查询词典 ask for an explanation

On one side, subject of scientific explanation is the component factor of explanandum, which is a premises to create the subject-object structure of scientific explanation, and to form actual explanation of science. On the other side, as denotatum of scientific explanation, object is an objective factor in the subject-object structure which regulates and restricts the intentions of subject and his objectivating explanation.

一方面，科学解释的主体构成了解释客体的一个构成性因素，这种构成性是科学解释的主客体结构，从而也是形成现实的科学解释活动的一个条件；另一方面，客体作为科学解释这种对象性活动的指向，是主客体结构的客观方面，规定和限制着科学解释主体的意向及其对象性的解释活动。

Would you know the value of a year, the harvest of the farmers hope to ask the man; would like to know the value of a month, on the upcoming college entrance examination to ask the students; would like to know the value of one week, ask the travel on the long-wandering; would like to know a The value of an hour, waiting for the rain to ask lovers; would like to know the value of one minute, it will soon ask the fire out; would like to know the value of a second, just missed the train on to ask the travelers; want to know per thousand the value of one second, it immediately ask the patient to leave the world.

想知道一年的价值，就去问盼望丰收的农民伯伯；想知道一个月的价值，就去问即将高考的学生；想知道一周的价值，就去问远行已久的游子；想知道一小时的价值，就去问雨中等待的恋人；想知道一分钟的价值，就去问即将出动的火警；想知道一秒钟的价值，就去问刚刚错过火车的旅人；想知道千分之一秒的价值，就去问马上要离开世界的病人。

By this, I hope I shall be able to provide a more wezhaustive understanging of explanation, and, to construce the concept of explantion not as a logical one by distinguishing explanation from logical inference;(2) not as a psychological one by separating explanation from individual's psychological orientation;(3) not as an Ontic one by emphasizing the relevance of the questioner's and explainer's knowledge-states to explanation;(4) not as a relative one by holding that it is possible to get a non-pragamatic standard to differentiate batter explanations from worse ones.

通过对最新近的实用说明论的得失的详细分析，来探讨有关说明和说明论的一些基本问题，力求在这些探讨的基础上得到对说明的更全面的理解，使得说明概念（1）不是一个逻辑概念，避免将说明与逻辑推导相等同；（2）不是一个心理学概念，将说明与提问者和回答者的心理倾向相分离；（3）不是一个实体概念，强调说明与人们知识状态的密切关系以及（4）不是一个完全相对化了的概念，坚持可以在好的说明和差的说明之间找到某种标准。

Through comparing the opinions of different scholars it illustrates the author"s comprehension towards the concept of law explanation and focuses on the principle of it, namely the principles of law objectivity, legitimacy and rationality.The second section of this paper introduces the meaning of the explanation of administrative law and its basic category as well. Firstly, it analyzes academic area"s two riftses toward this concept: the boundary question between legislation explanative and administrative explanation; the question of which is the main principle of administrative explanation and putting forward the concept of it; the illustrations made by special state administration towards the meaning of laws, regulations and rules according to the laws.

首先，分析了学理界关于行政法解释概念的两种分歧：立法解释与行政法解释的界限问题；谁是行政法解释的主体问题，进而给出了行政法解释的概念：特定的国家行政机关依法对法律、法规、规章的含义、具体应用和执行等所作的说明和阐释。

Chapter III illustrates informed consent rule by analyzing the details of doctor's obligation to explain—subject and object of explanation, explanation timing, standard of explanation level, types of explanation obligations and exceptions. Afterwards, it discusses some issues related to consent of patients such as the judgment standard of consent ability, consent methods, consent agency, consent content, consent timing, as well as exceptional conditions where patients' consent is not required.

第三章即开始就「告知后同意法则」之内涵加以介绍，首先就医师说明义务之内容加以分析，将说明之主体、说明之对象、说明之时点、说明程度之标准、说明义务之类型，以及说明义务例外可免除之情况均加以介绍；之后再分析「病患之同意」，就同意能力之判断标准、同意之方式、同意之代理、同意之内容及时点，以及例外可以不用取得病患同意之情况分别加以说明。

There exists a positive correlation in the analysis of the relationship between the students" proficiency test of self-explanation and academic performances in the correlation reaearch of the students" proficiency test of self-explanation and academic performances: there is a close relationship between academic performances of students and the mastery level of chemical concept study. As for the students with higher level of self-explanation,their quality of learning is higher and their academic performances are relatively better, proving that there is a close positive correlation between the academic performance of the test subjects and their self-explanation ability.

