互相反应

This covert appreciation of images in dangerous insofar as it accepts not a dialectical relation between political and formal meaning, not their nterpenetration, but a hazier, more reified relation, one in which topicality drops away as epochs fade, and the aesthetic aspect is, if anything, enhanced by the loss of specific reference (although there remains, perhaps, a cushioning backdrop of vague social sentiments limiting the 'mysteriousness' of the image) I would argue against the possibility of a nonidological aesthetic; any response to an image is inevitably rooted in social knowledge- specifically, in social understanding of cultural product.

l s1 o6 A8 l( R$ D7 E)|7 }$}迄今为止，这样的想法已经把对作品的鉴赏力引向了危险的境地，因为它接受的不是政治意义与正式意义之间的辨证关系，不是两者之间互相渗透的关系，而是一种更危险更实在的关系，其中最明显的就是随着几个重要时代的消褪而衰败，就美学角度来说，如果任何事物，因丢失具体的参考文献而被强调出来（尽管这些文献是存在的，可能一股当时社会含糊不请的氛围造成了缓冲力从而限制了作品的神秘性）我一定会反对一种叫非智慧美学的可能性，一幅作品的任何反应都必然植根于社会的知识形态，尤其是社会对文化产物的理解

In the process of John Blacking's research, he observed on the incline while children were learning complex music as a whole, consequently, it challenged the concept of "the order never made mistake"; and through his observation on the music perform of children in Venda, he made sure the importance of the relationship between body and mental (basically the understanding of music), provided several methods for teachers to develop students' sense of music – the harmonious cooperate of ears, brain and body; through his researching on ethnodanceology and considering the inseparable relation between music and dance, he further proved the methods of education which considering the action and the body reaction as the essential component of music understanding; through his observation of the music of Venda children in his early years, he became interested in the biology basic of music education; and also he advocated that school needed to set up a world music class. In the View of Ethnomusicology, John Blacking made a new recognition of the music education, and it also bring us a reflection question, could our Chinese music education walk out of the traditional view and get some influence or inspiration from his ideas of education?

约翰·布莱金在研究过程中通过对儿童从整体上学习复杂音乐的倾向的观察，从而挑战了"完全正确的程序"的观念；通过对文达儿童音乐表演的观察，确定了身心关系的重要性，提供给教师发展学生音乐性的手段，即使耳、脑和身体的互相融合；通过对舞蹈人类学的研究以及音乐与舞蹈之间不可分割的联系，进一步证明了以动作和肢体反应作为音乐理解主要成分的教育学方法；通过他早期对文达儿童音乐的观察而建立了他对音乐教育生物学研究的基础；以及他对在学校中世界音乐课程设立的倡导等，约翰·布莱金从音乐人类学的视野出发对音乐教育的重新认识，也促使我们思考，是否我们的音乐教育也可以从中国的视野中走出来并受到他的教育思想的启发？

The subsequent reaction of the 2-hydroxyethyl species around 160 K concerns two competing reactions: a reductive elimination with surface hydrogen to yield ethanol, and a β-H elimination to from surface vinyl alcohol.

羟乙基在160 K的转化过程中包括两个互相竞争的化学反应：与表面的氢原子进行还原反应生成乙醇，或失去一个β-H原子生成表面乙烯醇。

These [Zn_4]~(2-)-groups as growth units could easily superpose on anodic plane of ZnO single crystals, but difficultly grow on cathodal plane of ZnO single crystals.

在蒸发自组装法制备中，由于嵌段共聚物F_(127)的的两亲性能，ZnCl_2发生醇解反应而形成的醇盐Zn_(2-x)_x互相结合而形成胶束。

Results Serum levels of TNF α,IL 1 β,and sICAM 1 in patients with cerebral infarctions of acute phase and recovery ...

TNF α、IL 1β和sICAM - 1互相作用参与了急性脑梗死的炎症反应和再灌流损伤

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。