评分

Ransley Tromp from Aruba did not fare well against Edwin Garcia falling by score of 9-3 while Aaron Goodwin from Jamaica fell 9-7 against Wilfredo Mr. 8 Ball Camacho.

ransley tromp从阿鲁巴没有票价，以及对埃德温加西亚下降了评分的9月3日，而阿伦古德温来自牙买加下跌9月7日对wilfredo先生八号球卡马乔。

The system of students'comprehensive evaluation is the judge of the student who develops his diathesis completely, canonically and scientific.

学生综合测评评分系统是对学生素质发展水平进行全面、规范、科学地评价。

Seventeen patients had radiographic evidence of lucency around the neck of the prosthesis that was not associated with increased pain, thirteen patients had clinically inconsequential heterotopic ossification anterior to the radial neck, and nine patients had radiographic changes in the capitellum.

根据MEPI评分，22例疗效优良。17例患者X线显示有假体颈周围透亮影，但与疼痛无关。13例出现无症状性桡骨头颈前方异位骨化。9例肱骨小头X线影像发生变化。

Score Carom Team 4 - 3 Pool Team.

评分袋队4 -3池队。

Page played a carom and ran out, tying the score at two games apiece.

网页中发挥了袋和失控，绑评分在两场比赛分。

According to CSA criteria, 32 cases of coronary artery restenosis after CASI were classified into group one, group two and group three.

按照冠状动脉狭窄评分，再将32例支架术后再狭窄患者分为Ⅰ、Ⅱ、Ⅲ 3组。

Objective To evaluate the role of the effection of birth process diagram combined with cephalic presentation score in the recognise of head-position difficult labor and the selection of the mode of labor.

目的 评价产程图和头位分娩评分在头位难产的识别和选择分娩方式中的作用。

Birth process diagram combined with cephalic presentation score has very important role in the the recognise of head-position difficult labor and the selection of the mode of labor.

产程图结合头位分娩评分法，对头位难产异常产程的早期识别及选择恰当的分娩方式上具有重要的指导意义。

The therapeutic group was treated by elective cephalic hypothermia for 72 hours. The treatment started within 6 hours after birth.

观察两组患儿治疗前、中、后基本生命体征(体温、呼吸、心率、血压)、血生化(血糖、血电解质及肝功能、肾功能)、血气的变化，并比较两组患儿生后28天20项新生儿神经行为评分。

Other suggestions were made as followed:(1) Resource teachers should provide assessment service to regular students, and help handling students without the certificate of disability, but needed special attention;(2) Resource teachers should provide exceptional students more classes and coordinate with regular teachers in arranging class schedule;(3) When designing curriculum, resource teachers should consider students' abilities and the continuity of the curriculum;(4) Resource teachers should provide standard of scoring and students' scores to regular teachers, and also provide exceptional students supportive services during the exam;(5) Resource teachers should provide mainstreaming guideline for regular teachers and students, and also post-mainstreaming services as well;(6) Resource teachers should connect with regular teachers more often and actively to discuss the situation of the students, also provide assistance and counseling strategies to regular teachers when needed, in order to solve the problem of students with disabilities in regular classes;(7) Regular teachers felt positive regarding the services provided by resource teachers.

四、 开放性意见归纳如下：希望资源班教师为普通班学生进行鉴定服务，并服务未持有身心障碍手册的学生；能提供学生较多授课时数，排课时与导师或科任教师协调；依照学生能力设计课程，注意课程衔接问题；提供评分标准、学生成绩及考场支持服务；提供回归标准及回归学生的后续支持服务；主动与导师沟通，讨论学生状况，并能提供普通班教师适时协助及辅导策略，解决身心障碍学生在普通班的问题；普通班教师肯定资源班教师提供的支持服务。研究者根据研究结果提出建议，作为资源班教师、普通班教师、行政单位及未来研究之参考。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。