A18 教育、学位、学衔 标准查询与下载

DIN 1338:2011 公式的书写和排版

Writing and typesetting of formulae

ISO/IEC 19788-1:2011 信息技术.学习,教育和培训.学习资源用元数据.第1部分:框架

The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. NOTE All concepts are defined in Clause 3. ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources. This part of ISO/IEC 19788 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in this part of ISO/IEC 19788 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective. This part of ISO/IEC 19788 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.

Information technology - Learning, education and training - Metadata for learning resources - Part 1: Framework

ASTM F2889-11 评估语言水平的标准操作规程

Intended Use: This practice is intended to serve the language test developer, test provider, and language test user communities in their ability to provide useful, timely, reliable, and reproducible tests of language proficiency for general communication purposes. This practice expands the testing capacity of the United States by leveraging commercial and existing government test development and delivery capability through standardization of these processes. This practice is intended to be used by contract officers, program managers, supervisors, managers, and commanders. It is also intended to be used by test developers, those who select and evaluate tests, and users of test scores. Furthermore, the intent of this practice is to encourage the use of expert teams to assist contracting officers, contracting officer representatives, test developers, and contractors/vendors in meeting the testing needs being addressed. Users of this practice are encouraged to focus on meeting testing needs and not to interpret this practice as limiting innovation in any way. Compliance with the Practice: Compliance with this practice requires adherence to all sections of this practice. Exceptions are allowed only in specific cases in which a particular section of this practice does not apply to the type or intended use of a test. Exceptions shall be documented and justified to the satisfaction of the customer. Nothing in this practice should be construed as contradicting existing federal and state laws nor allowing for deviation from established U.S. Government policies on testing.1.1 Purpose8212;This practice describes best practices for the development and use of language tests in the modalities of speaking, listening, reading, and writing for assessing ability according to the Interagency Language Roundtable (ILR) scale. This practice focuses on testing language proficiency in use of language for communicative purposes. 1.2 Limitations8212;This practice is not intended to address testing and test development in the following specialized areas: Translation, Interpretation, Audio Translation, Transcription, other job-specific language performance tests, or Diagnostic Assessment. 1.2.1 Tests developed under this practice should not be used to address any of the above excluded purposes (for example, diagnostics).

Standard Practice for Assessing Language Proficiency

ANSI/NFPA 1071-2011 急救车技术人员职业资格标准

This standard shall identify and define the minimum job performance requirements (JPRs) for a person to be considered qualified as an emergency vehicle technician (EVT) and shall apply to personnel who are engaged in the inspection, diagnosis, maintenance, repair, and testing of emergency response vehicles.

Standard for Emergency Vehicle Technician Professional Qualifications

KS B ISO 18436-7:2010 机器的工况监测和诊断.操作人员认证和评估要求.第7部分:温度记录法

이 표준은 적외선 온도 기록계를 이용하여 기계의 상태 감시 및 진단 업무를 수행하는 요원의

Condition monitoring and diagnostics of machines-Requirements for qualification and ssessment of personnel-Part 7:Thermography

KS B ISO 18436-6:2010 机器的工况监测和诊断.操作人员的认证和评估要求.第6部分:声发射

이 표준은 기계의 상태 감시 시험 및 기계의 진단 업무를 수행하는 음향 방출 요원에 대한

Condition monitoring and diagnostics of machines-Requirements for qualification and assessment of personnel-Part 6:Acoustic emission

ISO/IEC TR 24725-3:2010 学习,教育与培训的信息技术.支持技术与特定集合.第3部分:平台和媒体分类学(PMT)

This part of ISO/IEC TR 24725 provides standardized vocabulary, taxonomy of media and platform technologies, and a process that can be used to describe different combinations or bundles of media and platform technologies, which are needed to perform identified functions or to support a class of applications for learners within or across various information technology environments. It provides examples of how and when bundles of technologies can be defined to support learning, education and training activities.

Information technology for learning, education and training - Supportive technology and specific integration - Part 3: Platform and Media Taxonomy (PMT)

NF Z76-040:2010 教育,培训和学习用信息技术.法国LOM应用规范(LOMPR).学习元数据.

Information technologies for education, training and learning - French LOM application profile (LOMPR) - Learning metadata.

DIN ISO 29990:2010 非正规教育和培训用学习性服务.对服务提供商的基本要求(ISO 29990-2010)

Learning services for non-formal education and training - Basic requirements for service providers (ISO 29990:2010)

NF X50-763:2010 非正规教育和培训的学习服务.服务供应商的基本要求.

Learning services for non-formal education and training - Basic requirements for service providers.

BS ISO 29990:2010 非正规教育和培训用学习性服务.对服务提供商的基本要求

Learning services for non-formal education and training. Basic requirements for service providers

ISO 29990:2010 非正规教育和培训用学习性服务.对服务提供商的基本要求

Learning services for non-formal education and training - Basic requirements for service providers

ANSI/APCO 3.103.1-2010 公众安全远程通讯仪的最低培训标准

A few proposed changes to a candidate ANS that identifies the minimum training requirements for both new and veteran Public Safety Telecommunicators. This position is typically tasked with receiving, processing, transmitting, and conveying public safety information to dispatchers, law enforcement officers, fire fighters, emergency medical and emergency management personnel. This document seeks to define training in certain knowledge and skills for the Agency to provide to Telecommunicators.

Minimum Training Standards for Public Safety Telecommunicators

ANSI/ASME B31Q-2010 管道人员资格

This Standard establishes the requirements for developing and implementing an effective Pipeline Personnel Qualification Program (qualification program) utilizing accepted industry practices. The standard also offers guidance and examples of acceptable practices to meet selected requirements. The standard specifies the requirements for identifying covered tasks that impact the safety or integrity of pipelines, for qualifying individuals to perform those tasks, and for managing the qualifications of pipeline personnel.

