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Let us settle ourselves, and work and wedge our feet downward through the mud and slush of opinion, and prejudice, and tradition, and delusion, and appearance, that alluvion which covers the globe, through Paris and London, through New York and Boston and Concord, through Church and State, through poetry and philosophy and religion, till we come to a hard bottom and rocks in place, which we can call reality, and say, This is, and no mistake....

观念、偏见、传统、妄想和表面现像组成的泥泞淤积层覆盖了整个地球，从巴黎到伦敦，从纽约到波士顿再到康科，从教会到政府，从诗学到哲学再到宗教，全部被覆盖着。我们要迈开双脚，踏着淤泥前进，一直到我们抵达我们称之爲"现实"的实地和礁石爲止。

Of clump of reef of aurelian horsefly サ from microcosmic arrive macroscopical, arrive from the place the whole world, international standard nowhere does not arrive from the product in; service, supply each part of chain to the whole world that is support with international standard again, international standard does not have place not as good as.

ISO等三大国际性标准机构在当时的贺词中说：从简单到复杂，从微观到宏观，从地方到全球，国际标准无处不在；从产品到服务，再到以国际标准为支持的全球供应链条的各部分，国际标准无所不及。

Liturgically and spiritually this semester, we move from repentance to reconciliation, from ashes to fire, from cross to resurrection, from life to death.

从礼仪和灵命塑造的历程，我们这个学期从惮悔到和好，从死灰到复燃，从被订十架到死里复活，从走过死亡到赢得生命。

In sample screw in melting zone from start to 10th pitch is 3mm and from 11th to 21st pitch 8mm.but in your screw from start to 10th pitches 4mm and 11 to 21st pitch 4.5mm to 12mm.

样品螺丝的融化区从第一个螺纹到第10个螺纹的距离是3mm。从第11个到21个的距离是8mm。但是您的螺丝上，从第10个螺纹开始是4mm，从第11个到21个的螺纹距离从4.5mm到12mm。

Stayner's Lean Manufacturing implementations have included the full breadth of production characteristics: extremely high daily volume to just a few products per year, low optionality to configuredto-order and even engineered-to-order products, machine-intensive to labor-only factories, product sizes from very large to microscopic, heavy industry to clean rooms.

他的的精益生产实施涵盖各种形成的生产流程：从日产量很高的企业到一年只生产几台的企业；从定单配置很低的产品企业到根据订单配置，乃至到根据定单设计的产品企业；从自动化密集性企业到劳动密集性企业。产品包括从非常大的到非常细小的，从重工业到绝对无尘室。

Transcriptional activity of ACL recombinants normalized by Renilla was significant difference with pGL3-Basic expect for construct -27 and -15 (P＜0.01). Construct -919 contains highest activity. 3 times reduction of transcriptional activity from-919 to -679bp indicated that negative regulation factors located probably in this region. The activity started on construct -73 suggested the basal promoter activity was located within the -73 to +77bp region; Transcriptional activity of IDHβrecombinants was not significantly different between the recombinant -58 and pGL3-Basic. The activity started on construct -82, decreasing with the length of the fragment up to -164 in despite of a bit of fluctuation, and kept increasing from construct -164 up to -279. Thus, the basal promoter activity was located within the -82 to +16bp region, whereas the upstream 197bp conferred maximal transcriptional activity.

采用5'端缺失策略，结合启动子预测结果，分别构建了8个ACL基因和19个IDH3β基因启动子区重组子，将其转染猪PK15细胞系，并利用荧光素酶双报告基因系统检测了它们的活性，结果表明：在所构建的猪ACL基因5侧翼序列的8个重组子中，除pGL-ACL27和pGL-ACL15外，其它重组子的荧光素酶活性与阴性对照均达到极显著水平(P＜0.01)，表明它们均具有启动子活性，pGL-ACL919活性最强，到pGL-ACL679活性下降了将近3倍，说明从-919bp到-679bp区域可能存在负的调控位点，从pGL-ACL621到pGL-ACL73活性有小幅度下降，到pGL-ACL27活性降到与阴性对照水平无显著差异，表明维持该启动子的基本活性区域位于-73bp到+77bp之间；IDH3β基因启动子活性开始于pGL-IB82，然后虽然有些波动，但是活性一直下降直到-164bp处，之后活性又开始升高，直到-279bp处活性达到最高，这些表明维持该启动子的基本活性区域位于-82bp到+16bp之间，从-82到-279之间的179bp区域具有最高的启动子活性。

It all goes back to a story about a young man who was the son of an itinerant horse trainer who would go from stable to stable, race track to race track, farm to farm and ranch to ranch, training houses.

这要追溯到一个年轻人的故事上，这个年轻人是一个流动驯马员的儿子，这个驯马员到处驯马，从一个马厩到另一个马厩、从一个赛场到另一个赛场、从一个农场到另一个农场、从一个牧场到另一个牧场。

The paper is established in comparing the difference of the classroom instruction after actualizing music syllabus, including from making double basis the core of contents of courses to conformity and development of teaching field, from emphasizing process to result in teaching methods, from intuitionistic realia to modern educational technology in assisting teaching in teaching instruments, from teachers to students in mainstay of teaching, from unilateralism to multi-synthesis in evaluation of music classroom instruction etc., which further e...更多xpatiates the education thought of music syllabus and the important significance of students' integrative development.

文章立足于对音乐课程标准实施前后课堂教学的比较，即教学内容上从以&双基&为核心到教学领域的整合、扩展；教学方法上从重过程到重结果；教学手段上从直观教具到现代教育技术辅助教学；教学主体从教师到学生；音乐课堂教学评价从单向到多元综合等方面的综合梳理，进一步阐述音乐课程标准的教育思想及其对于学生综合发展的重要意义，对于在教学实践中深入贯彻是有着重要帮助的。

It analyzes the Internet opinion and its control thoroughly and systematically using the technical routine from generalities to peculiars, from theory to practice, from periphery to crux, from current situation to question, again to solution in the hope of making up for the omissions and deficiencies of present relative research achievements on the Internet opinion and its control, of adding to, developing, making perfect it on the basis of succession, and trying to design a train of thought combining generality and personality and operated easily for the social control on the Internet opinion.

即采用从一般到具体、从理论到实践、从外围到内核，从现状到问题再到解决方案的技术路线，对网络舆论及其控制问题进行较全面、系统地分析，以期对目前已有相当研究成果和基础的网络舆论及其控制研究拾遗补漏，对原有理论在继承的基础上补充、发展、完善，并试图为网络舆论的社会控制设计一条共性与个性相结合，具有较强可操作性的思路。

Shaking hands with the young sportsmen; kissing the rosy-cheeked girls; sometimes even embracing portly matrons who came to thank him for their pleasant visit; everywhere genial, hospitable, generous, happy, and beloved, the baronet hurried from room to room, from the hall to the stables, from the stables to the courtyard, from the courtyard to the arched gateway, to speed the parting guest.

他同爱打猎的年轻人握手；亲吻面颊绯红的姑娘们；有时甚至还要拥抱那些前来感谢他殷勤招待的肥胖主妇们；爵士匆匆忙忙的从这个房间走到那个房间，从大厅走到马厩，从马厩走到院子，从院子走到拱廊入口，祝愿离去的客人一路顺风，他走到哪儿都显得亲切、殷勤、慷慨、快乐和招人喜欢。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。