著地

So Meg reclined, with rubbers well hidden, and Jo went blundering away to the dining room, which she found after going into a china closet, and opening the door of a room where old Mr. Gardiner was taking a little private refreshment.

说 完，美格斜靠在沙发上，刚好遮住了胶鞋，乔跌跌撞撞地朝餐厅走去，她先闯进一间放瓷器的储藏室，接著又打开一扇门，却发现加德纳老先生在那里独自小憩。

Kauffmann survives, but many of the others are now obscure outside academia: Elizabeth Montagu, a critic—"Queen of the Blues", as Dr Johnson dubbed her—whose portrait by Allan Ramsay shows her looking faintly amused in a froth of lace and pink silk, leaning on a volume by David Hume, the Scottish philosopher and historian; or Anna Seward, a poet who is portrayed turning a page in her Milton—plainly waiting to get back to it; or Elizabeth Carter, poet, classicist, rival of Alexander Pope and translator of Epictetus, helmeted as Minerva, the goddess of wisdom, and carrying a volume of Plato.

经过历史的涤荡，考芙曼的声誉不减当年。而其他的女学者除了在学术界尚有影响以外，已逐渐变得鲜为人知。比如批评家伊丽莎白·蒙塔古。他被约翰森博士称为。在Allan Ramsay为她所做的肖像画上，她身着镶有泡状蕾丝的粉色丝质衣衫，斜斜地倚在由苏格兰哲学家和历史家大卫·修所著的书册上，散发出了令人晕眩的美。再比如诗人安娜·西沃德。在画家笔下，她正在翻动手头的弥尔顿诗篇，很明显，她盼着继续阅读。又比如伊丽莎白·卡特。她既是位诗人，又是古典派作家，与亚历山大·蒲柏齐名，她翻译了的作品。在画中，她扮成智慧女神米诺娃的样子，手执柏拉图的书卷。

Boy, was I mad! I was so furious that I took a clothes hanger, chargedstraight at my child who was happily playing with his toy, and give

架，跑出去，往正玩著玩具的儿子的屁股就打，因为我实在是太生气了，所以不停地打他。

A broken bowl with instant noodles and a mess on the bedsheet and blanket!Boy, was I mad! I was so furious that I took a clothes hanger, charged straightat my child who was happily playing with his toy, and give him a good spanking!

这小子真是的，说时迟那时快，我即时拿起一个衣架，跑出去，往正玩著玩具的儿子的屁股就打，因为我实在是太生气了，所以不停地打他。

I flipped open my blanket, and there lies the source of the 'problem'... a broken bowl with instant noodles and a mess on the bed sheet and blanket!Boy, was I mad! I was so furious that I took a clothes hanger, charged straight at my child who was happily playing with his toy, and give him a good spanking!

这小子真是的，说时迟那时快，我即时拿起一个衣架，跑出去，往正玩著玩具的儿子的屁股就打，因为我实在是太生气了，所以不停地打他。

The F's (at least the late F's) and all G and later models slats extended gradually and smoothly with a 'clunk' being heard and felt in the stick when fully extended.

F型和所有的G型其翼前缘板是渐进滑顺地伸出，并伴随著一声「钶啷」传送个有感震动到操纵杆提醒飞行员它已经完全展开。

Finally, with their confidence strengthened, they are ready to make the most of each coitus and also to experiment freely with different coital positions.

最终，随著他们的信心不断增强，他们将会尽量利用每一次的性交机会，而且也将随意地体验不同的性交体位。

This article takes the teaching of conic sections as an example. By designing worksheets, teachers can introduce the historical material about conic sections to students. By way of using Apollonius' definition of parabola, ellipse and hyperbola, teachers can introduce the geometric aspect of "conic section" to students. By using the concept of " latus rectum " in Conics , we can connect "conic sections"-- representation of geometrical aspect, with "the equation of conic sections"-- representation of algebraic aspect to improving insufficiency of text books.

同时本文也试著从历史文本中寻找材料，简单举例说明数学教师可以如何应用这些史料在几何单元教学上，例如三角函数的正余弦定理，最后再以圆锥曲线的正焦弦为例，说明如何利用数学史料於此单元的教学，尤其是阿波罗尼斯的《锥线论》中对圆锥曲线的3个命题，将此3个命题的内容与意涵，尤其是正焦弦在圆锥曲线的几何意义上所扮演的角色，将其适当地融入教学中，将可使学生真正学习圆锥曲线的几何知识，而不再只是代数形式的几何知识。

We looked at the conjurer in silent conjurer .

我们不作声惊讶地看著那魔法师。

His brow corrugate d with the effort of thinking.

他皱著眉头用心地思考。

Lugalbanda was a god and shepherd king of Uruk where he was worshipped for over a thousand years.

Lugalbanda 是神和被崇拜了一千年多 Uruk古埃及喜克索王朝国王。

I am coming just now,' and went on perfuming himself with Hunut, then he came and sat.

我来只是现在，'歼灭战perfuming自己与胡努特，那麼，他来到和SAT 。