.•Rovner BW, Folstein MF. Mini-mental state exam in clinical practice. Hosp Pract. 1987;22(1A):99, 103, 106, 110.•Tombaugh TN, McIntyre NJ. The mini-mental state examination: a comprehensive review. J Am Geriatr Soc.1992;40(9):922-935.。