查询词典 lost

However, another private equity fund manager in Shanghai, then there is some truth, he said:"Ruanjie was just a 'battalion commander or a platoon leader', led small-scale capital charge can play, but all of a sudden to do ' Commander of the Corps' booth is too large to adapt certainly can not, and he was placed themselves do not need short-term strengths, to learn is not good at long-term holdings, the doomed lost long ago."

但是，另一位私募基金经理，在上海，则有一定的道理，他说："Ruanjie只是一个'营长或排长'，导致小规模的资本费用可以发挥，但突然做'该军团司令摊位太大，无法适应当然，他把自己不需要的短期优势，学习是不是长期持有，是注定要失去很久以前好。"

The British have lost seven soldiers, including a battalion commander in the Welsh Guards, Lieutenant-Colonel Rupert Thorneloe, this month alone.

英军仅在本月就已经阵亡了7名士兵，包括一名威尔士近卫团的一名营长，中校Rupert Thorneloe。

Suddenly, I am conscious of a white beam of light, knowing that I must follow it or be lost.

突然，我意识到一束白光，我知道我必须跟从它，否则我就会迷失。

I am 24 years old , I lost my father a couple of years ago.

我24岁，我失去了我的父亲数年前。

He was lost in a crowd of people.

他在人群中消失了。

There's a really good film on at the Odeon Cinema tonight.It's called"The Lost Soul".

今晚奥迪安戏院上映一部非常好的片子，片名叫《逝去的灵魂》。

Next time that happens, you might try asking St. Anthony for help. For Italian Catholics, St. Anthony of Padua is the patron saint of lost things. The faithful pray to him and hope that whatever they have lost will be found.

当下次又发生一样的情况时，您也许可以试着请求圣安东尼的帮忙；对义大利的天主教徒来说，帕多瓦的圣安东尼是遗失物品的守护天使，只要忠诚的向衪祈祷并期望能够查找所遗失的物品。

Next time that happens, you might try asking St. Anthony for help. For Italian Catholics, St. Anthony of Padua is the patron saint of lost things. The faithful pray to him and hope that whatever they have lost will be found.

当下次又发生一样的情况时，您也许可以试著请求圣安东尼的帮忙；对义大利的天主教徒来说，帕多瓦的圣安东尼是遗失物品的守护天使，只要忠诚的向衪祈祷并期望能够找到所遗失的物品。

The sky above's kind of brocken and torn and every rose plucked from my hearts twisted with thorns and just when i think i'm on top i wonder how i'll get back down and just then the moment is lost, i stumble and i hit the ground and i just wanna feel a little safer, yeah i'm on my knees and i don't wanna deal with all this later, the pain i just can't take and i just wanna feel a little safer, yeah i'm on my knees and i don't wanna deal with all this later, just drifting on the breeze that someone in my head said to me, i can tell deep in your heart you'll find what you need wasted time building castles with sand and everynight i'll watch them fall and slip through my hands and just when i think i'm on top i wonder how i'll get back down and just then the moment is lost, i stumble and i hit the ground and i just wanna feel a little safer, yeah i'm on my knees and i don't wanna deal with all this later, the pain i just can't take and i just wanna feel a little safer, yeah i'm on my knees and i don't wanna deal with all this later, just drifting on the breeze

天空在种类之上brocken，并且撕毁和每上升了从用刺扭转的我的心脏采，并且，当我在我想知道的上面认为i'm怎麽我将回来击倒，并且片刻然后丢失，我绊倒，并且我击中地面，并且我在我的膝盖想要感觉更加安全的一点，呀i'm ，并且我不想要涉及所有以后的此，我就是不可能采取的痛苦，并且我在我的膝盖想要感觉更加安全的一点，呀i'm ，并且我不想要涉及所有以后的此，漂移在某人在我顶头说的微风对我，我在您将发现的您的心脏可以告诉深深什麽您需要被浪费的时间大厦城堡与我将观看他们通过我的手下落和滑倒的沙子和everynight ，并且，当我在我想知道的上面认为i'm怎麽我将回来击倒，并且片刻然后丢失，我绊倒，并且我击中地面，并且我在我的膝盖想要感觉更加安全的一点，呀i'm ，并且我不想要涉及所有以后的此，我就是不可能采取的痛苦，并且我在我的膝盖想要感觉更加安全的一点，呀i'm ，并且我不想要成交与所有以后这，漂移在微风

From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have, constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme.

从理论研究上看，无论是哲学的极端趋向还是心理学的极端趋向，都会导致知识教学与学生发展的对立与断裂，最终是学生发展成人的总体失落；就教学实践看，无论是&独断一灌输式&教学还是&体验一建构式&教学，要么控制学生要么放纵学生，都在事实上引发了学生发展成人的总体失落；从思想认识上分析，赫尔巴特的&教育性教学&思想、杜威的&经验&课程与教学思想、建构主义理论都有其积极贡献，但也各有范围和条件，不能正确看待它们的理论长处和局限，单纯的推崇或简单的否定，都会致使教学研究与实践走向非此即彼的极端化立场。

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。