充份的

He pays no court to the passions; he excites neither surprise nor admiration; he always understands himself, and his readers always understand him: the peruser of Swift wants little previous knowledge; it will be sufficient that he is acquainted with common words and common things; he is neither required to mount elevations nor to explore profundities; his passage is always on a level, along solid ground, without asperities, without obstruction.

他没有支付对强烈的感情法院；他不刺激惊奇也不刺激赞赏；他总是了解他自己，而且他的读者总是了解他：迅速需要一点早先的知识 peruser；它将会充份他熟悉通常的字和通常的事物；他是既非必需的展开海拔也不探究深；没有障碍，没有粗暴，他的通道总是在一个水平上，沿着固体地面。

An audit notification by the third party auditing firm will be made 30 days prior to the audit date.

第三方审核公司须在审核前30天发一份审核通知。审核前，须由产品制造商提供一份充许审核的同意书。

Cleric exercise his ministry in another diocese, but always with the prior agreement of the twodiocesan Bishops, that is, the Ordinary of the particular Church in which he is incardinated andthe Ordinary of the particular Church for whose service he is destined (10.3).and cooperation within the diocesan Catholic community: the diocesan curia, the presbyteralcouncil, the college of consultors, the diocesan pastoral council and the diocesan finance council.These agencies express communion, they favour the sharing of common responsibilities and are

年人仅在员在不有必同正须教当隶区理属团由一体个时内，地出并方现教须的会经问或所题者属，一和我个前认修往为会服有务团本体教份，区并的提两须及在位天主与主教其教教事法先区典协主所议教规署下，、一司「名铎圣每咨职议位人及教员参区才议主能会教在、都另牧应一灵充教委分区员利执会用行、教其财区职务团务委体。

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。