浅

I hope he can smile,the slight smile,i will inscribe it in my heart.

希望他微笑，浅淡的笑容，我将铭记于心。

The shallowest of the lakes, it can be pale as glass, and as smooth. Then a few hours later it can be insensately churning[4] under a fugitive sky. Its shores are low-lying, its beaches are narrow, but it is succulently pastoral.

它的湖水在五大湖中最浅，有时如玻璃清澈透明、平如镜面，可是几小时以后，在不可捉摸的天空下卷起无情的巨浪，伊利湖岸低矮，湖滩狭窄，但沿岸却一派田园风光，情趣盎然。

They commonly live at shallow inshore depths of 396 ft.(120 m), and can be found as deep as 444 ft.

他们通常住在浅近岸深度 396 英尺（120 米）的并且可以发现 444 英尺（135 米）的深。

They are found in shallow muddy waters, in estuaries or inshore among seaweed and seagrasses along the south coast of England

它们生活在浅的多泥的水中，在河口或者在近海的水草中和英格兰南部海岸的海藻中。

At the third intercostal space, the artery runs inferiorly but now superficial to the transverse thoracic muscle.

在第三肋间隙，本来在下方走行的动脉此时走向表浅的胸横肌。

At the third intercostal space, the artery runs inferiorly but now superficial to the transerse thoracic muscle.

在第三肋间隙，本来在下方走行的动脉此时走向表浅的胸横肌。

As for the surface cultural discontinuity, the teachers should actively help the students to adjust to the new environment. Encountered with deep cultural discontinuity, the teachers should work as the cultural "intermediator", trying to avoid cultural conflicts in advance, and meanwhile leading th e students to the experiences of different cultures, so as to foster the students' ability of cross-cultural understanding and intuition.

针对 浅层文化中断，我们主张教师要主动帮助学生积极、有效地适应新环境和场景：针对深层文化中断，教师应以"文化调解人"的形象出现，避免强加于人，有预见性地减少文化冲突的发生，同时，合理引导学生体验跨文化的相互理解，培养学生跨文化的理解与直觉的能力。

As for the surface cultural discontinuity, the teachers should actively help the students to adjust to the new environment. Encountered with deep cultural discontinuity, the teachers should work as the cultural "intermediator", trying to avoid cultural conflicts in advance, and meanwhile leading the students to the experiences of different cultures, so as to foster the students ability of cross-cultural understanding and intuition.

针对浅层文化中断，我们主张教师要主动帮助学生积极、有效地适应新环境和场景：针对深层文化中断，教师应以"文化调解人"的形象出现，避免强加于人，有预见性地减少文化冲突的发生，同时，合理引导学生体验跨文化的相互理解，培养学生跨文化的理解与直觉的能力。

Encountered with deep cultural discontinuity, the teachers should work as the cultural "intermediator", trying to avoid cultural conflicts in advance, and meanwhile leading the students to the experiences of different cultures, so as to foster the students' ability of cross- cultural understanding and intuition.

针对浅层文化中断，我们主张教师要主动帮助学生积极、有效地适应新环境和场景：针对深层文化中断，教师应以"文化调解人"的形象出现，避免强加于人，有预见性地减少文化冲突的发生，同时，合理引导学生体验跨文化的相互理解，培养学生跨文化的理解与直觉的能力。

Under the condition of intermit flood, the shallow groundwaters in different distances from riverway appear marked spatiotemporal dynamic changing rules and different responds.

在丧失河水对河道两侧地下水补给功能的前提下，距河岸不同距离的浅层地下水表现出不同的动态变化特征，并且在间歇性通水时发生不同响应变化。

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。