Pipeline Personnel Qualification

ANSI/JCSEE PgES3-2010 程序评估标准

The Program Evaluation Standard

ASTM F2209-10 I级地面搜寻队队员训练的标准指南

This guide establishes the minimum standard for training land search team members as it relates to their general, field, and search specific knowledge and skills. A person trained to this guide is a Level I land search team member. Every person who is identified as a Level I land search team member shall have met the requirements of this guide. This guide is to be used by individuals and agencies having jurisdiction that wish to identify the minimum training standards for Level I land search team members. This guide is only the first level of training for land search personnel and as such, only establishes the minimum knowledge and skills required for a person to perform land search. Nothing in this guide precludes an AHJ from adding additional requirements for its own members. This guide by itself is not a training document. It is only an outline of the topics required for training or evaluating a Level I land search team member, but it can be used to develop a training document or program. It is up to the AHJ to determine the depth or detail of training to meet its needs. This guide does not stand alone and must be used with the referenced documents to provide the specific information needed by a Level I land search team member or AHJ. Though this guide establishes the minimum standards, it does not imply that a Level I land search team member is a “trainee,” “probationary,” or other similar term member of an AHJ. It is up to the AHJ to determine the requirements and qualifications for member ratings. This guide can be used to evaluate a book or other document to determine if its content meets the necessary topics for training a Level I land search team member. Likewise, the guide can be used to evaluate an existing training program to see if it meets the requirements of this guide. The knowledge and skills requirements presented in the following sections are not presented in any particular order and do not represent a training sequence. Except where a physical skill needs to be shown, it is up to the AHJ, instructor, evaluator, or tester to determine the best way to evaluate a person's knowledge. This may be by written exam, oral exam, demonstration, or by some combination of the three.1.1 This guide establishes the minimum training standard for Level I land search team members as it relates to their general, field, and search specific knowledge and skills. 1.2 A Level I land search team member searches on the surface of the land only. This guide does not provide the minimum training requirements for searching in partially or fully collapsed structures, in or on water, in confined spaces, or underground (such as caves, mines, and tunnels.) 1.2.1 A Level I searcher may be used, with the above limitations, in remote areas including urban or disaster areas that may be isolated or have lost their infrastructure. 1.3 A Level I land search team member is required to have only an overview level of knowledge of rescue as it pertains to “search and rescue.” No knots, rope, litter, or other rescue skills are required of a Level I land search team member. 1.3.1 Basic rescue skills and knowledge are found in Guide F2751. 1.4 Level I land search team members must work under direct supervision of Level II searchers (Guide F2685) or other experienced search personnel. 1.5 Level I land search team members ar......

Standard Guide for Training of Level I Land Search Team Member

ANSI/NFPA 405-2010 机场消防人员的救援技术熟练程度用标准

This standard contains the required performance criteria by which an authority having jurisdiction over aircraft rescue and fire fighting (ARFF) maintains proficiency and effective ARFF at airports.

Standard for the Recurring Proficiency of Airport Fire Fighters

ANSI/NFPA 1410-2010 初期紧急现场操作用培训标准

1-1.1* This standard contains the minimum requirements for evaluating training for initial fire suppression and rescue procedures used by fire department personnel engaged in emergency scene operations. 1-1.2 This standard specifies basic evolutions that can be adapted to local conditions and serves as a standard mechanism for the evaluation of minimum acceptable performance during training for initial fire suppression and rescue activities.

Standard on Training for Initial Emergency Scene Operations

ANSI/NFPA 1035-2010 消防和生命安全教育人员、公共信息工作人员和青少年放火者干预专员用专业资格标准

This standard identifies the levels of professional performance required for public fire and life safety educators, public information officers, and juvenile firesetter intervention specialists. It specifically identifies the job performance requirements (JPRs) necessary to perform as a public fire and life safety educator, a public information officer, and a juvenile firesetter intervention specialist.

Standard for Professional Qualifications for Fire and Life Safety Educator, Public Information Officer, and Juvenile Firesetter Intervention Specialist

ANSI/NFPA 1452-2010 消防队员进行住宅放火安全调查的培训指南

1-1 General. The intent and purpose of this document is to provide fire department training officers or other fire service personnel with a guide for the establishment of a dwelling fire safety program for their community. 1-1.1 To be effective and to adequately deal with local fire problems, the solution to a particular fire safety problem should be developed locally. This document is intended to be a basic guide to possible elements for inclusion in a locally developed program. 1-1.2 Because the majority of fire deaths occur in residential occupancies, it is essential that fire safety survey programs become an integral part of the total fire safety program in a community. This guide can be applied to both rural and urban communities. Principles contained in this document can be applied to single-family as well as multifamily dwellings, such as apartments, town houses, and condominiums, as local conditions dictate. 1-1.3 This document is not intended to be a training manual or a fire inspection manual, but rather to serve as a guide for establishing a locally prepared dwelling inspection program geared to address the specific problem(s) faced by the local fire service organization. By utilizing fire suppression personnel in this capacity, fire departments can achieve some or all of the following benefits: (1) Increased productivity (2) Increased community contact (3) Familiarization with residential properties 1-1.4 Residents of the community also benefit from a survey program by becoming aware of the following issues: (1) Fire safety in the home (2) Protective measures to improve the quality of life (3) Public safety and awareness 1-1.5 Specific sections of this guide can be included or eliminated as local conditions dictate.

Guide for Training Fire Service Personnel to Conduct Dwelling Fire Safety Surveys