殖民

First post-colonial culture in the context of the building were on and analysis, through the export of architectural culture drift theory, and from its formation, changes in trends in the development of three aspects of cultural drift theory, all-round analysis, to launch China The concept of the construction of a new regional scenario.

首先对后殖民文化背景下的建筑现象进行了阐述与分析，透过现象导出建筑文化漂移理论，并从其形成、变化、发展趋势三个方面对文化漂移理论进行全方位的剖析，以此推出中国建筑新地域的概念假想。

As the premise for the establishment of looting, destruction of the education system in China services, the adoption of colonial education to young people in an attempt to gradually influence the process of cultural knowledge, advocating Japanese spirit and devoid of the consciousness of the Chinese nation and the spirit of national resistance, become willing to listen to Japanese colonial rule and oppression of the "loyal and honest citizens" or dead-set for the Japanese invasion of China in the traitor proxy fanatic followers, the effectiveness of training resources for the exploitation of Chinese labor.

并以此为前提建立为其掠夺，灭亡中国服务的教育制度，企图通过奴化教育使青少年在接受文化知识的过程中逐渐潜移默化、崇尚日本精神、泯灭中华民族意识和民族反抗精神，成为甘愿听从日本殖民统治和压迫之&忠良国民&或死心塌地为日本侵华效力卖命之汉奸走狗，培养为其掠夺中国资源效力的劳动力。

They focused their social efforts to resolve the British colonial policy of "Divide and Rule" which had split the Chinese community into clans and "kongsis", into "towkays" and "coolies" and into "babas" and "sinkehs".

事后，他们尽心消除殖民政府所遗留下来的社会产物——&分而治&之政策以解决贫富悬殊的问题，并致力于削减华社中&苦力&和&头家&，乃至&峇峇&和&新客&的区分。

However, the same symbol of school architecture is used for a different purpose in Taiwan: Torii is the image regarded as the entrance to the sacred space. Placing Torii around schools became a metaphor showing that "schools" are as sacred as "temples." In fact, during the occupation of Chin Dynasty, schools in Taiwan are derived from "temples." Going to school in temples had been a stereotype deep in people's mind. Although this symbol was similar to the way how European school buildings symbolized campanili of churches, the symbol of "colonizing" was emphasized.

但是，类似的学校建筑元素被放在台湾却有著不同意义：把代表神圣空间入口意象的「鸟居」，放在校园的外围旁，这同时也隐喻著「学校」也等同於「寺院」的神圣地位；事实上，在清朝据台时期，学校英文音译的发展就是从「寺庙」里产出：去寺庙就学的既定印象已深植民心，这种作法虽然略同於欧洲学校原型的教堂的钟塔宗教性象徵，但背后的「殖民」象徵却很清楚的被突显出来。

Theis is "Tektronix colonial satellite" to "titans" Aerospace Automotive Group's president, is the titans of the 10th-generation descendant of the family, is a good appearance but ruthless careerists.

泰斯是&泰克殖民卫星&上&泰旦&宇航汽车集团的总裁，是泰旦家族的第十代传人，是一个外表和善却心狠手辣的野心家。

But we were England's, still colonials

但是彼时我们是英国的属地，为其殖民

The political implications were enormous; few Englishmen cared about the unprofitable colonies and left the colonials to build their own lives, their own communities, and their own economy.

政治上的影响是巨大的；数英制牵挂利空殖民地留下殖民主义者建立自己的生活，自己的社区，和自己的经济。

Thus, convergence, not divergence, seems to have characterized the cultural development of the American Colonies in the eighteenth century. Thus, without the cultural diversity represented by the American South, the culture of colonial America would certainly have been homogeneous in nature. Thus, the contribution of southern colonials to American culture was certainly overshadowed by that of the Puritans. Thus, the culture of America during the Colonial period was far more sensitive to outside influences than historians are accustomed to acknowledge.

文中末句&…American colonies…seem to have been rap- idly assimilating to the dominant…&(在美洲殖民……他们很快地融入了主流文化……)，即与A项&因此，趋于一致而非偏离，似乎是18世纪美国殖民地文化发展的特征&一致。B项&因此，没有美国南部的文化多元化，美国殖民地文化很可能在本质上类似&、C项&因此，南部殖民地居民对于美国文化的贡献很可能被清教徒所掩盖&和D项&因此，殖民地时期美国文化对外界影响的敏感度要比历史学家所承认的强的多&均与原文不符。

Vanuatu was one of the few places that was colonised jointly by two countries.

瓦努阿图是少数几个由两个国家共同殖民的国家之一。

Also the British Empire had millions of slaves and "colonised" countries.

还有英国，他们也有数百万奴隶和&被殖民&的国家。

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。