苏子曰：“客亦知夫水与月乎？逝者如斯，而未尝往也；盈虚者如彼，而卒莫消长也。盖将自其

免疫放射测定（IRMA）的最大特点是（）

A.应用过量标记抗原

B.应用过量标记抗体

C.有分离步骤

D.无分离步骤

E.应用放射标记物

根据我国《旅游安全管理暂行办法》的规定，旅游投诉管理机关处理投诉案件，能够调解的，应当在( )基础上进行调解，促使投诉者与被投诉者相互谅解，达成协议。

A．查明事实

B．平均分配责任

C．解决纠纷

D．分清责任

E．尽量调解

猩红热的主要传染源是（）

A.早期患儿和隐性感染者

B.恢复期患儿

C.慢性带毒者

D.猩红热患儿

E.猩红热患儿和带菌者

液压电梯当柱塞通过其行程限位装置而到达其上限位置时，轿顶上可以站人的最高水平面积，与位于轿顶投影部分井道顶最低部件的水平面（包括梁和固定在井道顶下的零部件）之间的自由垂直距离应当不小于（）。

A、0.1+0.035v2m

B、0.3+0.035v2m

C、1.0+0.035v2m

The standardized educational or psychological tests, that are widely used to aid in selecting, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.

All informed predictions of future performance are based upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.

Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity, and upon such factors as cost and availability.

In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined (for example, ability to do well in a particular course of training program) and least effectively when what is to be measured or predicted cannot be well defined (for example, personality or creativity). Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they don’t compensate for gross social inequality, and thus don’t tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.

The selection implies that, more often, the value of an educational test rests with（）

A. the interpretation of test results

B. the analysis of the students tested

C. the skill and wisdom of the test itself

D. the accuracy of the information provided