查询词典 explain

If our hunt head also is recommended same a candidate, can explain oneself make only capacity difference only. Can explain oneself make only capacity difference only..

如果我们猎头也推荐同一位候选人，只能说明自己做单能力差。

In trying to answer questions that cause one to pause and ponder,like"Why didrevolutionary leader,Sun Yat-sen,need to join a counter-Qing supportive-Mingrevolutionary group like,Protect the Emperor Societyin America,"theauthor utilized newly discovered historical material to explain joining the Protect theEmperor Society was a necessity of the revolution,as well as to explain Sun Yat-sen'srevolutionary tactics.

在回答&为什么身为革命领袖的孙中山先生要在美国加入洪门会这样的反清复明的帮会组织&这样一个耐人寻味的问题时，作者通过运用一些鲜为人知的历史资料，说明加入洪门会是革命形势的需要，亦是孙中山的革命策略。

There is a brief introduction about the development of western just view in Chapter one, among them it is a key about understanding of the social just concept and value judgment, which create the academic background for the just dispute of Rolls and Nozick, promise that will explain next at the same time; Chapter two in this text should explain emphatically, through the two theory frame exposition and comparative analysis, we can draw the conclusion that the essential of the dispute focuses on the value judgment of social justice, that is to say , it is the understanding to right " question ; It is the investigation of social background aboutthe dispute mainly in Chapter three, this shows , the thinking essences of any social justice are all demanded by the reform to the unreasonable social current situations , and this kind of reform often needs implementing to the system or system aspect, therefore the thinking to the theory needs putting in the specific social environment, only through this can we make the accurate judgment ; Begin from chapter four, it is the practical problem that the full text needs solved, namely the unjust problem existing in the transitional country. By probing into the reference meaning of just ideas between Roils and Nozick, and build up foreshadowing for the system of the last chapter; The last chapter, the corresponding solution has be put forward aimed at the origin of the unjust phenomenon that our society make the transition, namely under the background of system innovation, we should structure the scientific management mode, and realize from "good policy " to the basic " good at managing .

第一章简要的介绍了西方正义观的演变过程，其中关于社会正义概念的理解和价值判断是个关键，同时也是为接下来要阐述的罗尔斯、诺齐克正义观的争论创设一个理论的背景；第二章是本文要着重阐述的环节，通过对两者理论框架的阐述和比较分析，得出两者争论的根本还是社会正义的价值判断上，也就是对于&权利&问题的理解；第三章的设置主要对两者争论的社会背景的考察，由此可以看出，任何社会正义的思考实质都是对不合理的社会现状的改革诉求，而这种改革往往需要落实到体制或制度层面，因而对于理论的思考也需要放在特定的社会环境中，才能做出准确的判断；从第四章开始，是全文需要解决的实际问题，即针对转型国家在转型中存在的非正义问题，探讨罗尔斯、诺齐克正义理念的借鉴意义，并为最后一章的制度架构做铺垫；全文最后一章，针对我国社会转型中的非正义现象的产生根源，提出了相应的解决办法，亦即在制度创新的背景下，构建科学管理模式，实现从&善政&到&善治&的根本转变。

Contact your creditors to explain your problem and explain your problem and express your desire to pay down your card balance.

向你的债权人说明你的问题并表示先支付信用卡上的部分欠款。

The main body of the thesis focuses five parts:the first part gives a brief explain to the bound,aim,meaning and acutuality of the research;the second part compares the transforming process and the syntactic features of the components of Chinese causatives and English causatives;the third part compares the semantic features and the Sentence Model of Chinese causatives and English causatives;the fourth part compares the pragmatic features of Chinese causatives and English causatives in terms of the action of the mark,and try to explain the results with cognitive theory; the last part sums up the whloe thesis.

本文共分五个部分：第一部分对研究范围、研究意义、研究方法、研究现状作了简要说明；第二部分从转换生成和组成成分句法特点两方面对两组致使句的句法特点进行了对比；第三部从句子成分语义特点和句模两方面对两组致使句的语义特点进行对比；第四部分从标记的凸显作用等方面对两组致使句的语用特点进行对比，并试图进行认知解释；第五部分是对全文的总结。

This part researches some special words which relate to culture in , to explain relations between glossary in and certain history and culture at that time,in order to help us better explain special word in the Folk Tune.

本部分就主要探讨《聊斋俚曲集》中与文化相关的一些特殊词语，从而揭示俚曲词汇与当时特定历史文化的关系，以利于我们能更好地考释俚曲中的相关词汇。

During the last three decades, several models have been proposed to explain the formation of somites, including the clock and wavefront model, the reaction-diffusion type model, clock and induction model, clock and trail model etc. Although some of them are satisfactory in the different aspects of somitogenesis, no one can explain the formation and regulation of somites perfectly.

近三十年来，研究者们就体节的发生和发育提出了多种解释模型，这包括时钟波阵面模型，反应扩散模型，时钟诱导模型，时钟痕迹模型等，虽然这些模型能从不同角度不同程度来解释动物体节发生和发育的不同现象，但无一能够解释体节发生和发育的全部。

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。

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

To make this easier to follow, first I'll explain knotting the ring on the rope and removing it from the knot, then explain the complete routine.

为了方便理解与掌握，首先先介绍系环与圆环逃脱的过程，然后在说明完整的流程。

The shaping method of noncircular part and the tool holder's radial motion characters in noncircular turning process are discussed in detail in the thesis.

论文详细研究了非圆零件的成型方法和加工过程中刀架的径向运动规律。

I have not really liked him,I do not like his this kind of disposition.

我没有真的喜欢他，我不喜欢他的这种性格。