查询词典 in reality

All in all, let me see the reality of society, the brutal reality ..

一切的一切让我看到社会的现实，现实的残酷。。

However, reality and recreation are separated crudely in practice, or even reality becomes the copy of daily life.

但实践中生活和游戏却被生硬割裂，甚至生活变成了"日常生活"的摹本。

The mind no longer needs to invent its reality -- the reality is in its face, rapidly approaching dead-on.

心智不必再虚拟现实――现实正扑面而来，而且迅速接近正确选择。

In the period of aerodrome construction project geology reconnaissance, highresolution orthomap of working area, 3D Remote Sensing Virtual Reality and animation of planned aerodromes are made with the technologies of Remote Sensing digital image process, Virtual Reality and digital photogrammetry. By information extracting and comprehensively assessing on the geognosy, engineering geology, environment geology and ecoenvironment of work area, scientific foundation can be offered to deciders and workers of aerodrome.

在机场建设工程地质勘察中，应用"3S"技术，通过遥感数字图像处理技术、虚拟现实和全数字摄影测量等高科技，制作测区的高精度正射遥感影像地图以及各个拟选机场的遥感图像三维虚拟动态系列动画图，在此基础上进行场区的构造地质、工程地质、环境地质以及生态环境等特征信息提取和综合评价，为机场建设工程决策者和具体的工作者提供科学依据。

In the period of aerodrome constmction project geology recottitaissance, high-resolution ortho-map of working area, 3D Remote Sensing Virtual Reality and animation o planned aerodromes are made with the technologies of Remote Scttstng digital image process, Virtual Reality and digital photogrammetry. By information extracting and comprehensively assessing on the geognosy, engineering geology, environment geology and eco-environment of work area, scientific foundation can be offered to deciders and workers of acrodrome.

在机场建设工程地质勘察中，应用"3S"技术，通过遥感数字图像处理技术、虚拟现实和全数字摄影测量等高科技，制作测区的高精度正射遥感影像地图以及各个拟选机场的遥感图像三维虚拟动态系列动画图，在此基础上进行场区的构造地质、工程地质、环境地质以及生态环境等特征信息提取和综合评价，为机场建设工程决策者和具体的工作者提供科学依据。

He is the only Reality, and we all are one in the indivisible Oneness of this absolute Reality.

他是唯一的实在，在这个绝对实在的浑然一体中，我们皆为一体。

From one reality to another, one sequence to the next, it brings together different moments and sensibilities and witnesses actions and attitudes, constructions and destructions, departures and persistence. It depicts a seemingly inevitable collapse and disappearance, not only of walls and roofs. It is not an exaggeration of reality; it simply tries to transmit honestly the anger and dissatisfaction, helplessness and sadness, that is silenced in the process.

从一个现实到另一个现实，一个段落到另一个段落，它聚合不同的时刻和感性，见证的是态度，行动，拆毁，建设，离去以及坚守；它描述一种似乎是必然的倾覆和消失，不仅仅限于物质的；它并不夸张，但也试图如实传达这个过程里，掩抑的愤怒和不满，无奈和悲伤。

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

Fechner's view is similar: he holds that the reality pervading the whole universe is at once physical and psychical, that the physical is the "exterior" and the psychical the "interior", or "inner", side of reality, and that the body and soul in man are but one instance of a parellelism which prevails everywhere in nature.

费希纳的观点是相似的：他认为普遍存在的现实整个宇宙是一次身体和心理，认为身体是&外部&和心理的&内部&或&内&，一边的现实，该机构和灵魂的人只不过是一个实例的parellelism各地普遍存在的性质。

Fechner's view is similar: he holds that the reality pervading the whole universe is at once physical and psychical, that the physical is the "exterior" and the psychical the "interior", or "inner", side of reality, and that the body and soul in man are but one instance of a parellelism which prevails everywhere in nature.

费希纳的看法是类似的：他认为，现实渗透整个宇宙是在一次身体和心理，身体是&外部&和心理的&内部&或&内&，一边的现实，该机构和灵魂，在男子不过是一个实例一parellelism普遍无处不在的性质。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。