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The diagnosis, prognosis, and control of chronic kidney disease rely on an understanding of the glomerular filtration rate (GFR). The renal clearance of the cystatin-C is closely associated with the GFR. Cystatin-C is a more suitable GFR marker than the commonly used creatinine. General techniques for cystatin-C calculation, such as particle-enhanced turbidimetric and nephelometric assay, are time-consuming and tedious. Here, we propose a rapid, quantitative immunoassay for the detection of cystatin-C. A fluorescence-based lateral-flow kit was developed in a sandwich format by using a monoclonal antibody. A Linear calibration was obtained over the clinical diagnostic range of 0.023–32 µg/mL and the limit of detection (LOD) was 0.023 µg/mL and the limit of quantification (LOQ) was 0.029 µg/mL. Average recoveries from spiked urine samples ranged from 96–100% and the coefficient of variation was less than 4% for both intra and inter-day assays with excellent repeatability. With the comparison with an ELISA kit, the developed kit is highly sensitive, performs well over the detection range, provides repeatable results in a short time, and can easily be used at point-of-care (POC), making it an ideal candidate for rapid testing in early detection, community screening for renal function disorders.

This paper constructs a gray clustering assessment model, combines the indicators of information technology literacy, technology-supported learning, and information technology teaching ability to evaluate the information technology teaching ability of A college teachers, and explores the use of information technology equipment of college teachers. And through the construction and calculation of the whitening weight function to refine the classification of college teachers’ informatization teaching ability, for different categories of teachers’ informatization application presenting different characteristics, using one-way ANOVA and adding the Scheffe (C) test to test the inter-group variability of different categories, in-depth exploration of the influencing factors of teachers’ informatization teaching in different categories. The results show that the overall water mean of teachers’ informatization teaching ability in school A is 3.88±0.59, and the model divides teachers’ informatization teaching level in college A into three categories: 3.8-4.5, 3-3.8, and 1-3, with the proportion of each category being 27.8%, 40.1%, and 32.1%, respectively. This study focuses on analyzing the relevant factors affecting teachers’ informatization teaching ability and puts forward countermeasure suggestions according to local conditions, which is of great significance to deepen the reform of education and teaching.

Various studies show that application of kinematic hardening models significantly improves the accuracy of springback simulation in sheet metal forming. The springback simulation using kinematic hardening models, e.g., the Yoshida-Uemori (YU) model, is highly dependent on the testing strategy and the calibration of model parameters. In this study, the effect of tension-compression (T-C) testing strategy on calibration of YU model parameters and springback simulation of advanced high strength steels was investigated. A single-element model with T-C conditions was built in LS-OPT to determine YU model parameters on the basis of T-C tests. U-bending tests of two 980 MPa grade steels were performed to evaluate the springback prediction. Results indicate that T-C strategies, including tension-compression sequence and prestrain level show little effect on the calibrated YU model parameters as well as springback simulation of a dual phase steel DP980. However, for a TRIP-assisted high strength steel QP980, T-C strategy significantly affects both the YU model parameters and springback simulation, which is related to the complex loading-path-dependent retained austenite transformation in the QP980. A compromise strategy of T-C testing is proposed to calibrate the YU model parameters of the steel QP980, which are capable to accurately simulate its springback in U-bending.

This study offers a comparative analysis of classical reliability measures, including Cronbach’s alpha, test-retest, and parallel forms reliability, alongside modern psychometric methods such as the Rasch model and Mokken scaling, to evaluate the reliability of C-tests in language proficiency assessment. Utilizing data from 150 participants across two testing sessions, the results indicate high internal consistency (Cronbach’s α = .91, .88), strong parallel forms reliability (r = .82), and moderate test-retest reliability (r = .76). Rasch analysis provided nuanced insights into item difficulty and person reliability, while Mokken scaling confirmed a reliable ordinal hierarchy among test items. This combined methodological approach offers a more comprehensive view of C-test performance and its psychometric properties. Future studies should investigate scalability across diverse linguistic contexts to enhance the test’s generalizability and practical applicability.

Crystallized intelligence is a pivotal broad ability factor in the major theories of intelligence including the Cattell-Horn-Carroll (CHC) model, the three-stratum model, and the extended Gf-Gc (fluid intelligence-crystallized intelligence) model and is usually measured by means of vocabulary tests and other verbal tasks. In this paper the C-Test, a text completion test originally proposed as a test of general proficiency in a foreign language, is introduced as an integrative measure of crystallized intelligence. Based on the existing evidence in the literature, it is argued that the construct underlying the C-Test closely matches the abilities underlying the language component of crystallized intelligence, as defined in the well-established theories of intelligence. It is also suggested that by carefully selecting texts from pertinent knowledge domains, the factual knowledge component of crystallized intelligence could also be measured by the C-Test.

