查询词典 the minority

E.g. It is quite necessary for the central government to grant autonomy to a national minority.

这是一份十分艰苦的工作。姑娘们在学怎样照看新生儿。

Bring the history research of ancient national minority a regret.

给古代少数民族的历史研究带来遗憾。

Yet social conservatives are only a small minority of the national electorate, so they have to pick a candidate who also appeals to others.

然而社会保守派只占全国投票者的一小部分，因此他们不得不挑选一个也能获得其他人支持的候选人。

To belong to a national minority is a matter of a person's individual choice and no disadvantage may arise from the exercise of such choice.

任何人皆可选择成为国内少数族群的一员，同时这样的选择将不会引起任何不良后果。

The Sichuan Academy of Fine Arts established a national minority class to enroll talented students from areas inhabited by national minorities.

新的时代呼唤新的画家出现。

It originated most early in our country ancient times north a local national minority, was called "the Xi qin" at that time.

它最早发源于我国古代北部地区的一个少数民族，那时叫"奚琴"。

Mainly, from three, aspect carries out the main body of a book on Xinjiang national minority tap intellectual resources expounding.

本文主要从三个方面对新疆少数民族人才开发进行阐述。

Mainly, from three, asp ect carries out the main body of a book on Xinjiang national minority tap intellectual resources expounding.

本文主要从三个方面对新疆少数民族人才开发进行阐述。

The representative minority cultural relic-pottery relic of Buyi minority and the two wooden masks is taken as the research object. Firstly, Hiscanner laser scan detector was adapted for data collection, and then obtain point cloud data which could be recorded on disc for permanent saving was obtianed; Furthermore, the new popular reverse engineering software Geomagic for some disposals of point cloud data was adopted in data condensing, data mending, data filtering, feature line picking up to obtain NURBS surfaces; and then the error between the reconstructed CAD model and the point cloud data was evaluated to guarantee the precision of surface reconstruction to keep the relics keep its original appearance. In the end, the NURBS surfaces are imported to 3D software Solidworks and entities of CAD are generated by surface sewing, mold loft and ablating and other instructions.

选用有代表性的贵州少数民族文物―布依族酒壶、水壶以及木制傩戏面具作为研究对象，采用Hiscanner激光扫描测头对其进行数据采集，扫描得到的点云数据可刻录到光盘上作为文物数据永久保存；更进一步地，采用目前流行的逆向工程软件Geomagic studio对点云数据进行数据精简、数据滤波、数据修补、提取特征线等处理后得到NURBS曲面；为保证曲面模型重建的精度，在曲面重建模型后对其误差评价，通过控制误差的方式指导曲面模型重建，使重建的文物曲面模型能真实完整地反映原状；最后，在功能强大的三维造型软件Solidworks中导人重构的NURBS曲面进行曲面缝合、放样等，将其生成实体CAD模型，并对模型的局部特征进行适当的再设计以实现文物实体模型的优化。

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。

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。