查询词典 perspective

This study describes the multi-facet systematic evolution of the said rural community from 1907 to 2007: from the perspective of ethnic culture, it has changed from a single ethnic cultural community of Yoghur(Ethnic Yugur\'s self-name) ethnic group into a multi-ethnic cultural community with Yoghur ethnic group as the dominating majority and embracing the ethnic groups of Han, Tibetan, Tu, Mongolian and Kazak; from the perspective of language, it has changed from a community where Yoghur and Tibetan languages dominated with the local Chinese dialect and the written Chinese language as the subordinate into one where the local Chinese dialect and the written Chinese language dominate with the Yoghur language as the subordinate; in the perspective of marriage and heirship system, from a parallel operation of two systems (patrilineal heirship for official marriages and matrilineal heirship system for matrimonial forms through the head-wearing ceremony) to monogamy and patrilineal heirship; in the perspective of means of living, from animal husbandry complemented with hand knitting and camel caravan transporting to agricultural farming complemented with animal husbandry and many others; in the perspective of social organization, from a traditional tribe to a modern country society; in the perspective of political system and social management, from the customs-authority management which combined the dominating headman hereditary system under the tribal union of an imperial dynasty and the subordinating elite influence, to the resource-interest management of party-government departmental system under the ethnic minority autonomy of a nation state; in the perspective of religious faith, from a coexistence of the Gelug Tibetan Buddhism and Shamanism and the devout ancestor worship to the currently prevalent ancestor worship with religions declining and faith weakening; in the perspective of education, from the local-knowledge-oriented education to an official-knowledge-oriented education, in which modern schooling has become the major educational organization instead of the former traditional temple education; the school has replaced the temple as the "knowledge-culture" communication center; at least in the minds of the local people the central role of family education during the children\'s cultural development has also been replaced by schooling.

本研究描述了1907～2007年间，这个乡村社区的多面向的系统变迁：从族群文化的角度而言，从一个以尧乎尔为绝对主体的单一族群文化社区转变为一个以尧乎尔为主体的、有汉、藏、土、蒙古、哈萨克等组成的多元族群文化社区；从语言文字的角度而言，从一个以尧乎尔语和藏文为主，以汉语方言和汉文为辅的社区转变为一个以汉语方言和汉文为主，以尧乎尔语为辅的社区；从婚姻与继嗣制度的角度而言，从一个双系并行(明媒正娶婚行父系继嗣制度，帐房戴头婚行母系继嗣制度)的社区转变为行一夫一妻制和父系继嗣制度的社区；从生计方式的角度看，从一个以畜牧业生产为主，以手工编织和驼队运输为辅的社区转变为一个以农业为主，以牧业为辅的、多种生计方式并存的社区；从社会组织的形态而言，从一个传统部落社会转变为一个现代乡村社会；从政治制度和社会控制的角度而言，从帝制王朝的部落联盟制下头目世袭制为主，户族精英为辅的习俗—权威型控制方式转变为一个民族-国家中民族区域自治制度下以党政科层制的资源—利益型控制方式；从宗教信仰的角度而言，从一个格鲁派藏传佛教和萨满教并存，祖先崇拜之风甚烈的社区转变为寺庙衰落、信仰淡化、惟祖先崇拜仍广为流行的社区；从教育的角度而言，从一个以地方知识教育为主的社区转变为一个以官方知识教育为主的社区，现代学校教育取代了传统寺庙教育成为社区的主要教育组织形式，学校取代寺庙成为"知识—文化"传播的中心，在青少年儿童的文化成长过程中，家庭教养扮演的中心角色，至少在乡民的观念上被学校教育替代。

