查询词典 integral part

When the program module read the temporary integral table, it updated the integral table, the user condition table, the integral reward data sheet through returns the data of temporary integral table.

实现的系统功能是对用户消费和追加的积分进行更新，并对积分变化进行记录。

Based on knowledge base of rough sets theory,knowledge integral sum and knowledge integral are defined.Their propˉerties and the connectionwith Lebesgue integral sum and integral are studied.

基于粗糙集理论的知识库，定义了知识积分和与知识积分，研究了它们自身的性质及与勒贝格积分和、勒贝格积分的关系。

These results show that:(1) the results retrieved from the Abel integral and absolute TEC inversion are consistent on the whole at higher orbits altitude (~800 km), and in good agreement with those measured by ionosondes; the results retrieved from absolute TEC inversion are in better agreement with those obtained from ionosondes than that by the Abel integral inversion at lower orbits attitude (~500 km);(2) the maximal electron density N m from absolute TEC inversion is closer to N mF2 from ionosondes than that from Abel integral inversion, and the method of the former is more rigorous and effective than that of the latter;(3) absolute TEC is more sensitive to cycle slip than Abel integral, but for the two ways significant loss of inversion precision due to cycle slip always exists.

结果表明：（1）在较高轨道高度（约800 km），Abel积分与绝对TEC方法的反演结果基本一致，都与电离层测高仪反演结果符合良好；在较低轨道高度（约500 km），绝对TEC反演精度优于Abel积分反演精度；（2）绝对TEC反演的最大电子密度 N m较Abel积分法获得的结果更接近于电离层测高获得的峰值电子密度 N mF2，绝对TEC反演法更加严密和有效；（3）周跳对绝对TEC反演结果的影响较Abel积分反演结果的影响更为敏感，但无论哪种方法，周跳对反演精度都造成严重损失。

Secondly ,it is the main body of this thesis-research of patterns of integration of modern information technology and analytic geometry .1 put forward three patterns of classroom integration in the directions of three study theories : imparting integral pattern in the direction of behaviorism ,guiding integral pattern in the direction of cognition and construction integral pattern in the direction of constructionism .And then I list relevant examples of classes and the corresponding styles of classes and give concrete explanations according to different integral patterns .

其次在现代信息技术与解析几何的整合的模式研究部分，也是本文的主要部分，提出了在三种学习理论指导下的三种课程整合模式：行为主义学习理论指导下的传授型整合模式，认知主义学习理论指导下的引导型整合模式，建构主义学习理论指导下的建构型整合模式，并对不同的整合模式举出相应的课例和分别适用的课型做出了具体的说明。

Based on this and the relations between integral and integral, integral and Riemann integral are established.

在此基础上讨论了非紧模糊数值函数的积分与积分之间的关系，以及积分与Riemann积分的关系。

This paper discusses the integrability of Riemann integral systematically: By analyzing the common characters of a lot of integral calculus, it abstracts the concept of Riemann integral and discusses its integrability of Riemann integral and then gets integrable functions.

摘要本文较为系统地讨论了积分的可积性：通过分析诸多积分概念的共性，抽象定义了积分并详细讨论了其可积性，得出了可积函数类。

This paper discusses the integrability of Riemann's integral theory systematically: By analyzing the common characters of a lot of integral calculus, it abstracts the concept of Riemann integral and discusses its integrability of Riemann's integral theory and then gets integrable functions.

摘要本文较为系统地讨论了积分可积性理论：通过分析诸多积分概念的共性，抽象定义了积分，详细讨论了其可积性理论，得出了可积函数类。

When the window is in berth condition, meet with advocate interfacial be in harmony is an organic whole, can pass click window lower part (if but if berth window is in integral layout lower part) TabBar will choose to show which window; The window of condition of berth of and rather than won't occupy the space of integral layout, serve as only play a window to appear, tabBar occupies a small space of side of integral distribution side only, the window with a right now corresponding Tab on mouse tend TabBar can be played piece, removed mouse window also is concealed subsequently.

窗口处于停靠状态时就会与主界面融为一体，可以通过点击窗口下方（如果可停靠窗口处于整体布局下方的话）的TabBar来选择显示哪一个窗口；而非停靠状态的窗口则不会占据整体布局的空间，仅作为弹出窗口出现，TabBar只占据整体布局边侧的一小条空间，此时鼠标移向TabBar上的一个Tab则对应的窗口就会弹出，移开鼠标窗口也随之隐藏。

The first part is the author"s special viewpoint about the thinking ability, such as the meaning, the essence, the classification and the operating process. The second part describes the relations between developing thinking ability and the urgent needs of country, society and individual development from five aspects. The third part is about the connection and differences of thinking ability, intelligence, ability, creativity and the constructivism theory. The forth part analyses the teachers" nine injudicious actions that will influence the students" thinking ability. The fifth part discusses the students" seven bad learning behaviors that will cause the degradation of thinking ability. The sixth part is about the unsuitable policies or actions adopted by school, society or family that will cause the degradation of the students" thinking ability. The seventh part discusses the countermeasures that can maintain and develop the students" thinking ability. The eighth part brings forward twelve countermeasures that can exercise the student"s thinking ability in chemistry teaching. The last part gives a brief account of the task.The author expects that this article can enhance the coteries" attention to the students thinking ability.

本文共分九个部分，第一部分对思考力的含义及其本质、分类和运行过程提出了作者的观点；第二部分从五个方面阐述培养思考力与国家、社会、个人发展的迫切需要之间的关系；第三部分简要叙述了思考力、智力、能力、创造力与建构主义理论之间的联系和区别；第四部分分析了教师的九种不当行为对学生思考力水平的影响；第五部分分析了学生的七种不良学习行为导致思考力下降的因素；第六部分叙述了学校、社会和家庭的不当政策或行为导致学生思考力水平下降的原因；第七部分着重从八个方面阐述了保持和发展学生思考力的对策；第八部分提出了在化学教学中训练学生思考力的十二种对策；最后在结束语中对本课题主要观点进行了概述，以期望引起教育界同仁对学生思考力培养的重视。

The mild-slope equation with current effects is reformulated to an inhomogeneous Helmholtz equation. Applying the conventional boundary element method to this inhomogeneous equation, the inhomogeneous part will result in a domain integral which makes the computation complicated and messy. To improve this drawback, the DRBEM is adopted to transform the domain integral to boundary integral.

首先将含水流效应之缓坡方程式重新整理为非齐次之Helmholtz方程式，再利用Green公式改写为积分方程式，但利用一般传统边界元素法解析时，将存在一领域积分项，使得边界元素法显得繁杂且不完美，为改善此一缺陷，本文乃应用双互换边界元素法之技巧，以节省大量之数值计算时间。

" I' d like to get some rough idea about music in the baroque ear, please."

请简要介绍一下巴罗克时期的音乐，好吗？

The results showed that the peak latency and pattern of SEPs elicited by electrical needling in LI-l1 and MP were similar. The amplitude of SEPs elicited by electrical needling in LI-l1 was higher than that of MP. There was no obvious SEPs generation when MM was electrical needling.

结果显示，电针刺激曲池穴和其邻近桡侧伸腕长肌运动点诱发性脑电波的波形和波峰时间是类似的，只是穴位的诱发性脑电波波幅较大，而电针刺激非穴位点并没有明显的诱发性脑电位。