1 point
The unattainable edge of horror. Universal evil. If you have a nightmare, you will have to visit a psychiatrist. Perhaps more than once.
2 points
90-60-90
height-weight-age
Something thick and scary. It will be given to the first person you meet for a bottle of cheap beer, or it will be broken until your last breath. We do not consider them as “female”.
3 points
A gray, ugly, plump girl who has been very unlucky in life with her appearance. There are rumors that they have sex.
Usually such girls either give with great effort (due to their terrible complexes), or give to all the few comrades who need it from them.
4 points
An ordinary gray girl who is not popular with men. In this case, it can either be with a normal figure, but ugly in the face, or simply too fat. At large quantities Alcohol will do, but again, not for everyone. Seducing such a person is not a problem, but think about whether you need it.
5 points
Neither fish nor fowl. There are millions of them. 7 out of 10 girls passing will fall into this category. There’s no shame in seducing someone like that, but there’s also nothing to boast about.
Standard. Such girls make “contact” most easily.
6 points
Either a very well-groomed 5, or just a pretty girl who can be seduced and this will be a good memory. Typically, such girls are suitable for long-term relationships due to their flexibility.
Seducing someone like that is not big problem, but you'll have to work a little harder.
7 points
From nature beautiful girl. With a good figure and a pretty face. It is popular among men and therefore there is a protective barrier against obviously unacceptable or unsuccessful men. This is the most controversial category among pickup artists. Here opinions fluctuate both down and up. In general, the seduction of 7 remains in my memory as very good memories.
8 points
Fashion model. Naturally gifted with good looks and a great figure. For the most part, these girls are wealthy and have the opportunity to take care of their appearance. The percentage of such girls is very small among all, but having seduced her, you can be proud of it and know that you are “one of the very best.” In most cases, to seduce such a girl, you will need more than one date.
9 points
This is your ideal. Moreover, for everyone it is no less than 8 points, but it sunk into your soul. This is exactly what you dream of. A very beautiful girl (7-8 points) with whom you have a long-term relationship and she is “the one” can also fall into this category.
The seduction of such a girl definitely goes beyond the standard, so here you will have to make every effort.
10 points
The unattainable edge of beauty and internal qualities girls. If you met her, then consider yourself one in a million. There is no need to seduce, you and her will understand everything right away.
I have studied the official documents and am ready to explain why each mark is given.
First level (low): 1−2 points
Recognizing, recognizing and distinguishing concepts are the requirements for the lowest grades.Yes, yes, no zero knowledge.
Second level (satisfactory): 3−4 points
Marks 3 and 4 are given to students who present educational material from memory, i.e., memorized theory is enough for satisfactory scores.
Third level (intermediate): 5−6 points
To get 5 or 6 points, the educational material must not only be reproduced, but understood. Plus be able to describe and analyze actions with objects of study.
Level four (sufficient): 7−8 points
A student who claims to have grades of a sufficient level easily applies knowledge in practice and gives his own examples, similar to those given in the textbook. Based on a generalized algorithm, it also solves new educational problems. Another requirement is the ability to understand the essence of the objects being studied and perform actions with clearly defined rules.
Fifth level (high): 9−10 points
Applicants for “9” and “10” apply knowledge in unfamiliar, non-standard situations. Moreover, to solve qualitatively new problems. They independently describe, explain and transform objects of study.
Is it worth checking for the annual mark in a subject when taking the CT? Before the introduction, this indicator did not coincide with the actual test results. With the introduction of the new technique, this difference was leveled out. And now you can approximately count on a CT result equal to the annual grade in a school subject multiplied by 10.
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To the question: If you evaluate yourself on a 10-point scale and take the following parameters as marks: 1) beauty 2) intelligence (+ cm in) given by the author WERONIKA the best answer is I would rate myself a seven.
Answer from 2 answers[guru]
Hello! Here is a selection of topics with answers to your question: If you evaluate yourself on a 10-point scale and take the following parameters as marks: 1) beauty 2) intelligence (+ cm inside)
Answer from [on]~[your]~[wave][guru]
Hello Frau WERONIKA!
