A18 教育、学位、学衔 标准查询与下载

WJ 2199-1994 工人技师技术考核内容和评定方法 防化器材

Worker technician technical assessment content and assessment method chemical defense equipment

WJ 2192-1994 工人技师技术考核内容和评定方法 总则

General rules for the content and method of technical assessment of workers and technicians

WJ 2193-1994 工人技师技术考核内容和评定方法 坦克车辆

Technical assessment content and assessment method for workers and technicians Tanks and vehicles

WJ 2194-1994 工人技师技术考核内容和评定方法 火炮

Contents and assessment methods of technical assessment for workers and technicians

WJ 2195-1994 工人技师技术考核内容和评定方法 枪械

Technical assessment content and assessment method for workers and technicians

WJ 2196-1994 工人技师技术考核内容和评定方法 发动机

Worker technician technical assessment content and assessment method engine

WJ 2197-1994 工人技师技术考核内容和评定方法 炮弹

Technical assessment content and assessment method for workers and technicians

AC-65-01-1993 维修人员执照、检验人员执照的培训、考试及取证

Maintenance personnel license, inspection personnel license training, examination and certification

ASME N626.3-1993 特殊专业工程师的资格鉴定和责任

This Standard presents minimum requirements for the qualification of personnel engaged in the certification and Design Report review activities of the ASME Code. The personnel addressed are those who perform the following specialty fields: (a) for Division 1: (1) Certification of the Design Specification on behalf of the Owner: (2) Certification of the Design Report on behalf of the N Certificate Holder; (3) Review of the Design Report on behalf of the Owner; (4) Certification of the Overpressure Protection Report on behalf of the Owner; and (5) Certification of the Load Capacity Data Sheet on behalf of the N Certificate Holder. (b) for Division 2: (1) Certification of the Design Specification on behalf of the Owner; (2) Certification of the Construction Specification, Design Drawings, and Design Report on behalf of the Designer; and (3) Review of the Design Report on behalf of the Owner. Also provided are the duties of these personnel in the performance of the activities described above.

Qualifications and Duties of Specialized Professional Engineers

ASTM F1257-90(2008) 救生/急救技术人员(ALS/EMT)培训计划所需急救医疗服务讲师的选择和实习的标准指南

Since the quality of prehospital ALS/EMT training depends, in large measure, on the instructional abilities and competencies of the ALS/EMT instructor, it is imperative that the individual selected and used in this capacity possess the qualifications and capabilities necessary to provide effective instruction. An ALS/EMT instructor must possess clearly defined knowledge and skills competencies, have clearly defined responsibilities and scope of authority related to instructional programs and meet other specific requirements pertinent to the level of instruction. Using this guide, EMS institutions and organizations should be able to develop requirements for selection and utilization of ALS/EMT instructors for ALS/EMT training and education programs. ADVANCED LIFE SUPPORT INSTRUCTOR GUIDELINES Top 1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs that include instruction in advanced life support knowledge and skills. 1.2 This guide identifies six categories of instructor in an ALS/EMT (advanced life support/emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories. 1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable. 1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many ALS/EMT training programs, the limited instructional roles played by these individuals precludes the need for specific selection and utilization guidelines. 1.5 This guide is intended to apply to any individual who teaches in ALS/EMT training programs regardless of the individual''s present level of clinical practice. 1.6 This guide intentionally omits references to length of prehospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency. 1.7 This guide applies only to instructors who teach in advanced life support training courses designed to prepare an individual for certification to practice as an EMT above the level of the EMT (basic). It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification. 1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the ALS/EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards. 1.9 This standard does not purport to address all of the safety concerns associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Note 18212;Also see Practice F 1031.

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Advanced Life Support/Emergency Medical Technician (ALS/EMT) Training Programs

