Another way

A man sits in a restaurant.He wraps the napkinaround his neck.So the manager calls over a waitress. "Tell the man that's impossible in our restaurant,"says the manager."But try to be tactful."The waitress goes to the man's table and asks."Shave     

用in the way还是on the way

In the way和on the way是极为常见的两个短语,如何灵活运用在具体的语境中呢? 1.in the way 这个短语常指“在道上”,有妨碍、阻拦的意思.如: 1)She can't do her dance because the table is in the way.Can you help me move it? 桌子挡住了路,她不能跳舞了.你能帮忙移开吗? 2)You just arranged matters so that no one was in the way. 你把一切都安排好了,这样就不会有人挡道了. 3)I knew what got in the way of success,and I planned for it. 我知道通往成功的道路上会遇到什么,我也计划好了.     

Asking the way

Last week Fred had to go toNew York.It was his first timethere,and he didn’t know his wayaround the city.He had a meetingat 10 o’clock.and he wanted tobe on time.The meeting was inthe Peterson Building on 34thStreet,but Fred didn’t knowwhere that was.Seeing two menstanding on a corner,he askedthem.     

mean还是means?

问:“你对我意味着一切”英文应该怎样翻译?是"you means every-thing to me"还是"youmean everything to me"呢?虽然说“你”后应该跟复数,但这句话的主语其实是“你这个人”,是你整个人作为一个物体对我意味着一切。对吗?答:引句中的主语,"you"是第二人称,动词是"mean"。即使是暗指“你这个人”,重点还是"you",所以应该用"mean"。如,Youthis person, you mean ev-erything to me.mean还是means?…     

way的用法

1.way之后的定语(1)way之后可以用动词不定式或介词短语of doing sth作定语,二者可以换用,意为"做某事的方法"。例如:     

浅谈avenue,boulevard,highway,lane,path pavement,road,street,trail,way之异同

众所周知,英语是世界上同义词最丰富的语言之一。在英语学习中,正确地理解同义词,熟练地掌握同义词,对英语学习都大有好处。通过数十年的教学实践,我们感到,对在掌握了三千左右单词的英语学习者来说,常常会遇到相当数量的英语同义词、接踵而来的就是辩异问题,而且,这一问题会随着英语学习的进展而不断增加。因此我们将在此文中对 avenue,boulevard......等同义词做简要解释,希望对英语学习者能有所帮助。     

Do teachers, principals, and superintendents perceive leadership the same way?

Structural Equation Modeling (SEM) was used in this study to determine the extent to which teachers, principals, and superintendents perceive the leadership construct in the same way. The researchers found that the two-factor model fits the principal group and particularly the superintendent group better than does the four-factor model. The principals and particularly the superintendents appear to have a more tightly focused mental model of leadership than teachers. The test of structural invariance across the three groups indicated that there was configural and weak invariance, but not strong or strict invariance. It appears that the item-loading patterns and item loadings are invariant, but the intercepts are different, which suggests that the groups put different emphases on the importance of the factors. The study affirms the importance of determining and reporting the extent to which comparison groups share the same mental model for leadership.      

Dutch adolescents’ narratives about democracy: ‘I know what democracy means,but not what it means to me’

In the last decade, educational scholars have studied various aspects of adolescents’ citizenship narratives. This paper reports on a qualitative study into the narratives about democracy of 27 adolescents from an urban area in the Netherlands. The aim of the study was to gain an insight into the type of democratic engagement that Dutch adolescents develop. Fourteen vocational and 13 pre-university students were selected. Each student was interviewed twice. Narrative thematic data analysis revealed that only five students had developed a strong conception of democracy. Our findings suggest that few students had spent time developing and challenging their narratives about democracy, and that few students have developed a greater sense of democratic engagement. Our paper concludes with several suggestions for furthering the study and practice of democratic citizenship education.     

Finding the way home

HUNDREDS of years ago,travellers found their way by looking at the stars. They built towers that could be seen fromafar, made maps and invented the compass.     

he way of conc

:清华大学出版社,2000:280体育视频:3924,粒子滤波:3887,均值转移算法:3850,混合跟踪算法:3812,运动目标:3223,目标运动模型:3177,相似度:2691,目标模型:2537,颜色直方图:1819,滤波算法:1625体育视频:3744,粒子滤波:3709,均值转移算法:3673,混合跟踪算法:3637,运动目标:3075,目     

way家庭风采秀

way,表示“方法、做法、手段、路”等意,与它组合的家庭在英语教材中多次,登台亮相,相信你不会对它们陌生吧!今天它们相聚在此,以展示各自的风采。你能根据它们的“自我介绍”,并结合下面“场景”,恰当地安排好它们的出场顺序吗？“     

way家庭风采秀

Way,表示"方法、做法、手段、路"等意,与它组合的家庭在英语教材中多次登台亮相,相信你不会对它们陌生吧!今天它们相聚在此,以展示各自的风采。你能根据它们的"自我介绍",并结合下面"场景",恰当地安排好它们的出场顺序吗?     

小议way的用法

way的用法很多,它可以作状语引导定语从句,也可与其它动词或介词连用组成不同的短语．现将常见考点归纳如下：     

Thinking in a ‘worldly’ way: mobility,knowledge, power and geography

In order to enhance understandings of the international mobility of researchers and the implications of their mobility for knowledge production and circulation, we need to develop more sophisticated conceptual resources. Here we draw on and seek to develop ideas generated from literary theory and geography in order to highlight the links between internationally mobile researchers, knowledge, geography and power. In particular, we develop three interrelated concepts: ‘geographies of power/knowledge’, ‘empires of knowledge’, and ‘edges of empires’. We also turn to Edward Said's notion of the ‘exilic intellectual’ because it speaks to the manner in which some mobile individuals navigate this terrain, as well as to issues of their links to place, positionality and the academy. The paper puts these concepts to work as we ask ‘What do they look like through the lens of an individual's intellectual biography?’ and ‘How can a biography add nuance to the concepts?’ Overall we adopt what Said calls a ‘worldly’ perspective that involves considering the time and place of ideas.     

New Labour's education policy: first,second or third way?

The education policies of governments have become increasingly directed towards economic ends, including the development of workforce skills. UK governments have been particularly committed to such policies and have adopted some quite distinctive tools, relying heavily on targets and emphasizing certificated rather than uncertificated learning. The underlying assumptions of such policies have been subject to sustained critique, but there has been relatively little empirical evidence available regarding their impact on individual adult learners. This paper uses a large national longitudinal data set to examine whether governments in the UK have met their objectives and how far these are consistent with the learners’ own. It provides, in particular, detailed information on the factors affecting acquisition of additional formal qualifications in adult life and whether there has been any shift in favour of the less skilled in recent years. It also examines the extent to which qualifications, and especially those prioritized by government, lead to increased earnings for their holders. The results strongly suggest that current policies are failing even on their own terms. In conclusion the paper provides some possible explanations for the findings and sets them in an international context.