The duality of “cause and effect” is so wonderful that it’s worth devoting an article to.
A person can consider himself the cause of something, or the consequence of something, and this is a natural phenomenon.
When a person begins to engage in spiritual growth, this, as a rule, happens because something does not suit him. He feels himself to be the effect of something over which he wants to become the cause.
In other words, he has the conviction that he is the effect of this, and wants to feel like he is the cause above it, to somehow change the state of affairs.
By taking care of oneself, a person one way or another revises some principles, beliefs, worldview; life gets better, and now he feels more like a cause in life than an effect. His belief has changed - he is now inclined to consider himself the cause in his life, and not the effect.
Many practices and systems are built precisely on this principle, and many people “fall for it” - after all, considering yourself the cause (and feeling) is much more pleasant than the effect. They promise you that you will become a super-successful millionaire businessman, a wizard, a magician of unprecedented power, etc., etc. This is attractive because you really want to believe in a fairy tale and make it a reality. But only a few achieve what they promised.
Answer from Volodymyr Girnyak[guru]
I think it’s incorrect to rate yourself)) And most of your criteria can only be assessed by actions...
Answer from Yergey Zevakin[guru]
I got about 100 points, but there is no criterion for modesty
Answer from Olga Lol[guru]
Well. . I think about more than a hundred
Answer from Desert Rose[guru]
yes 12 criterion modesty)
Answer from Pavel Garmashov[guru]
I think 5, if on a ten point system.
Answer from Lelya[guru]
Afraid. that our assessments do not always coincide with the assessments of others!
Answer from -
[guru]
Adults don’t care about playing in the sandbox and measuring things against each other.
Adults are always confident and firmly know that no one is better than them.
And if there is, then these are just errors in data processing and incorrect calculations)
Answer from Lady Winter[guru]
I love myself very much, my beloved, 10 points
Answer from Victor Bobrov[guru]
The highest
Answer from Olga[guru]
1) Beauty - 7 points.
2) Intelligence - 9 points.
3) Charm - 9 points.
4) Wit - 9 points.
5) Sense of humor - 8 points.
6) Ability to communicate - 6 points. (I am a straightforward, harsh, quarrelsome and sometimes rude person).
7) Kindness - 8 points.
8) Honesty - 7 points.
9) Openness - 6 points (I don’t let a lot of people get close to me).
10) Generosity - 8 points.
11) The character is complex and ambiguous, from - 9 to +9 points, depending on which “facets” of the character shine today, in a given situation.
There is not a single “ten” in the list, since there is no limit to perfection.))
Answer from --- †Crypt Biker † ---[guru]
my scale is off the charts.
Answer from GEDO[guru]
I'm cute.))
Answer from Except[guru]
figure eight lying on its side))
Answer from Mistress of the still waters![guru]
Priceless and completely satisfied with it!
As is known, the ultimate goal of the functioning of any pedagogical system- this is the effective side of training, and assessing the level of training, as a problem and need, practice has one constant goal - establishing the level of knowledge acquisition at all stages of training, as well as measuring effectiveness educational process and academic performance. It is quite natural that the learning process is more effective when learning is identified with development cognitive interest, when the process of cognition is activated under its influence, it increases creative activity, there is an interest in research activities. It is quite reasonable to believe that what more effective methods cognitive activity, the more accurate the assessment tool, the higher the need for learning and, as a result, the higher the performance.
The knowledge assessment system is a system for assessing the quality of students’ mastery of educational programs, the most important element of the educational process.
Currently, many knowledge assessment scales are used in the world. In some scales it is customary to use digital designations of categories, and fractional estimates are allowed; other scales (for example, in) traditionally deal with letter designations. The American scale also has a numerical interpretation, in which the highest grades A and A+ correspond to a score of 5.
In history Russian education Initially, as in Europe, there was a three-digit rating system. In the list of students of the Kyiv Theological Academy (1737), the highest rank means very good progress: “the teachings are fair, reliable, good, honest, good, praiseworthy.” The average category denotes the success of “the teaching of mediocre, measured, not thin.” The lowest category characterizes successes below average: “the teachings of the weak, vile, wicked, hopeless, lazy.”