C-Test is a gap-filling test designed to measure first and second language proficiency. Over the past four decades, researchers have shown the fit of C-Test data to parametric item response theory (IRT) models, but no study so far has shown the fit of C-Tests to nonparametric IRT models. The purpose of this study is to contribute to the ongoing C-Test validation project by providing evidence of fit to the Mokken scale analysis as a widely used nonparametric IRT model. A six-passage C-Test battery was analyzed using the monotone homogeneity model and the double monotonicity model of Mokken. Unidimensionality was evaluated using the automatic item selection procedure. Findings showed that the C-Test passages form a strong unidimensional scale, fit well to the monotone homogeneity model, and, after deleting one item, have a sufficient fit to the double monotonicity model. The findings also indicated that the items form a hierarchy, and persons can be located on an ordinal scale using their C-Test sum scores. Implications of the study for C-Test validity and application are discussed.

Achievement of advanced literacy as a goal of foreign language (FL) study within the available amount of time requires that FL departments construct a well-articulated program and optimize student learning at each stage of the curriculum. One essential element of such optimization is the development of assessment procedures to place students into courses that enable successful fostering of their abilities. Ideally, such assessment practices should incorporate aspects of textual literacy, including a well-motivated link between meaning-oriented textual semantics and the required lexicogrammatical features. This article reports on the revision and validity evaluation of a C-test as one component of the placement test in the Georgetown University German program and as an instrument that includes accounting for textual literacy. The authors begin with the reasons for the test revision and report on the development and evaluation of the new C-test texts, which enabled better alignment with the curriculum and demonstrate a fitting range of reliable distinctions among examinees of broadly differing abilities. The article concludes by highlighting the central role of contextually relevant assessment practices for the success of a program that aims to develop advanced literacy in a FL and the lessons learned throughout the evaluation process. (Verlag, adapt.).

Four hard thin coatings (TiSiN, TiN-CrN multi, AlTiN a WC) were deposited on the WC+Co substrate by cathodic arc deposition. Adhesion test of PVD coatings was evaluated by comparison failure of coating surfaces. The surface features after the Rockwell indentation test were examined by light microscopy. The results showed that the AlTiN and WC coatings exhibited acceptable failure and are appropriate for usage in practice. Unlike them, had TiSiN and TiN-CrN coatings poor adhesion, which resulted in unacceptable failure after Rockwell C test.

El estudio analiza la importancia de la memorización de vocabulario para el desarrollo lingüístico general. Para ello se compara el impacto de dos diseños didácticos diferentes en la enseñanza universitaria del alemán como lengua extranjera. Mientras el grupo experimental memoriza el vocabulario utilizando una aplicación, el grupo control trabaja el vocabulario mediante tareas de lectura. Al final de la intervención se mide el rendimiento en términos de una competencia lingüística general aplicando un C-Test y se investiga la percepción del estudiantado sobre diversos aspectos de la enseñanza-aprendizaje de vocabulario mediante una encuesta. Igualmente, para el grupo experimental, se analizan las preferencias de actividades de aprendizaje de vocabulario por parte del estudiantado con la aplicación para relacionarlos con su rendimiento. Los resultados del C-Test muestran que el grupo experimental obtiene una mayor puntuación. Analizando las preferencias de actividades de aprendizaje con la aplicación, se deduce que el estudiantado prefiere usar los ejercicios que implican un aprendizaje receptivo. Sin embargo, obtienen mejores resultados en el C-Test los estudiantes que usan con más frecuencia los ejercicios que implican un aprendizaje activo. Por lo general, el estudiantado considera que el aprendizaje del vocabulario es difícil, mientras el uso de la aplicación se evalúa positivamente.

Facial emotion recognition is one of the psychological processes of social cognition that begins during the first year of life, though the accuracy and speed of emotion recognition improves throughout childhood. The objective of this study was to carry out a preliminary study for the adaptation and validation of the CAM-C FACE test in Argentine children from 9 to 14 years old, by measuring hit rates and reaction times. The results of this study show that the unidimensional model is more appropriate when assessing the speed of performance (reaction times), with a satisfactory reliability (ρ = .950). Results also indicated that girls presented more correct answers compared to boys, while boys had longer reaction times. In addition, the group of children from 12 to 14 years old presented more correct answers compared to the group from 9 to 11 years old, while no differences were observed between groups in terms of reaction times.