This study describes the multi-facet systematic evolution of the said rural community from 1907 to 2007: from the perspective of ethnic culture, it has changed from a single ethnic cultural community of Yoghur(Ethnic Yugur\'s self-name) ethnic group into a multi-ethnic cultural community with Yoghur ethnic group as the dominating majority and embracing the ethnic groups of Han, Tibetan, Tu, Mongolian and Kazak; from the perspective of language, it has changed from a community where Yoghur and Tibetan languages dominated with the local Chinese dialect and the written Chinese language as the subordinate into one where the local Chinese dialect and the written Chinese language dominate with the Yoghur language as the subordinate; in the perspective of marriage and heirship system, from a parallel operation of two systems (patrilineal heirship for official marriages and matrilineal heirship system for matrimonial forms through the head-wearing ceremony) to monogamy and patrilineal heirship; in the perspective of means of living, from animal husbandry complemented with hand knitting and camel caravan transporting to agricultural farming complemented with animal husbandry and many others; in the perspective of social organization, from a traditional tribe to a modern country society; in the perspective of political system and social management, from the customs-authority management which combined the dominating headman hereditary system under the tribal union of an imperial dynasty and the subordinating elite influence, to the resource-interest management of party-government departmental system under the ethnic minority autonomy of a nation state; in the perspective of religious faith, from a coexistence of the Gelug Tibetan Buddhism and Shamanism and the devout ancestor worship to the currently prevalent ancestor worship with religions declining and faith weakening; in the perspective of education, from the local-knowledge-oriented education to an official-knowledge-oriented education, in which modern schooling has become the major educational organization instead of the former traditional temple education; the school has replaced the temple as the "knowledge-culture" communication center; at least in the minds of the local people the central role of family education during the children\'s cultural development has also been replaced by schooling.

本研究描述了1907～2007年间，这个乡村社区的多面向的系统变迁：从族群文化的角度而言，从一个以尧乎尔为绝对主体的单一族群文化社区转变为一个以尧乎尔为主体的、有汉、藏、土、蒙古、哈萨克等组成的多元族群文化社区；从语言文字的角度而言，从一个以尧乎尔语和藏文为主，以汉语方言和汉文为辅的社区转变为一个以汉语方言和汉文为主，以尧乎尔语为辅的社区；从婚姻与继嗣制度的角度而言，从一个双系并行(明媒正娶婚行父系继嗣制度，帐房戴头婚行母系继嗣制度)的社区转变为行一夫一妻制和父系继嗣制度的社区；从生计方式的角度看，从一个以畜牧业生产为主，以手工编织和驼队运输为辅的社区转变为一个以农业为主，以牧业为辅的、多种生计方式并存的社区；从社会组织的形态而言，从一个传统部落社会转变为一个现代乡村社会；从政治制度和社会控制的角度而言，从帝制王朝的部落联盟制下头目世袭制为主，户族精英为辅的习俗—权威型控制方式转变为一个民族-国家中民族区域自治制度下以党政科层制的资源—利益型控制方式；从宗教信仰的角度而言，从一个格鲁派藏传佛教和萨满教并存，祖先崇拜之风甚烈的社区转变为寺庙衰落、信仰淡化、惟祖先崇拜仍广为流行的社区；从教育的角度而言，从一个以地方知识教育为主的社区转变为一个以官方知识教育为主的社区，现代学校教育取代了传统寺庙教育成为社区的主要教育组织形式，学校取代寺庙成为&知识—文化&传播的中心，在青少年儿童的文化成长过程中，家庭教养扮演的中心角色，至少在乡民的观念上被学校教育替代。

When we study the 20~ century Chinese clan/family novel systematically, we will find that the novel text of the clan/family novel in the times of May Fourth Movement: the conflict relationship of father and son is a metaphor for our nation situation in the traditional feudal symbol order; adopts unity of oppositions in the narrative mode, rebellious son perspective and look-down perspective; in the clan/family novel text in the "seventeen years", the complot of father-son relationship covers great narrative of revolution history and comply to the narrative syntax of revolution-centered, versatile perspective and "look-up" perspective; for the clan/family novel writing, the explanation of the relationship between father and son imitated and overturn the historical narrative and set up imitation and ironic narrative mode, the perspective of "I" and observation.

