查询词典 created

These sleeker bracelets are created and re-created by you by adding, removing and re-arranging the placement of your charms along the stretchable bracelet.

这些光滑手镯的创建和重新创建您的添加，删除和重新安排你的魅力安置沿拉伸手镯。

The three ballets created for Interplay cover as much ground emotionally and theatrically as the artists who created them.

那舞蹈呢，顾名思义，是两种相生相异的力量的Interplay，没有故事更像是梦。

For it is true to say that the Son was created too, but this took place when He became man; for creation belongs to man...but we must interpret it by that flesh which He bore for our sakes;...so on His becoming man, the words befitted Him, The Lord created Me....

说子（Son，大写，指神的儿子）是受造的也是正确的，因为这是指他的成为人。因为受造是属于人的。。。这个特征，也是救主的，但这是指当他取了身体的时候所说的。。。对于他的成为人，合适的话是，主造了我。。。

Human created the colorful earth, you created the masterpiece, congratulates your success.

人类创造了彩色的大地，你创作了杰作恭喜你的成功。

As early as Before Chin Dynasty, the Confucianists had developed the learning tradition that virtue and truth were emphasized equally. Their learning principle was self-cultivation in both benevolence and wisdom, i.e. moral inquiry.The learning tradition of ancient West mainly means the learning tradition created by Socrates and developed by Plato and Aristotle. It paid close attention to existence and the intrinsic consistence of knowledge and benevolence.The Enlightenment had dual influence on existentialism meaning of learning. For one thing, it created conditions for the liberation of human. The call for ration, freedom and democracy aroused inquiry spirit in education. For another,"subject-object" dualism looked oh scientific knowledge as rigid object truth, and human mind became "mirror" to reflect the objective reality. So education degenerated into knowledge indoctrinating and skills training. It depressed inquiry spirit and human creative personality.

先秦以来儒家的学习传统是强调真理与德性并重，儒家的学习原则是仁智双修，德性探究；古代西方的学习传统，主要是指由苏格拉底所开创，经柏拉图、亚里士多德继承和发展的关注人的生存、追求知识与&善&的内在一致性的学习传统；启蒙运动一方面为在教育中实现人的解放创造了条件，对理性、自由和民主的呼唤催生了教育中的探究精神，但另一方面，启蒙理性的&主-客体&二元论性格，使得科学知识变成僵化的客观真理，人的心灵变成反映客观实在的&镜子&，教育由此退变为知识灌输和技能训练的过程，压抑了探究精神和人的创造个性。

In both primary γ-grains and γ-laths within lamellar α2+γ colonies, the ordinary 1/210 dislocations and the true twins created by1/612 partial dislocations or pseudotwins created by 1/621 partial dislocations were o.

结果表明，2种类型γ相中都能观察到1/210普通位错和1/612或者1/621变形孪晶。

The article analyses how a spoken humor in a real situation is created in the theories of:"garden path phenomenon"; TG theory; how humour is created syntactically; how visual information preempts hearing result; and the contradiction of internal language and external language; pragmatic context, non-utterance communication are also included, etc.

运用&花园路径现象&理论、TG理论，对言语／语言幽默二者共同作用的生成过程加以句法阐述；对非言语交际理论的&目治&的先在性和&耳治&的一维性的矛盾过程加以分析；对内部语言的&多维&与外部语言的&一维&理论反溯分析；同时也运用语用语境等理论；分析一组口语情景幽默的生成过程。

For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him

1：16 因为万有都是靠他造的，无论是天上的，地上的，能看见的，不能看见的，或是有位的，主治的，执政的，掌权的，一概都是藉着他造的，又是为他造的。

For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominio, or principalities, or powers: all things were created by him, and for him

1：16 因为万有都是靠他造的，无论是天上的，地上的，能看见的，不能看见的，或是有位的，主治的，执政的，掌权的，一概都是藉着他造的，又是为他造的。

For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones, or dominions, or principalities, or powers: all things were created by him, and for him

016 因为万有都是靠他造的，无论是天上的，地上的；能看见的，不能看见的；或是有位的，主治的，执政的，掌权的；一概都是藉著他造的，又是为他造的。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。