促进合作

The contest's drumbeating advanced the known of club in the campus and in society.

本次大赛通过决赛调试工具的使用体现了微软开发工具和调试工具的快捷、高效和方便，提高软件开发测试人员对于微软开发工具和调试工具的认知度，进而扩大微软开发工具和调试工具的影响；通过与安天实验室合作，促进俱乐部及其成员的积极成长；通过大赛的宣传及比赛的进行提高俱乐部在校园里和社会上的知名度；整个大赛本身提高了软件开发者对于代码质量的关注程度，推广了程序调试的一般方法和技巧，软件测试的一般步骤、方法和技巧。

This article, drawing on the education development request and the children science edu- cation reality, carries out a general analysis from the different stages in the their development and intro- duces the interaction pattern, the co-building pattern, the procedure interaction pattern and immersion pattern in order to make the teacher and infant become an organic whole and make the interaction in science education harmonious and perfect.

本文结合教育发展要求和幼儿科学教育、教学实际，从不同侧面对在幼儿科学教育开展中的师幼互动模式进行综合分析，提出共创模式、渗透模式、搭架构建模式、合作研究模式、程序互动模式这五种师幼互动模式，旨在使师幼行为融为一个有机的整体，使科学教育中的师幼互动变得和谐、完善，促进互动的有效性。

To deal with the goods under duty reduction or exemption in accordance with laws and regulations.

为方便企业、单位了解海关关于减免税货物的申办和监管要求，加强内部管理，促进海关和企业、单位的良性互动、合作双赢，海关在此将有关事项郑重告知如下

On April 20, China and Ecuador signed an agreement to boost their agriculture cooperation.

4月20日，中国和厄瓜多尔两国签署了一项协议以促进他们在农业方面的合作。

This paper introduces ways of cooperation between family and three preschool education approaches: Head Start, The Family Center Approach and Erikson Approach, and analyzes the tradition of cooperating closely with family in American early childhood education.

在美国学前教育的发展历史中，对家庭的重视，与家庭的密切合作，已经成为一种悠久的传统。人们普遍相信，只有为幼儿创设一种家庭式的环境，才能有效促进幼儿的健康和谐发展。

In 1994, together with ESCAP, China hosted in Beijing the first Asian-Pacific regional "Ministerial Conference on Space Applications for Sustainable Development in Asia and the Pacific," and the "Beijing Declaration" issued after the conference has had a far-reaching influence.

1994年，中国政府与联合国亚太经社会合作在北京召开了首届亚太区域"空间应用促进可持续发展部长级会议"，并发表了具有深远影响的《北京宣言》。

The UN not only preserved international cooperation organs like the World Health Organization, the International Labour Organization, and the International Court of Justice, and facilitated the transformation of the world from a Eurocentric to a global system; but also provided a focus for world politics. But it has not succeeded in creating an international security framework conceived by its fathers and a new world order from which every state gains a security shield.

联合国不仅保留了世界卫生组织、国际劳工组织、国际法院等国际性合作团体，促进了整个世界从以欧洲为中心向全球体系转变，而且为世界政治提供了一个中心舞台，但是它没能成功地建立起其创始者所期望的国际安全框架和使每个国家获得安全保障的世界新秩序。

The two sides agreed to promote the peaceful uses of nuclear energy, global efforts and welcomed the recent holding of the Global Nuclear Energy Partnership for the third session of the Executive Committee, as well as the partnership to find ways to strengthen the international framework for civilian nuclear energy cooperation commitment.

双方同意促进核能和平利用的全球努力，并欢迎近期举行的全球核能伙伴关系第三次执行委员会会议，以及该伙伴关系寻求方法强化民用核能合作的国际框架的承诺。

It makes a bridge among the exhibition companies in China, exhibition centers; exhibitioners and offer the service for exhibitioner; promote communication and interflow; act as an inter-mediator to connect the exhibition industry between China and foreign countries; pushes forward the Chinese exhibition trade, develops the interflow and cooperation of the China international conference exhibition trade, accelerates the combining process for China exhibition trade and the international counterparts.

出展世界》以《中外会展》的刊中刊形式出版，内容以介绍国外会展业及相关行业的情况(先进管理模式，成熟的理论基础，丰富的办展经验，必备的参展知识及国外著名展会展馆等)，并以此促进中国与世界各国会展业的交流与合作，其主要栏目包括："使馆·商会"，"论坛"，"会展·德国"，"会展·法国"等。

Aiming at the old ideas and behavior of primary and secondary schools teachers, the new curricula demand them acting some new roles in the curriculum implementation, and changing their roles from knowledge-transferee to learner, from dominator in classes to helper and guider of students" development, from passive curriculum player to positive curriculum constructor, from experientialist to researcher and from single person to others" cooperator.

针对原有课程体系下中小学教师的教育观念与行为方式，新课程蕴涵的新的教育理念期待中小学教师能以新的角色走进新课程，期待他们能由知识的传授者转变为学习的参与者、由教学的控制者转变为学生发展的引导者与促进者、由课程的被动执行者转变为课程的积极建构者、由经验型教师转变为研究型教师、由个体劳动型教师转变为合作型教师。

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。