巴黎大学

Principles of Gothic structure were defined and promulgated by the nineteenth-century French architect Viollet-le-Duc, drawing on his experience restoring such large cathedrals as those of Amiens [8] and Notre-Dame, Paris.

原则的哥特式结构进行了界定，并颁布了十九世纪法国建筑设计师viollet -乐德，借鉴他的经验，恢复，如此庞大的参观大教堂，因为那些亚眠[ 8 ]和圣母院，巴黎大学。

Educated at prep school and the Sorbonne, he had a cum laude degree in international finance.

他先后在预科学校以及巴黎大学受过教育，并以优异成绩获得国际金融专业的学位。

Mr Bayard, who is a professor of French literature at the University of Paris (his book was a bestseller in France earlier this year), says airily that he must often talk about books he has at best skimmed, at worst not even opened—sometimes even with the books' authors.

巴黎大学的法国文学教授巴雅得（他的书是今年早些时候的畅销书）轻快地说，他必须经常谈论他所翻阅过的书籍，哪怕不是在公开场合下——有时候甚至是跟书的作者。

After crowning Louis de Broglie's work on two occasions, the Academie des Sciences awarded him in 1929 the Henri Poincaré medal, then in 1932, the Albert I of Monaco prize.

德布罗意获得博士学位后，继续留在巴黎大学，他又发表了有关波动力学的有创造性的研究成果，同时担任教学任务。德布罗意在神也是沿着这个认识规律发展的。

In 1439 the dispute was brought before the Council of Basle where the University of Paris, formerly opposed to the doctrine, proved to be its most ardent advocate, asking for a dogmatical definition.

在1439争端提交安理会的巴塞尔在巴黎大学的前身反对理论，证明是其最忠实的倡导者，要求武断的定义。

Under Gregory VII the pope's legates traversed France from north to south, they convoked and presided over numerous councils, and, in spite of sporadic and incoherent acts of resistance, they deposed bishops and excommunicated princes just as in Germany and Spain In the following two centuries Gallicanism is even yet unborn; the pontifical power attains its apogee in France as elsewhere, St. Bernard, then the standard bearer of the University of Paris, and St. Thomas outline the theory of that power, and their opinion is that of the school in accepting the attitude of Gregory VII and his successors in regard to delinquent princes, St. Louis, of whom it has been sought to make a patron of the Gallican system, is still ignorant of it -- for the fact is now established that the Pragmatic Sanction, long attributed to him was a wholesale fabrication put together (about 1445) in the purlieus of the Royal Chancellery of Charles VII to lend countenance to the Pragmatic Sanction of Bourges.

根据第七格雷戈里教皇legates走过法国从北到南，他们召集和主持理事会众多，尽管零星的和不连贯的抵抗行为，他们废黜主教逐出教会和王子一样在德国和西班牙在以下两个世纪Gallicanism甚至尚未出生的宗座权力达到其地点在法国与其他地方一样，圣伯纳德，然后旗手的巴黎大学和圣托马斯大纲的理论，权力，他们的看法是，学校在接受的态度格雷戈里七和他的继任者方面的不良王子，圣路易斯，其中已力求使赞助的高卢圣制度，仍然是不了解它-为现在的事实是成立的务实的制裁，长期归因於他是一个批发加工整理（约1445 ）在purlieus皇家总理的查理七世的面容贷款的语用制裁的布尔。

Madeuf, president of University Paris Ouest held the initiation ceremony for its Confucius Institute.

2008年2月，国家汉办与西巴黎大学签署了设立孔子学院的协议书。2009年10月15日举行孔子学院启动仪式。

In 1981, Issei Sagawa (11 June 1949)(佐川一政 Sagawa Issei), a Japanese student of English literature at the Sorbonne Academy in Paris, invited a Dutch woman he had grown attracted to — a classmate named Renée Hartevelt — to dinner for a literary conversation.

佐川 一政（1949年－），日本人。1981年在巴黎大学攻读英国文学专业时，他被女同学里尼-哈特维尔特所吸引。一天他邀请哈特维尔特到住所共进晚餐，一同讨论文学。

"Russian poetry is a very grand poetry, it inspired Russians to understand what's behind things, their profound meaning,"said Nikita Struve, a professor of Russian at the University of Paris - Nanterre in France.

露西亚诗是一款意境宏伟 e5诗，伊启发了露西亚人了解啥麼是藏伫代志后壁面，佮因 e5深刻 e5意义，」呢琪搭史茨，一 e5露西亚教授伫法国南德巴黎大学按呢生讲。

And then we went to Pantheon. Pantheon is the final resting place of many great men.

Sorbonne指的是巴黎大学所在地及其周围的一个建筑群。

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。