对20世纪中国家族家庭小说进行系统全面的梳理，我们发现："五四"时期的家族家庭小说文本，父子关系的对立隐喻着传统封建象征秩序下的民族遭际，采用二元对立的叙事模式及家族逆子视角与"俯视"视点；"十七年"时期的家族家庭小说文本，父子关系的共谋谱写着宏大叙事遮蔽下的革命历史，恪守以阶级斗争为中心的叙事语法及全知全能视角与"仰视"视点：新时期以降的家族家庭小说创作，父子关系的解构书写着戏仿与颠覆的历史叙事，创立戏拟与反讽的叙事模式及第一人称"我"的视角与"平视"视点。

The fMRI studies showed that,(1) when information obtained from self-perspective covered the information obtained from other-perspective, compared to a deductive reasoning task, the mental inference task induced increased neural activity in precuneus, decreased neural activity in ventral MPFC and enhanced functional connectivity between these two brain areas;(2) this neural activity pattern was observed in understanding human's belief, but not in understanding artificial intelligence;(3) when information obtained from other-perspective covered the information obtained from self-perspective, the mental inference task induced additional increased neural activity in dorsal MPFC and the right frontal cortex, as well as enhanced functional connectivity between these two cortical areas in addition.

EEG实验发现，额叶alpha频段神经活动在信念理解任务的早期（400-800 ms）表现为去同步化，顶叶alpha频段神经活动在信念理解任务的较晚时程（600-1000 ms）则表现为同步化。

The practical and theoretical significance of this study is concluded as the following three aspects: 1 the application of SFG's metafunction theory grasps the language patternings that encode the writer's perspective in fiction; 2 the adoption of SFG's conception of meaning potential and context facilitates the insight into the stylistic value of those foregrounded language patternings; 3 the focus of this approach on both the formal and semantic dimensions of perspective strengthens the grasp of perspective's essence and enhances the study of perspective in fiction.

本文所提出的对小说视角的系统功能语法分析模式的理论意义和实践价值在于：一，运用系统功能语法对及物性和情态的描写、分析，抓住了蕴含视角的语言样式的特征；二，采用了系统功能语法关于语义潜势和语境的理论，从而揭示了相关语言样式的文体价值；三，从语言的意义和形式相结合的层面来操作，抓住了小说视角的本质，促进了对视角在小说中的意义和价值的全面深入的探究。

In Single Point Perspective,the designer can also determinate Vanishing Point anywhere on the horizon with the need of design's expression effect.Determining Vanishing Points on the horizon in two-Point Perspective,designer draws one of Measurings with the need of design's expression effect.The another can be draw by two circular arcs in the vertical.It solute the problem easy and convenience without drawing by experience of Perspective and confirmed by memory of the Perspective Rule.

在一点透视中，确定直线长度距点也可以是设计者根据设计表达效果的需求任意确定；两点透视中确定直线长度的量点，其中一个是设计者根据表达效果的需求任意确定，另一个可以在立面图上用两段圆弧求出，方便、简单，解决了靠透视经验画图，靠记住透视规律验证的草图、效果图的问题。

In IBR (image-based rendering) application, we introduce homotopy mapping into view interpolation based on uncalibrated images, and present three forms of perspective homotopic transform according to different conditions.①The linear interpolation technique presented only preserves perspective geometry, but the intrinsic and extrinsic parameters of camera are changed. For the uncalibrated images, its application is restricted.②The view interpolation presented for rotational uncalibrated images can preserve both perspective geometry and the intrinsic parameters of camera, and the view position can be controlled. At meanwhile, the image registration method and panoramic images synthetic method is presented.

3在基于图象的绘制技术方面，将同伦变换引入视图插补中，针对未标定图象序列，并根据以下三种情况给出相应的透视同伦变换，①只保证符合透视关系，而摄象机内外参数均已改变的线性插补技术，对于标定图象序列，这种插补技术是非约束的，而对于未标定图象序列则只适合于某些特殊场景；②旋转图象序列的视图插补技术，同时给出了旋转图象序列的整合及全景图生成方法；③通过对非约束图象的预校正，完成平移情况下的视点插补。

The point is that these sciences and the entities that they postulate exist from certain intellectual perspectives, and a perspective, whether perceptual or intellectual, is external to that on which it is a perspective.8 The problem for the physicalist is to say what it is for a perspective on the physical world to be something within it.

