生态种

The bark beetle species on Pinus armandi and their niches were studied in the middle areas of Qinling Mountains. The results showed that 19 species of bark beetles infecting and damaging Pinus armandi in pine ecosystem of Qinling Mountains were found, but only 11 species of them could be competitive and coexistent one another.

通过对秦岭林区海拔1600-2200m的中山地带华山松小蠹虫种类和生态位的研究，结果表明：在秦岭林区入侵危害寄主华山松的小蠹虫有19种，其中能构成竞争和共存的小蠹虫主要有11种。

Due to their modes to adapt to arid condition, ecological and physiological responses and the changes of structure are all different, but their mechanism to adapt to the sandy soil water changing is consistent, consequently they have more chances to exist in the entironment what has biggish annual wave of climate comparing to mostly plants that bourgeon in early spring.

由于对干旱生境的适应方式各不相同，其生理生态反应和结构的变化因种而异，但对沙土水条件的适应机理却是近似的，从而在年际气候波动较大的生境中，这几种植物较早春期萌发的大部分植物幼苗有较多的存在机会。

Analyses of niche breadths and overlaps of several plant species in three Kobresia communities of an alpine meadow .

三种蒿草群落中若干植物种的生态位宽度与重叠分析。

Because of specificity and high efficiency, the catalytic efficiency of cellulase is high(more 103~1013 times than general catalysts), the condition of catalytic reaction is mild and the catalytic activation can be adjusted and controlled, which can improve remarkably semblance and handle of fabrics during finishing fabrics by biological catalyzing, moreover cellulase can replace some chemical materials such as acid, cocain, chlorine and phosphorus etc, so as to decrease pollution, make no waste-water and protect environment.

由于酶具有专一性和高效性，采用生物催化，其催化效率高比一般催化剂高10~3～10~(13倍，催化反应条件温和，催化活性可调节控制，应用在纺织品处理上，能显著改善织物的外观和手感，并能取代一部分酸、碱、氯、磷化合物等化工原料，从而减少污染，不产生污水，有利于环保和生态。而且酶本身又无毒，容易生物降解，不会引起环境污染，所以酶处理已被公认为是一种符合环保要求的绿色印染加工方法。本文选用了市场上常用的纤维素酶R-10和纤维素酶ECS2610两种生物酶。

They are Neogondolella facies, transitional facies, Hindeodus facies and HindeodusIsarcicella facies. Analysis of conodont geochemistry is a better way for studying paleoecology.

依三种生态类型在上述六种沉积相中的分布，划分了四个牙形石相，即：Neogondolella相，过渡相，Hindeodus相和Hindeodus-Isarcicella相。

A total of 206 copepod species recorded coexisted respectively to 5 ecotypes.

所记录的206种浮游桡足类中，5种生态类群共存。

At last, according to the above discussions, the author draws a picture of the leadership for the 21 century. On all accounts, the author concludes that the efficiency of leadership must be understanding of reality, and there're some commonness as well as individuality. As an educational leader, he must recognize the character of leadership in ecospecies, pay special attention to the staffers, shift the organizational function, focus on his inner development, and achieve the state of "Unleadership".

由此，笔者认为：领导有效性是一种具体环境下领导绩效的展现，它既有共性，也有个性，它既表现在宏观层面，又体现在一些细微方面；从追求未来领导走向成功的角度出发，未来领导者应该注意领导工作的"生态性"，重视"人"的问题，有效转变机构职能，关注自身发展，求得一种领导者"隐退"的境界。

One sort of ecological factor or a method was controlled and charged by their adoring one spirit or multi-spirits, such as sun-god, water-spirit, gnome, mountain-god, cattle-god, goat-god, tree-god, etc.

他们所崇拜的一种神或多种神控制和掌管着一种生态因子或一种方法手段，如太阳神、水神、土地神、山神、牛神、羊神、树神等等。

According to existing results, it is generally thought that during the Neoproterozoic Earth had experienced several most severe global glaciations in Earth's history.

根据现有的研究结果，地球在新元古代时期确实经历了数次地球历史上最为严重的全球性冰川期，但地球是否被完全冰封还需要更充分的古地质和古生物方面的证据来证明；利用气候模式对各种可能的外部强迫的模拟试验表明&冰雪地球&是很难形成的，并且，如果地球进入完全被冰封的状态，它将是难以被融化的；关于新元古代时期剧烈的气候变化对寒武纪生命大爆发所起的作用存在2种观点，一种认为气候变化导致了原始生命的基因突变并诱发了寒武纪生命爆发，另一种认为这种影响主要是生态方面的。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

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。