在对自我解释水平与学科成绩方面的相关性的研究中通过对被试学生的自我解释水平测试与学科成绩之间的分析发现了两者之间存在着正相关；学生的化学学科成绩与化学概念学习掌握水平之间存在着密切的关系，自我解释水平较高的学生化学概念学习质量较高，学科成绩也比较好，化学学科成绩与学生自我解释水平的存在着密切的正相关。

We selected from 222 students at first grade in a primary school as subjects. A One to One intervention was given in the subjects by using self-made program computer programs. This study is composed of two experiments. The first experiment discusses the effect of self-explanation which guided by different direct instruction in problem solving on procedural learning, procedural transfer and conceptual understanding. The purpose of this experiment was to test whether self-explanation can promote transfer and which is the most the most effective combination of self-explanation and instruction. The second experiment, based on the results of the first experiment, compared the effect of self-explanation of different types in problem solving on procedural learning, procedural transfer and conceptual understanding. There are two methods: explain aloud, explain without voice. The purpose was to compare which effect is better?

以222名小学一年级学生为被试，经过筛选后，采用自编的计算机程序对被试一对一实验，研究由两个实验组成，实验一探讨问题解决中不同教授条件下引导的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨是否自我解释能够促进迁移以及与哪一种教授条件相结合是更有效的；实验二根据实验一的研究结果，比较问题解决中引导的不同形式的自我解释，对程序的学习、程序的近迁移、程序的远迁移和概念知识的影响，探讨出声的自我解释和不出声的自我解释哪个效果更好。

Children asked questions out of curiosity and therefore their inquiry is used to provide suggestion, offer doubts, lead for discussion, and ask for supports. Secondly, in the beginning reading period, children use illustration and give impromptus performance to guess and predict the plot of story. During the discussion period, children respond in six ways. Children ask more questions on the previous problems. The reading texts are used as basis for clarification and rational explanation for unreasonable points. Children's reading experience, their life experience, and self-creative stories are used to provide detailed explanation on contracted and unclear reading texts. Thirdly, children's response on reading can be divided into two types: concrete and abstract. Concrete responses include practical suggestion, illustration imagination, and plot deduction. Abstract responses include discussing characters' feelings, conversing about imagination outside the texts, and exploring and metaphors.

质疑、引导谈话、徵求支持的目的；(2)初次阅读时，儿童会以猜测与预测故事发展、为图画提供说明以及即兴表演的方式进行回应，而阅读讨论阶段则有六种回应方式：针对提出的问题再予延伸发问、以文本内容为澄清问题的根据、为不合理处提出可能的合理的解释、填补缝隙，将文本中较为简略或不够详尽之处，赋予更多细节说明、提供自己的经验以为例证以及改编或自创故事；(3)儿童阅读回应之重心可分具体、抽象二种主题类型，具体的回应主题以实用性建议、图像联想、推理情节为主；抽象概念之回应主题则以探讨角色的情感、漫谈故事之外的联想、探索隐含的寓意为主。

In equilibrium, the bid and ask prices depend only on the numbers of buy and sell orders in the book. The model has a number of empirical predictions: higher trading activity and higher trading competition cause smaller spreads and lower price impact; market orders lead to a temporary price impact larger than the permanent price impact, therefore to price overshooting; buy and sell orders can cluster away from the bid-ask spread, generating a hump-shaped order book; bid and ask prices display a comovement effect: after, e.g., a sell market order moves the bid price down, the ask price also falls, by a smaller amount, so the bid-ask spread widens; and when the order book is full, traders may submit quick, or fleeting, limit orders.

均衡时，出价和要价仅仅依赖于买卖本书的订单数量：（1）较高的贸易活动和贸易竞争造成较小的买卖差价并且降低价格的影响；（2）市场订单导致了临时的价格影响会大于永久性的价格影响，因此会形成价格过度；（3）买卖订单可以从集群申办远离价差，产生驼峰形的订单；（4）出价和要价显示了联动效应：例如，由于份额较少，销售市场订单导致投标价格下降，卖出价格也会下跌，因此买卖价差扩大；（5）当订单已满，投资者可以提高提交速度，或短暂的使用限价订单。

Given the fact that the insurer always fails to commit his explanation obligation strictly in line with current laws, the manners of explanation obligation, namely, combining insurer's active explanation with positive reply, and the modificative common standard should be promulgated in a bid to compromise interests of the insurer and the policy holder.

目前保险人对于说明义务的履行达不到法律要求，应改进说明义务的履行方式，采取保险人主动说明与回答咨询相结合的方式，并采取"修正的一般标准"以兼顾保险人与投保人的利益平衡。

But this is impossible, as long as it is engaging in a market economy, there are risks in any operation.

但是，这是不可能的，只要是搞市场经济，是有风险的任何行动。

We're on the same wavelength.

我们是同道中人。