关键点是这些科学和实体从特定智性视角看是存在的，而视角（无论是感性还是智性视角）是外部于那些关于其的东西的。[8]物理主义者的问题是要说，对这个视角（这个视角是关于物理世界的）来说，所是的东西是内部于它的东西。

Finally, this dissertation offers suggestions to improve middle school principals\' leadership respectively from the three perspectives of profession, system and subject on the basis of issue investigation and root causes analysis. From the perspective of major, we should place the professional role of school principal on educational leader, and educational leadership is the core professional standard for principals. From the perspective of system, the professional standards and qualification system of the principals should be set up in the pre-entry period, and we should reform the principal\'s selection mechanism and perfect the principal occupation term system in the entry period. we should perfect the systems of duty, training, evaluation and motivation etc.. we should set up healthy work termination system in the principal retirement period. From the perspective of subject, school principals should accurately grasp the meaning of leadership to upgrade the level of education al leadership at multi-levels and in multi paths. Administrators should strive to improve the educational leadership level to realize the professionalization of educational administration, Researchers and trainers should really become the supporters of the principal professional development and leaders of leadership practice improvement.

最后，本文针对调查的问题发现与根源剖析，分别从专业、制度、主体等三个视角提出改进中学校长领导力的对策建议：专业上——应将校长领导力的专业角色定位于教育领导者，教育领导力是校长专业标准的内核所在；制度上——拟入职环节应建立校长专业标准和健全校长资格制度，入职环节应改革校长选拔机制和完善校长任期制度，在职环节应健全校长职责、培训、评估、激励等制度，退职环节应建立健康的校长退出机制；主体上——校长应准确把握领导力内涵、多层次、多途径提升教育领导力水平，教育行政人员应努力提高教育领导水平、逐步实现教育行政专业化，研训者应真正成为校长专业发展的支持者、领导实践改进的引领者。

The first part states in a comprehensive way the research on Zhou Zuoren so as to define the purpose, methodology and significance of the dissertation. The second part analyzes the experience of Zhou's self-culture creation from a personal angle-Yue culture in Zhejiang gave Zhou a perceptual knowledge of folklore, while the idea of world folklore gave him a rational cognition of folk' culture. The combination forms a dual folklore. The third part observes Zhou Zuoren's examination of literarure from folklore's perspective as well as its pioneering significance. The fourth part explores in a further way Zhou's perspective of folk culture, and analyzes the method he has established to conduct literary criticism from the angle of folklore as well as his research on Chinese Culture. The fifth part analyzes the impacts folklore theory and folk culture have on the formation of Zhou' literary ideas, focusing more his folklore interpretation and humanism perspective about the origin and hist ory of literature, also his literary aesthetic standards about "ordinary humanism" and "loving amusement" from the position of folklore. The sixth part expounds Zhou's achievement in combining literature and folklore and explores the consistency of their focus on human, thereby presenting a complete picture of Zhou's literature. The last part generalizes the revelation drawing from the research done in this dissertation.

本文分为六章：第一章综述周作人研究的历史与现状，从而确定本文的研究目的、方法及意义；第二章从社会、时代背景、区域文化传统和个人文化选择的角度，阐释周作人选取民俗学视角观照文学的原因，侧重分析周作人自我文化建构的心路历程——浙江越文化传统的浸润给周作人以民俗学的感性认识，而世界民俗学的理念赋予他注重民间文化的理性精神；第三章考察周作人的民俗学研究及先锋意义；第四章进一步探讨周作人的民俗文化观，分析他确立的从民俗文化角度进行文学批评的方法，兼及他从民俗学视角进行的中国文化研究；第五章分析民俗学理论及民俗文化观在周作人文学思想生成中的影响，着重论述周作人关于文学起源和文学发展史的民俗学阐释、文学的民俗人性观，以及从民间立场出发所具有的"平凡的人道"、"有情的滑稽"等文学审美原则；第六章从创作实践方面，探讨周作人文学作品的民俗文化意蕴，进一步论述周作人将文学与民俗结合在一起的实绩，并揭示二者以"人"为核心的内在精神的一致性，从而呈现出周作人较为完整的文学风貌；最后是余论，指出这一研究的启示。

More direct, directer ; most direct, directest

径直的，笔直的

Do you know how to use a chain saw?

你知道如何使用链锯吗？