查询词典 principal

The amount of each batch of principal repatriation should not exceed 20% of the total principals, and the interval between two repatriations should not be shorter than one month.

每次汇出本金的金额不得超过本金总额的百分之二十，相邻两次汇出的时间间隔不得少于一个月。

If 'naive' investors dominate the market, the government's job is also relatively straightforward: to convey an unambiguous message to the tens of millions of investors that neither the principal nor the return on their stock investment is guaranteed.

而如果幼稚投资者主导股市，政府的工作也较为简单，即明确无误地告知投资者，无论是他们的本金还是收益都不会得到保障。

If 'naive' investors dominate the market, the government's job is also relatively straightforward: to convey an unambiguous message to the tens of millions of investors that neither the principal nor the return on their stock investment is guaranteed.

还有一些投资者属于极度投机者，他们认为：1、政府不会过于容忍系统性的金融风险以及股市泡沫破裂对于实体经济的影响，因而可能会采取刺破泡沫的强硬举措。2、更重要的是，政府有充足的金融力量去修补股市泡沫破裂造成的任何损害。

In his letter to Rome, written at this time, he sent salutations from some of the principal members of the church to the Romans.

他在信中，以罗马，写在这个时候，他发出salutations从一些主要成员的教会罗马。

Principal would stalk into my classroom, demanding that students "shutup." Sometimes she scribbled notes, occasionally giving me a contemptuous

校长不时地闯进我的教室，叫学生们&闭嘴&；有时候就我的课她会胡乱地记些东西，还会轻蔑地看我几眼。

Apart from various secondary meanings connected with that Greek particle, two principal significations have been ascribed to it.

除了来自各中学的含义与希腊粒子，这两个主要的意义已被归因於它。

Capable stenographers assured the recording of parliamentary debates and their diffusion through the newspapers, which received the texts via the telegraph, which was the principal source of news transmission.

有能力的速录师们对其议会辩论的记录和通过报纸的传播负责，这些信息往往通过电报接收，是当时新闻传播的主要源头。

Industrial oil soap and fatty acid is the principal raw material production.

工业用油脂是肥皂和脂肪酸生产的主要原料。

12 Et seq.; the principal enactments in Lev.

主要颁布在列夫。

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。

Now she was hungry and angry.She began to smoulder.

现在她又饿又气，她开始流露难以抑制的怒火。

You have placed our iniquities before You, Our secret sins in the light of Your presence.

诗90：8 你将我们的罪孽摆在你面前、将我们的隐恶摆在你面光之中。