自评

This scale included:① Bulbus medullae function: speech, swallowing, sal ivation, and tongue extension.② Limbs function: left arm movement, left hand movement, right arm movement, right hand movement, left leg movement, right leg movement, trunk movement, head-up, walking, and cl imbing stairs.③ Others: breathing, muscular tone, pain, and muscle discomfort.

自评量表包括：①延髓功能：语言、吞咽、口水、伸舌；②肢体功能：左上肢运动、左手运动、右上肢运动、右手运动、左下肢运动、右下肢运动、躯干运动、抬头、行走、爬楼；③其他：呼吸、肌张力、疼痛、肌肉不适感。

Then, treatment compliance, therapeutic effect and SCL-90 scorings of all patients were evaluated.

观察并比较两组病人干预后的治疗配合度、治疗效果、症状自评量表（SCL90）评分。

Methods 711 nurses were divided into 4 groups (158 nurses work in emergency department, 213 work in medical department, 193 work in surgical department, and 147 work in operation room), and were evaluated by SCL-90 questionnaire, with 725 saleswomen as control.

方法］采用症状自评量表(SCL-90)，用整群抽样的方法抽取护龄1年以上的护士711人，其中急诊科护士158名，内科护士213名，外科护士193名，手术室护士147名，以商场营业员725人为对照，进行问卷调查。

objective to investigate the relation between psychological factors and functional dyspepsia.methods scl-90was performed in50patients with fd and30health controls.results there were significant difˉference in somatic,interpersonal sensitive,anxious,depressive,phobic,hostile and paranoic scores of scl-90between two groups（p.05）.somatization,interpersonal sensitivity,anxiety and depression were positively associated with the severity of fd.conclusion there were varied psychological problems in fd patients,and the treatment should be individualized.

目的 探讨功能性消化不良和心理因素之间的关系。方法采用症状自评量表（scl-90）对连续就诊的50例符合罗马ⅱ标准的功能性消化不良患者及30例匹配的正常对照进行测评。结果 fd组的躯体化、人际关系紧张、焦虑、抑郁、强迫、恐怖、敌对和偏执因子分均高于正常对照组，其中焦虑、人际敏感、躯体化、抑郁与fd的严重程度成正相关。结论功能性消化不良存在不同程度的心理障碍。

The chosen works student show the picture by projection machine and introduce it.

被选出作品的学生利用投影仪将自己作业展示出来，并自评。

Methods This study employs such questionnaires as Eysenck Personality Questionnaire,The self-report symptom inventory(Symptom Check List,90) and Raven's Standard Progressive Matrices and surveys 1090 rural middle school students in Northwest China.

方法采用艾森克人格问卷、症状自评量表(SCL-90)和瑞文标准推理测验对西北五省农村中学生1090人进行调查。结果不同省份、不同性别农村中学生的心理素质有显著差异；智力因素的发展随着年龄的增长而增长，人格和心理健康各因子的发展并不相同，呈波动起伏状态。

Self-consistency of negative feedback develops over positive feedback, under negative feedback, Self-consistency promotes by grade, under positive feedback, self-concept enhances.d. The consistency and stability of high self-view is high, The consistency of high self-viewer rises during 2, 3grade, but grade7 of low self-viewr.

高学业概念水平的自我一致性高、稳定性好；高学业概念水平组低年级时自评一致性就得到较好发展，而低学业概念组在7年级才得到较好发展，但高学业概念组的低年级更容易自我提升，中高年级发展稳定。

So according to the request for cultivating qualified application person, we preliminarily constitute the valuation system throughout the whole course and in the final, of theoretic examination and practice examination, and combined with students' self-valuation and valuation from teachers.

为此， 我们根据地方本科院校培养高素质应用型人才的要求，初步构建了病原生物学与免疫学实验全程评价与终结性评价、理论考核与操作考核、学生自评与教师评价相结合的多元化考核评价体系，并在实践中取得了较好的效果。

Results Compared with Guangzhou undergraduates, Macao students had lower scores in environmental, independent and self-estimation dimension; however, Macao students had higher scores in social dimension.

结果 澳门大学生在环境、独立维度及自评总分得分较低，社会维度得分较高，两地大学生生活质量的影响因素尚存在一定的差异。

We stick to combination between qualitative estimation and quantify estimation. We stick to combination between students" self-estimation and other people"s estimation. We try to make estimation transverse the whole process of the study of school-based curriculum.

课程评价是课程编制的一个重要环节，在校本课程《化学与生活》中我们倡导评价目标的多元化和评价方式的多样化，坚持终结性评价和过程评价相结合、定性评价与定量评价相结合、学生自评互评与他人评价相结合，努力将评价贯穿于校本课程学习的全过程。

This paper discusses design and realizable methods of remote test output interface from logical design angle.

本文从逻辑设计的角度讨论遥测输出接口的设计及实现方法。

This also 星体投射plies to buildings, structures and geological features.

这也适用于建筑物和地质特征。