Gradually, the verbal assessment became monotonous and shorter, it was more often replaced by a digital one, and the direction of the scale was established opposite to the German one.
The tradition of indicating the diligence and success of students with numbers was established in Russia back in early XIX century. At that time, the numbers from 0 to 5 were used in gymnasiums. Zero indicated that the student had not fulfilled his duties at all; if he received two zeros in a row, he was subject to corporal punishment (until 1864). One and two were given when the student prepared the lesson unsatisfactorily; a C was given for mediocre diligence; four - when the student performed his duties well; He received five only for excellent knowledge of the lesson. The teacher was obliged to assign points in the class, characterizing only the knowledge of the lesson assigned at home, and had no right to take into account the attention or absent-mindedness of the students during class, as well as the temporary or permanent diligence of the student, his age and abilities.
IN different time In Russia, 3-, 5-, 8-, 10-, 12-point knowledge assessment systems were used. Of these, a 5-point score has taken root, which was officially established in 1937 by the Ministry of Public Education: “1” – poor success; “2” – mediocre; “3” – sufficient; “4” – good; “5” – excellent. During the 20th century, the “1” rating gradually fell out of use, as a result of which the 5-point system was transformed into the modern 4-point system. IN last years in Russia, in some educational institutions, the 5-point system is returning (“1” is a point for uncompleted work). This system, traditional for Soviet education, is now widely used in Russia and many countries of the post-Soviet space
Since January 11, 1944, a digital five-point system for assessing student performance has been introduced in Russian schools in accordance with Resolution of the Council of People's Commissars of the RSFSR No. 18 of January 10, 1944 and Order of the People's Commissar of Education of the RSFSR No. 24 of January 10, 1944.
In accordance with the instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved by the People's Commissar of Education of the RSFSR on February 29, 1944, the following criteria for assessing students are established:
GradeDescription
5
A score of “5” is given when the student thoroughly knows all the program material, understands it perfectly and has thoroughly mastered it. Gives correct, conscious and confident answers to questions (within the program). In various practical tasks he can independently use the acquired knowledge. In oral responses and written works uses literary correct language and does not make mistakes.
4
A score of “4” is given when the student knows all the material required by the program, understands it well and has mastered it firmly. Answers questions (within the program) without difficulty. Able to apply acquired knowledge in practical tasks. In oral answers he uses literary language and doesn't gross mistakes. Makes only minor errors in written work.
3
A score of “3” is given when the student demonstrates knowledge of the basic program educational material. When applying knowledge in practice, he experiences some difficulties and overcomes them with a little help from the teacher. In oral answers he makes mistakes when presenting the material and in constructing his speech. Makes mistakes in written work.
2
A score of “2” is given when the student reveals ignorance of a large part of the program material and, as a rule, answers only the teacher’s leading questions with uncertainty. In written work he makes frequent and serious mistakes.
1
A point of “1” is given when the student shows complete ignorance of the educational material being covered.
According to the Instructions of the Office of Primary and Secondary Schools of the People's Commissariat of Education of the RSFSR, approved People's Commissar education of the RSFSR on February 29, 1944, when determining quarter and final grades (at the end school year) estimates are not allowed to be derived as arithmetic averages. These final grades must correspond to the student's level of knowledge at the time of certification.
In certificates and certificates, marks of academic performance are indicated by numerical points and in brackets by the name: 5 (excellent); 4 (good); 3 (satisfactory).
In universities and colleges of Russia, knowledge assessments are established by the Order of the USSR State Committee for public education dated June 22, 1990 No. 432 “On approval of the Regulations on forms of control academic work students of day and evening departments of secondary specialized educational institutions.” According to this regulatory document knowledge, skills and abilities of students in all forms of control of educational work, including educational and technological practices, are assessed in points: 5 (excellent); 4 (good); 3 (satisfactory); 2 (unsatisfactory). Laboratory works, practical classes and pre-diploma practice are assessed: “passed”, “fail”. Educational establishments Culture and Arts may use other systems for assessing student performance, agreed upon with a higher authority.
