怎样译“睡觉”?

一、如果要表示"睡觉"、"熟睡",可用下面的词语:1.He is in bed.他睡着了。2.He fell asleep.他睡着了。3.The baby was sound asleep.婴儿睡着了。4.The old man was asleep.老头睡着了。5.She got to sleep.她入睡了。     

你有多重要

汽车进入了山区.山路崎岖不平.颠得人五脏六腑都翻腾出来。车上只有十几个乘客.坐在后几排的乘客.因为颠得吃不消.都挪到了前排。他却主动移到了最后一排.五个座位连在一起.正好可以躺下来。他太需要休息了。这段日子.工作丢     

国外对教育博士（Ed.D.）教育的研究、争论及其启示

概括并分析了国外对教育博士(Ed.D.)的研究和争论.探讨了国外对Ed.D.研究与争论的两个理论视角.概括了国外对Ed.D.的发展趋势的最新研究.阐述了国外对Ed.D.研究与争论给我国发展和研究Ed.D.的三点启示.     

“大” 和 “小” (三)

91.这是个小问题。This is a minor question.92.说话小声点。Speak in a low voice.93.风小些了。The wind has dropped a little.94.鞋小了点儿。The shoes are a bit too tight.95.累了就小坐一下。Sit for a while if you are tired.96.一家老小都来了。The whole family,old and young,have arrived.97.他是我的小儿子。He is my youngest son.     

家中醋事

那天,我得了奖状,高高兴兴回到了家里.妈妈狠狠地把我夸奖了一番.不过.却打翻了一个醋坛子.     

嗨，迈克

迈克得了一种罕见的病。他的脖子僵直.身体僵硬.肌肉一点一点地萎缩.他的病情越来越重.最后完全失去了自理能力。他只能坐在轮椅上.保持一种固定且怪异的姿势。他只有14岁.14岁的迈克认为自己迎来了老年.不仅因为他僵硬不便的身体.还因为.他的玩伴们.突然对他失去了兴趣。     

高三世界历史选择题思维训练40例

1 .与文艺复兴、宗教改革相比较 ,欧洲启蒙运动最突出的特点是A .对天主教会发动了摧毁性的冲击B .提出了建立资本主义社会的政治构想C .以理性主义来观察社会现状D .号召民众投身资产阶级革命2 .下列关于文艺复兴和宗教改革运动的评述 ,不正确的是A .都是资产阶级意识形态的反映B .发生的根源都在于资本主义的产生和发展C .都对封建制度进行了巨大冲击D .都带有宗教色彩 ,并采取了神学异端的形式3 .新航路开辟后加速了资本主义的发展 ,集中表现为A .资产阶级人数剧增B .资本原始积累速度加快C .雇用劳动力增加D .封建主阶级衰落4.15世…     

你的眼神——写给灾区的孩子

你的眼神,惊慌.恐惧,你的眼神,疑惑、不解.你的眼神,倔强.向往.你们的名字本来都叫孩子.只是因为一个不同寻常的瞬间,你的名字成了灾区的孩子.那个瞬间像一把锋利的刻刀.刻痛了每一位母亲.刻痛了每一个孩子.刻痛了每一个中国人的心.5月12日14时28分.这时刻狠狠地刻进我们每一个人的记忆里。     

英语角

(一)美国最新流行口语1.We'd better be off.我们该走了。2.I don't know for sure.我不确切知道。3.I'm not going to kid you.我不是跟你开玩笑的。4.That's something.太好了!/太棒了!5.You are a great help.你帮了大忙。     

一个具非线性边界流的Stefan问题整体解

考虑了一个具非线性边界流的Stefan问题,得到了这个问题整体弱解的存在性.本文推广了Fahuai Yi和T. M. Shih的结果.他们假设关于单调非减以及Tn=φ.本文取消了这些限制.     

The Politics of Curriculum and Instructional Design/Theory/Form: Critical Problems, Projects, Units, and Modules

What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory.     

美是对精神之召唤的回应——别尔嘉耶夫美观初探

别尔嘉耶夫所谈论的“关”与自由问题息息相关。对他而言，美的问题实际是人的问题，它关涉到人与世界、人与精神的关系。关发生在精神的召唤与人对此召唤的回应之中，是人参与到上帝的创造中去。关就是在这种创造中精神对客体化世界奴役的斗争及胜利，由此人原初的自由向精神或上帝的王国抵达而成为真正的自由。在他的理论中，关由自由来解释，而关却解释着上帝的国度，它实质上表达的是别尔嘉耶夫对人的最高价值作出的判断和与其相关的使命意识。     

阅读活动中的范化与异化

阅读活动是间接交际行为，存在作者、文本、读者三极，阅读是三极的统一，即读者以文本为基础，与作者进行对话，这就是范化阅读，反之就是异化阅读。应当在阅读教学中提倡范化，正确认识异化。     

文明的传承与社会个体的价值——历史的实现方式再探讨

文明是劳动的积累和积累的劳动,是人类智慧和汗水的结晶,是人们开创新的历史的既得力量。人类社会的进步取决于人类文明的历史传承与创造,社会个体的价值寓于个体自身在历史发展过程中对人类文明的传承与创造。历史的实现方式在于人们对人类文明的历史传承与创造。英雄人物在历史中的作用取决于其是否融入创造历史的群众运动中去。人类文明的传承与创造是人类历史走向进步的重要基石,也是人类历史得以延续与发展的社会基因。人类文明的历史传承与创造积淀成历史的现实与现实的历史,人类历史的演进与人类文明的传承与创造齐头并进。     

