立论

He was armed with many facts and figures to prove his case.

他有许多事实和数据证实自己的立论。

He was armed with many facts and figure s to prove his case.

他有许多事实和数据证实自己的立论。

This paper is based on the observation of international media comments on competitive structure in Beijing Olympic Games,compares the recognition degree of participation in Olympic competition within international society （USA,Russia,Britain,France,Australia,Japan,Korea,India and so on）,challenges and refutes the argument basis of "China's Gold Medal-only Theory" ethos,analyzes the public opinion creating mechanism hiding behind the visional,canting,screwy gold medal opinion/agreement.

通过北京奥运竞技格局的国际媒体评论观察，比较国际社会（美、俄、英、法、澳、日、韩、印等）参与奥运竞技的重视程度，质疑与驳斥"中国唯金牌论"思潮的立论基础，分析这种虚幻的、伪善的、扭曲的金牌观念或认同背后隐藏的舆论制造机制。

The issue of capital structure, accompanied by the multiple investing systems, is the background of this paper.

伴随港口投资主体多元化而来的资本结构问题，是本文的立论背景。

Taking as research method, field work as "the special skill" of the ethnology, also no doubt is the important research method of this article. Gaining the first material through different forms of visiting, talking,investigation and so on, has made the historical materials and field work double win. The historical literature is the direct foundation of tracing the nationality source and studying with textual. The history data of local chronicle, history book, genealogy, genealogy, etc. can make field date and literature date bring out the best in each other.

从研究方法而言，田野调查作为民族学的"看家本领"，无疑也是本文的重要研究方法，通过访谈、调查、走访等不同形式获取的第一手资料奠定了材料和立论的可信度；历史文献是追溯族源、考究历史的直接依据，地方志、史书、(来源：A4acaBC论文网www.abclunwen.com)族谱、家乘等史料使得田野资料和文献资料相得益彰；对白族的任何研究，如果脱离它与大理白族的联系孤立开展，将带有很大的局限性，因此联系的观点和比较的方法也是本文的重要方法。

Chapter three will talk about"the theory of the Yellow Peril", I will point out this theory is absurd and confute the speech of aggressors.

第三章则致力于分析19世纪后半叶、20世纪初的盛行的"黄祸论"，以求找出"黄祸论"荒谬的立论依据。

The connotation of university spirit is the logical starting point of this study.

大学精神的内涵是本研究的逻辑起点和立论依据。

I'd like to divide my speech in the following two parts, the first part is my rebuttal and the second part is constructive speech.

我想将我的发言分为以下两个部分，一部分是对于正方1辩的立论进行反驳，第二部分是我方的立论部分。

According to the representation of research results, the instructional activities designed by students responded the meanings of gender equity and the integrated into instructional practices on the dimensions of theory, development, and practical reflection, but there were more distances between their instructional practices and ideal gender equity framework. Their practices lacked the self-consciousness and empowerment for young children to understand and construct their gender equity consciousness, and dominated by traditional gender culture. It also was short of high level thinking and examining gender praxis for young children.

就研究结果呈现而言，学生设计的教学活动，在性别平等意涵之立论、教学活动发展方向，以及试教省思等内涵，虽能契合性别平等意识与性别平等融入教学之立论依据；但对於性别平等议题融入幼儿学习活动之建构与实践，仍与性别平等理想有一段不小的距离，且缺乏觉醒与彰显幼儿对於性别平等意识之认知绘图；且受限於传统性别文化的影响与制约，鲜少针对幼儿施以高层次的性别批判与省思之实践。

Nagadum has an inseperable relationship and interactive basis with school education, family education and social education. Chapter six mainly analyzes the current inheritage of Nagadum and its existing problems from the position that the realization of its educational funtion relies on its effective inheritage, it also provides the concept to rebuild the transmission of Nagadum. Chapter seven tries to analyze and reflect the current courses in national school education and its disadvantages of isolating from its native culture and living practice from the position that the realization of its educational function relies on the widely identification of national school education. It proposes that the essence of national education is "the education of national culture", the aquisition of native knowledge is obtained on the basis of practical mode of acquisition, hence the author tries to provide some constructive suggestions that school education in minority areas should return to native knowledge and culture, and the construction of the interactive relationship between schools and communities should be established.

第五、六、七章阐述了那达慕如何实现教育功能，其中第五章阐述了实现那达慕教育功能的内在基础和现实条件，即那达慕与学校教育、家庭教育、社会教育都具有不可分割的关系和互动基础；第六章从那达慕教育功能的实现有赖于那达慕的有效传承的立论出发，分析了那达慕传承现状及其问题，并提出了重构那达慕传承模式的构想；第七章从那达慕教育功能的实现还有赖于民族学校教育的广泛认同的立论出发，分析和反思目前民族学校课程知识及教育方式脱离本土和生活实际的弊端，提出民族教育的实质是&民族文化的教育&，本土知识的获得需用实践建构的认知方式，从而对民族学校回归本土知识与文化，建构学校与社区之间经常性文化互动关系提出了笔者的建议。

On the other hand, the more important thing is because the urban housing is a kind of heterogeneity products.

另一方面，更重要的是由于城市住房是一种异质性产品。

Climate histogram is the fall that collects place measure calm value, cent serves as cross axle for a few equal interval, the area that the frequency that the value appears according to place is accumulated and becomes will be determined inside each interval, discharge the graph that rise with post, also be called histogram.

气候直方图是将所收集的降水量测定值，分为几个相等的区间作为横轴，并将各区间内所测定值依所出现的次数累积而成的面积，用柱子排起来的图形，也叫做柱状图。