When developing the new assessment system, five levels of educational activity (or degree of mastery of new material) were identified:
The first level is actions for recognition, recognition of concepts (objects), discrimination and establishment of similarity.
The second level is actions to reproduce educational material (object of study) at the memory level, that is, unconscious reproduction.
The third level is actions to reproduce educational material (object of study) at the level of understanding (conscious reproduction), description and analysis of actions with the object of study.
The fourth level - actions to apply knowledge in a familiar situation according to a model, performing actions with clearly defined rules, applying knowledge based on a generalized algorithm to solve a new educational problem
The fifth level is the application of knowledge (skills) in an unfamiliar situation to solve a new range of problems, creative transfer of knowledge (independent use of previously acquired knowledge in a new situation to solve a problem; vision of the problem and ways to solve it, etc.).
The designated criteria and features are conditionally structured into three groups:
subject-specific (completeness, generality, systematicity, correctness, meaningfulness of knowledge, etc.)
content-based and activity-based (strength, effectiveness of knowledge, mental operations, special subject, intellectual, general educational and other non-subject skills);
individual, personal (activity, independence, self-esteem, criticality, motivation to learn and other personality traits that characterize the motivational, emotional, volitional spheres, the sphere of self-regulation, etc.).
The degree of completeness of their manifestation at the stages of educational activity represents generalized criteria for students’ educational achievements in the form of levels. Expanding the rating scale from 5 to 10 points allows each level to adequately establish a certain range of marks or points, which are characterized by integral indicators.
Integral 10-point scale for assessing students' educational achievements:
0 No answer or refusal to answer
1. Low (receptive)
1 Recognition of the object of study, recognition of individual known terms and facts; manifestation of the desire to overcome learning difficulties; manifestation of situational interest in learning and subject matter
2 Recognition of the object of study, discrimination of definitions, structural elements of knowledge, manifestation of volitional efforts and motivation for learning
2. Satisfactory (receptive-productive)
3 Incomplete reproduction of program educational material at the memory level; the presence of significant errors that can be eliminated with the help of the teacher; difficulty in using special, general educational and intellectual skills; desire to overcome difficulties; situational manifestation of responsibility and self-criticism.
4 Development educational material at the reproductive level and its incomplete reproduction; the presence of correctable errors in additional (leading) questions; difficulties in using certain special, general educational and intellectual skills or individual skills; manifestation of volitional efforts, interest in learning, adequate self-esteem, independence, meaningfulness of actions, etc.
3. Average (reproductive)
5 Conscious reproduction of software educational material, including varying degrees of complexity, with minor errors; difficulties in using certain special, general educational and intellectual skills; interest in learning and achieving results.
6 Complete reproduction of program material with minor errors; application of knowledge in a familiar situation according to a model; the use of special, general educational and intellectual skills and abilities with little help from the teacher; perseverance and desire to overcome difficulties; situational manifestation of the desire for creativity.
4. Sufficient (productive)
7 Mastery of software educational material, including varying degrees of complexity, operating it in a familiar situation; the presence of single insignificant errors in actions; independent use of special, general educational and intellectual skills and abilities; manifestation of aspirations for creative transfer of knowledge, organization, self-criticism, reflection, etc.
8 Possession of software educational material and operating it in familiar and unfamiliar situations; the presence of single insignificant errors in actions that are independently corrected by the student; presence of certain experience in creative activity; manifestation of conscientiousness, responsibility, self-esteem, reflection, etc.
5. High (productive creative)
9 Fluent operation of software educational material of varying degrees of complexity in an unfamiliar situation; performing creative tasks; high level of independence and erudition.
10 Free operation of software educational material of varying degrees of complexity using information from other training courses and disciplines; the ability to consciously and quickly transform acquired knowledge to solve problems in non-standard situations; manifestation of purposefulness, responsibility, cognitive activity, creative attitude to learning.