康德责任论诠释及其当代价值研究

康德以人是有限理性的存在和人是善良意志的存在为前提,建立了以责任和自由为核心的责任论伦理学体系。他赋予责任以三层内涵:责任是尊重规律而产生的行为必要性;责任是定言命令的内在规定性;责任是实践理性的道德自律。并将"人是目的"、"自由"及"至善"作为责任存在的价值目标,以思辨的伦理意蕴彰显了其责任论当代价值。     

论视觉传达设计的新视点

视觉是人类获取外部信息的主要媒介,视觉传达的目标不仅是完成简单的视觉信息的传递,更是要给人以情感上的感染和满足,实现视觉沟通。视觉传达设计就是要通过设计将视觉元素所包含的各种信息准确清晰地传达给受众,同时给予受众更多的审美感受。传统的观点往往将视觉传达设计等同于平面设计,但是随着社会的不断发展以及新技术的应用,视觉传达设计已经不能被局限在平面设计的范围内,同视觉媒介相关联的设计领域包括空间立体设计、动态设计都属于视觉传达设计的范畴。     

人的本质、人的世界与哲学的力量

劳动以对象意识和主体意识的诞生为前提,以内在的精神活动即思想为前提,劳动是外在化和客观化了的思想。思想本身就是劳动,是决定其他劳动的劳动,人是一种思想着的动物。哲学是思想的最高的、最彻底的和最纯粹的形态,思想规定了人的特殊存在方式,而哲学则规定了思想的存在方式。哲学活动的目标是要超越一切确定性、有限性而走向终极,追溯终极原因和认定终极意义,这决定了劳动的范围和劳动的目的。哲学还要反思自身和自我批判,其所具有的内在否定性,人因而能够突破种种限制而超越既定世界,不断创造出崭新的未来和理想天地。哲学是对世界和人生的最高＂解释＂,这种解释塑造了改造世界的主体——人,奠定了人的内在世界,人内在的观念内涵决定了人外在地对世界的改造。文化世界是根据观念建立起来的,因观念的变化而提升和变化,哲学便是改变观念的活动,是改变个体心灵的活动,形成世界观、人生观。哲学的力量是本源性的力量,人的日常行为和日常所思由其所派生。人的力量和意志来自于内在的思想,来自于内在的哲学认识和哲学信仰。     

Source extension based on ε-entropy

It is known by entropy theory that image is a source correlated with a certain characteristic of probability. The entropy rate of the source and ? entropy (rate-distortion function theory) are the information content to identify the characteristics of video images, and hence are essentially related with video image compression. They are fundamental theories of great significance to image compression, though impossible to be directly turned into a compression method. Based on the entropy theory and the image compression theory, by the application of the rate-distortion feature mathematical model and Lagrange multipliers to some theoretical problems in the H.264 standard, this paper presents a new the algorithm model of coding rate-distortion. This model is introduced into complete test on the capability of the test model of JM61e (JUT Test Model). The result shows that the speed of coding increases without significant reduction of the rate-distortion performance of the coder.     

论英语学习的七大步骤

书写形式和发音形式是英语大厦的原始基础,一切发展由此起步。词素是解决词汇问题的一把金钥匙,既有实用性,又有操作性。词汇,其实已没有抽象词汇,而只有具体单词的概念;或者更进一步,已没有单词的抽象概念,而只有动词、名词、形容词的应用概念。短语,是英语由词汇向句子过渡的必然桥梁,也向学习者敲响词汇搭配关系不可忽略的警钟。句子是各种短语的结合体,是英语学习的自然目标;更为重要的是,句子就是一部英语语法的载体,没有它,语法无从依附。如果说句子是英语学习的对象,段落和篇章则是英语应用的对象;只有通过段落、篇章的应用,学习者跻身国际社会的才干智慧才得以展现。英语学习七大步骤,步步是因,步步是果。     

Public education and the post-fordist accumulation regime: A case study of Australia

This paper discusses the current radical changes in the Australian education policy. Central to the argument is the claim that the radical restructuring of the public sector hastened the loss of the possibility of any critical evaluation of national policy.The paper argues that this shift has been forced on the Australian state by the objective conditions expressed in a new realignment of the dominant transnational capital with the subordinate domestic capital, and in the shifts in a global capacity for consumption. The argument is underpinned by the claim that a new, post-Fordist (or flexible specialization) regime of capital accumulation is at present replacing the Fordist regime of mass production and consumption.The paper further argues that in order to achieve the system-preferred changes in the Australian education policy, the Australian government introduced radical changes in the production rules of policy formation. This involved a narrowing of policy making context and, crucially, an exclusion of voices critical of the shift towards economic reductionism.This loss of a critical sensibility constitutes the central concern of this paper. To advance the argument, in Part One, the paper discusses the relationship between the Australian state and the post-Fordist objective conditions of capital accumulation. Part Two argues that the lack of intellectual tradition in Australian public life was at least partially responsible for the easy passage given to neoclassical economics¹ perspective in becoming a dominant public policy paradigm. Part Three locates the role of education within the context of the European philosophical tradition. It provides the link between critical sensibility, the project of Western civilization (which clearly extends beyond the modern vs. postmodern dichotomy), and the role of public discourse. Finally, the paper argues that education policy needs to take the issue of critical sensibility seriously. For this reason, it needs to be informed by a desire to go beyond the mere technical fit between graduates and the workplace, and allow itself to be inspired by new ideas, and new ways of seeing.Parts One and Two of this Article appeared in INTERCHANGE, Vol. 26, #2, 1995.