无上

Average person mentioned in "I ching, the attitude of" no word too mystierious to see it, think it is very deep, difficult, a fortiori, wary of things in life and its application, actually otherwise.

一般人提起易经，就以"无字天书"的态度去看它，认为那是很深奥、难懂、高不可攀的东西，更遑论及其它应用在生活上，其实不然。

And what about the popular claim that Creoles emerged ab ovo - from the linguistic 'scratch' of structure-less pidgins - and as such do not fit into any language family?

那们关于普遍认为克理奥尔语为语言上从头开始的结构，来自无结构性洋泾滨语的语言"拼凑"，也不属于任何的语系的主张又怎么说呢？

Such oceanic growth can be removed similarly by divers underwater or by normal above-water waterjetting should the ship be drawn onto a dry dock.

可以用高压枪在船坞清除，但如不要将船拖到船坞上清洗，亦可用无后挫力水枪，利用潜水人，进行水下清除。

We extend this model and prove that Zhou Lin bargaining set is one of the absorbing states.This makes up there is no absorbing state besides the grand coalition,when the core is empty.

在此基础上，我们进一步推广了该模型：证明了Zhou L in谈判集是动态联盟形成过程的吸收状态之一，弥补了当核心是空集时，除了大联盟之外再无吸收状态的不足。

As one utilizes the mirrors to address such patterning, dismantling the original cause, one may transcend such unconscious and energetic abusiveness.

当你使用镜子来关注这样的模式，清除最初的致因，你就可以超越这样的无意识与能量上的虐待。

Therefore, this research emphasizes on the learners with personality traits and learning style, and adds knowledge creation factor to see how the learners' responses toward the external stimulators under the E-learning environments. Then this research analyzes the learners' differences on the basic existence and points out that what kind of teaching methods suits the learners best. This research has three results as following: 1.The personality traits and the learning style have the remarkable corresponding relational existence. Openness corresponds to assimilator; Conscientiousness corresponds to converger; Extraversion corresponds to accommodator; Neuroticism corresponds to diverger; Agreeableness has no remarkable correspondence relational existence.

故本研究以人格特质、学习风格等学习者个体本身对於外在环境刺激所反应出的行为，加入知识创造行为，在数位学习的学习环境下进行成效的探讨，分析学习者在根本上所存在的差异，并指出以何种方式进行教学较适合学习者本身，研究结果发现：一、人格特质与学习风格有显著对应的关系存在，聪颖开放人格对应同化型；严谨自律人格对应聚合型；外向人格对应调适型；神经人格对应於分散型；和善人格无显著对应的关系存在。

Possible interaction effects of individual learning style and instructor-students interactive modes on learning effect were also examined. This study used the Kolb's learning styles inventory to classify learners into four groups including Accommodator, Diverger, Assimilator and Converger respectively.

本研究透过实地实验的方式来验证，学习风格依据Kolb学习风格型态理论为基础所定义的学习风格分为「发散者」、「调适者」、「聚敛者」、「同化者」等四种类型的学习者；师生即时传讯则采「即时传讯互动」与「无即时传讯互动」两种方式来进行程式设计课程内容，以验证即时传讯互动方式应用在程式设计课程上是否真有其实质效果，并以学习绩效、认知学习、学习兴趣、认知技能发展与教学设计满意等五个构面来衡量学习成效。

Cara Dillon 《BONNY BONNY》 Bonny, bonny was my seat in the red rosy yard And bonny was my ship in the town of Ballynagard Shade and shelter was for me till I began to fail You all may guess now my distress lies near the Nightingale Grief and woe that I must go to fight for England's King I neither know his friend or foe, and war's a cruel thing The nightingale is near at hand, my time at home is brief And Carey's steams and mountain land I part with bitter grief No more I'll walk the golden hills with Nancy by my side Or dream along the sun bright rills, or view my land with pride We sail away at dawn of day, the sails are ready set When old Benmore I see no more, I'll sigh with deep regret Now all must change and I must range across the ocean wide Our ship she may in Biscay's Bay lie low beneath the tide If I should fall by cannon ball, or sink beneath the sea Good people all, a tear let fall and mourn for mine and me If God should spare me my greying hair and bring me back again I'd love far more my Antrim shore, its dark blue hills and rain Around the fires, my heart's desires, heaven grant till life shall fail And keep me far from the cruel war and from the Nightingale bonny, bonny

是我玫瑰园的长椅 bonny， bonny，是为我遮风挡雨的小舟一叶只到有一天，我慢慢的倒下夜莺初啼，你会知道我我的烦恼为了国王我将踏上征程，悲伤懊恼填满我心我不知道谁是朋友谁是敌人，我只知道战争多么残酷夜莺初啼，我知道在家时日无多作别家乡的山水和故土，我悲伤满怀再不能和心上人，去到那夕阳下的青山再不能在梦里的山梁上，遥望家乡的土地我们在黎明即将上路，远航的风帆已经拉满当家乡渐行渐远，唯有叹息遗恨交织我心面目全非的我，要穿越那遥远的海峡我们的战船会停靠在比斯开湾，落潮的地方如果我倒在炮火中，或是长眠于深海善良的人们啊，请流下你一滴眼泪，为我和我的一切过往如果上苍染黑我花白的发丝，让我回到家乡我会更加热爱那金色海滩，蓝色的山梁和黑色的雨滴炉火边，让我的愿望在天堂里实现，只到我倒下的那一刻让我远离那残酷的战火，远离那夜莺的啼哭

"Savonarola," says Castelar, would, under different circumstances, undoubtedly have been a good husband, a tender father; a man unknown to history, utterly powerless to print upon the sands of time and upon the human soul the deep trace which he has left; but misfortune came to visit him, to crush his heart, and to impart that marked melancholy which characterises a soul in grief; and the grief that circled his brows with a crown of thorns was also that which wreathed them with the splendour of immortality.

卡斯特勒说，在不同的环境下，萨沃纳洛拉无疑问地会是一个好丈夫，一个慈爱的父亲；在历史上藉藉无名，绝对没有力量在时间的散沙上、以及人们的心灵间打印出他所留下的深深痕迹；但是厄运来造访他，碾碎他的爱心，把那标志出悲伤人的明显忧郁交给他，而那种围绕着他眉宇、看来像一圈荆棘的悲伤，却转而成为他那迸发不朽光辉的花冠。

The weight-loss industry generates bil- lions of dollars per year, yet back in the heartland Mr. and Mrs. America are dolloping extra mayon- naise on their Big Macs and tucking into a large order of fries.

减肥行业每年可以挣几十亿美元；然而在美国腹地，夫妇们又把过多的蛋黄酱抹在他们的巨无霸汉堡包上，再来上一大袋薯条。

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。