查询词典 intra-appendicular

Introducing volatility index in French etal(1987) and based on the above four-factor model, we bring forward a new perspective to discuss idiosyncratic risk, and we also bring forward a new model of intra-day liquidity to investigate the corresponding risk premium.

引入了French et al（1987）波动率指标，基于因子模型给出了一种考察个股风险的新视角，同时提出了一种新的刻划日内流动性风险模型，来研究流动性风险的风险溢价。

They are often the gatekeepers for intra-office activities and external clients.

他们往往是看门内部办公活动和外部客户。

As an example, the relative standard deviations of the intra-assay and inter-assay of polymyxin E1 on the plate number and peak area were less than 5%.

以多粘菌素E1为例，柱效和峰面积的日间及日内测定的相对标准偏差均小于5%。E1和E2在硫酸多粘菌素E药物中的含量分别为67%和32%。

Use the intra-operative probe to support specific diagnoses in the OR during and directly after open-heart surgery.

使用术中探头，以支持或特定期间和诊断后，直接在心脏直视手术。

Since the 90\'s of the last century,intra-product division is increasingly becoming a major mode of international division of labor with the development of information industry in the United States.

自上世纪90年代以来，在美国信息产业发展的带动下，产品内分工日益成为一种主要的国际分工模式。

Encoder and decoder.Then analyses and studies key modules and algorithms such as structure of NAL and VCL, inter prediction,intra prediction, inter transform and quantisation,entropy coding and so on.

在本文第二部分，对H.264编解码器结构和流程进行解析，对分层结构、帧内和帧间预测、整数变换和量化、熵编码等关键模块和算法进行了分析和研究。

The reason for this transformation is that intra- andinter-business electronic links greatly increase the efficiency of production, planning, the collecting of information and data exchange. As the business is rapidly being rationalised, production figures go up while costs come down.

其原因是这种企业内部或企业之间的电子网络大大提高了生产、统筹、信息综合和资料交换的效率，使业务迅速合理化，不仅促进了生产，也大幅度地降低了成本。

To increase hardware utilization and minimize cost, we combine inter and intra prediction by a reprogrammable FIR filter, which is further implemented with systolic array.

利用在解码的过程中一个巨块不会同时利用到内部以及相互预测的特性，设计了一套既可以处理内部预测也可以处理相互预测单一硬体架构来增加硬体使用效率以及降低成本。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

Rheumatoid arthritis, the other name of joint degenerative disease, is a small bone and joint pain caused by inflammation of the clinical syndrome, due to the lack of intra-articular synovial fluid of the viscous, resulting in the original should serve as a cushion bones and joints abnormal cartilage friction, causing destruction and degradation.

风湿性关节炎，另名关节变性病，是轻微炎症引起骨关节痛苦的临床综合症状，由于关节腔中缺少了粘性的滑液，导致原本应该充当骨关节中作为软垫的软骨不正常磨擦，造成破坏与退化。

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。