ASTM F1256-90(2008) 基本救生/急救技术人员(BLS/EMT)培训计划所需急救医疗服务讲师的选择和实习的标准指南

Since the quality of prehospital BLS/EMT training depends, in large measure, on the instructional abilities and competencies of the BLS/EMT instructor, it is imperative that the individual selected and used in this capacity possess the qualifications and capabilities necessary to provide effective instruction. A BLS/EMT instructor must possess clearly defined knowledge and skills competencies, have clearly defined responsibilities and scope of authority related to instructional programs, and meet other specific requirements pertinent to the level of instruction. Using this guide, EMS institutions and organizations should be able to develop requirements for selection and utilization of BLS/EMT instructors for BLS/EMT training and education programs. BASIC LIFE SUPPORT INSTRUCTOR GUIDELINES Top 1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in basic life support knowledge and skills. 1.2 This guide identifies six categories of instructor in a BLS/EMT (basic life support/emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories. 1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable. 1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many BLS/EMT training programs, the limited instructional roles played by these individuals precludes the need for specific selection and utilization guidelines. 1.5 This guide is intended to apply to any individual who teaches in BLS/EMT training programs regardless of the individual''s present level of clinical practice. 1.6 This guide intentionally omits references to length of prehospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency. 1.7 This guide applies only to instructors who teach in basic life support training courses designed to prepare an individual for certification to practice as an EMT (basic) or first responder. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification. 1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the BLS/EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards. 1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Note 18212;Also see Practice F 1031.

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs

ASTM F1257-90(2002) 救生/急救技术人员(ALS/EMT)培训计划所需急救医疗服务讲师的选择和实习

1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in advanced life support knowledge and skills. 1.2 This guide identifies six categories of instructor in an ALS/EMT (advanced life support/emergency medical technician) training program:adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories. 1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable. 1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many ALS/EMT training programs, the limited instructional roles played by these individuals precludes the need for specific selection and utilization guidelines. 1.5 This guide is intended to apply to any individual who teaches in ALS/EMT training programs regardless of the individual's present level of clinical practice. 1.6 This guide intentionally omits references to length of prehospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency. 1.7 This guide applies only to instructors who teach in advanced life support training courses designed to prepare an individual for certification to practice as an EMT above the level of the EMT (basic). It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification. 1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the ALS/EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards. 1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Note 18212;Also see Practice F1031.

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Advanced Life Support/Emergency Medical Technician (ALS/EMT) Training Programs

ASTM F1256-90(2002) 基本救生/急救技术人员(BLS/EMT)培训计划所需急救医疗服务讲师的选择和实习

1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in basic life support knowledge and skills. 1.2 This guide identifies six categories of instructor in a BLS/EMT (basic life support/emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories. 1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable. 1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many BLS/EMT training programs, the limited instructional roles played by these individuals precludes the need for specific selection and utilization guidelines. 1.5 This guide is intended to apply to any individual who teaches in BLS/EMT training programs regardless of the individual's present level of clinical practice. 1.6 This guide intentionally omits references to length of prehospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency. 1.7 This guide applies only to instructors who teach in basic life support training courses designed to prepare an individual for certification to practice as an EMT (basic) or first responder. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification. 1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the BLS/EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards. 1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Note 18212;Also see Practice F1031.

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs

ASTM F1011-86(2001) 对最初治理人员开设危险品处理训练课程

1.1 This guide covers a format for a hazardous materials spill initial response team training curriculum. This guide is designed to assist trainers of initial response personnel in assessing the content of training curriculum by providing guidelines for subject content against which these curricula may be evaluated. The guide should be tailored by the trainer to fit specific circumstances that are present in the community or industry where a spill may occur.1.2 Sections 5, 6, 7, 8, 9 of this guide identify those training areas that should be considered in a curriculum. The area of preplanning is listed and this topic should be seriously considered by the user. Training is only a small part of an overall spill response contingency plan. A properly equipped and trained spill response team cannot operate without a previously agreed plan of attack.1.3 Currently the Code of Federal Regulation 40 CFR 112, 40 CFR 265, and 49 CFR 173 specify that producers, handlers, and shippers of hazardous materials shall plan and train for hazardous spill response. The broad interpretation of these regulations could include the requirement to train state and local response organizations who may be required to handle hazardous materials in an emergency spill situation. Regardless of the above regulatory requirements, training is essential to a proper response in an emergency.1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use.

Standard Guide for Developing a Hazardous Materials Training Curriculum for Initial Response Personnel

JY/T 024-1996 高效液相色谱方法通则

General Principles of High Performance Liquid Chromatography Methods

JY/T 025-1996 光栅型荧光分光光度方法通则

General rules for grating-type fluorescence spectrophotometry

JY/T 026-1996 圆二色谱方法通则

General Principles of Circular Dichroism Method

JY 100-1982 脊髓横切技术条件（试行）

Spinal Cord Transection Technical Conditions (Trial)

JY 101-1982 运动神经末梢装片技术条件（试行）

Motor Nerve Ending Film Mounting Technical Conditions (Trial)

JY 102-1982 胃壁切片技术条件（试行）

Technical conditions for gastric wall sectioning (Trial)