查询词典 nomenclature

The theory of Chinaese ancientry writing and literature produce use many life nomenclature.

写作的本质是生命化的，既是主体生命的心理表现，又是主体生命的生理表现。

I have illustrated some of the circuitous routes we have taken to arrive at our present caiman nomenclature.

我已经说明了一些迂回路线，我们已经采取措施来达成我们目前的凯门鳄命名。

Of or relating to Carolus Linnaeus or to the system of taxonomic classification and binomial nomenclature that he originated.

二项式模式简明易懂，且由最简单之假设开始，可逐渐复杂到所想要的精确程

Three stages for deeply discussing the word meaning, pronouncing, the meaning, syntax, are applied to tentacle worm, soft and hairy worm,〔t'u33 keu24 55〕, dragonfly;〔piak4 a55〕、〔san42 kieu24 t'ai 42〕、〔keu24 ma55 a 55〕are used as examples to explore the possible origination and evolved trace. Then 〔tit4 tiak4 ts'u 55〕、〔tu11 tak32 Ku44〕、a click beetle are compared with the nomenclature of three different languages.

本文词意深究部分用语音、语义、语法三阶段方式探讨nat角虫、茸毛虫、土狗仔、扬尾仔等虫仔名的含义；以壁蛇、檐蛇、山狗太、狗嫲蛇等虫仔名为例，试探客语可能的源流与演变轨迹；最后以滴嗲虫、咚嗲龟、叩头虫为例，比较三种语言命名方式的差异。

It demand students master the conception of function, configuration, space, sight of city and the nomenclature.

本课程以城市中心区详细规划设计和控制性详细规划的编制为主要教学内容，要求学生掌握详细规划对城市局部地区功能、结构、空间、景观进行规划设计的基本概念、规划专业术语和详细规划的基本理论和思想方法，掌握城市详细规划编制的内容和深度要求。

It seemed to him as possible of proof as of confutation and the nomenclature employed in its selenographical charts as attributable to verifiable intuition as to fallacious analogy: the lake of dreams, the sea of rains, the gulf of dews, the ocean of fecundity.

363据他看来，对这一点提出论证和反证的可能性是一样大的。月面图中所使用的梦沼、雨海、湿海、丰富海等学术用语既可以归之于直观的产物，也可以归之于谬误的类推。

The contents included the followings : Nomenclature of trees , History of dendrology taxonomy , System of classification , Influences and fruit , Terms of taxonomy , Classification of tree farms , Classification of Gymnosperm , Classification of Angiosperm.

其内容如下：树木的命名、树木分类的历史、分类系统、花序及果实、分类的术语、木本蕨类之分类、裸子植物之分类与被子植物之分类。

Nowadays, the nomenclature and taxonomy based on Linnaean system, though has a history of over 250 years, are still predominant among taxonomists, and the following international nomenclature codes of zoology, botany and bacteria have run its way for about 100 years and are keeping on revising.

基于林奈命名法和林奈分类系统的生物分类系统已经存在250多年并仍然为广大生物学工作者使用，由此产生的国际动物、植物、细菌的命名法规亦执行了100年（1905年，国际植物命名法规第1版产生），并在不断修订。

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。

See binomial nomenclature.

参见 binomial nomenclature。

As she looked at Warrington's manly face, and dark, melancholy eyes, she had settled in her mind that he must have been the victim of an unhappy attachment.

每逢看到沃林顿那刚毅的脸，那乌黑、忧郁的眼睛，她便会相信，他一定作过不幸的爱情的受害者。

Maybe they'll disappear into a pothole.

也许他们将在壶穴里消失