Win2000 bed lift is of personalized design, ultra - stable operation, to offer quietness and comfortableness to the greatest extent to patients with warm colors. it is provided with variable voltage variable frequency device, to produce the best operating curve in accordance with the physiological requirements of human body, to show make the safe, comfort, stable and excellent perfomance in the whole process during the operation of the lift from start, acceleration, deceleration to stop. optional cut - off emergency leveling device may be equiooed at the demand of user to ensure that the passengers inside the lift can be rescued in case of power cut - off accident
Win2000系列病床電梯以人性化的設計,超平穩的運行,給
予病患者最大程度的安靜舒適增添溫馨的色彩。採用先進vvvf調頻調壓調速裝置,按人
體生理要求由電梯優化產生最佳的運行曲線,使電梯的起動加速減速停止過程處處
體現安全舒適平穩的卓越性能。根據用戶要求可選裝停電應急平穩裝置,確保以外停電時,被困電梯內的乘客能及時獲得解困。
With rich essential oils. a farmer ' s friend. ground almonds, rich essential oils and fresh dried calendula, comfrey and peppermint naturally refresh and buff your skin while bathing
皮膚是身
體最大的器官,請善待你的肌膚,永遠記得給它一個最清爽舒暢的洗滌,同時杏仁粒子給
予皮膚深層按摩,並帶走老化角質。
It ' s the author ' s micro or local observational view. by using different methods such as questionnaires, casestudy, interview and so on, the author mainly discussed four important educational topics : learners " living space, educators " discourse space, curriculum and knowledge, interaction between teachers and students. in the mean time, she tried to pay more attention to the students " confusion happened in their daily life
這一部分是研究者的地方觀察視野,主要通過對四個重要教育主題:學習者的活動空間、教育者的話語空間、課程知識的張力和師生課堂互動空間的分析,詳細展開研究者通過切身觀察與
體會而描述的具
體生活圖景,通過以問卷調查、個案研究、藏族中學生內地教育的跨文化研究?教育人類學的觀察方式訪談等多種研究方式的綜合,試圖較為詳細深入真實地再現學生的日常生活,同時對這一年齡階段學生在高中學業、生活、交友等方面遇到的困惑
予以較多的關注。
All teller's cash trucks were checked in and out of the cash vault by a senior vault teller.
全
體出納員的現金車進出金庫都有一名高級金庫出納員
予以檢查。
This course concentrates on the chemical characteristics of dyes and pigments, with emphasis on attempts to interpret their colouring and fastness properties in terms of the essential structural features of colourant molecules. some important intermediates and their uses in the synthesis of major chromophores are also indicated
本課程主要針對染顏料化學結構與化學性質對其染色性、色光以及牢度的關聯
予以探討,當然也探討一些重要染顏料以及中間
體的制備。
Nitroform is such a strong proton donor.
三硝基甲烷是一個極強的質子給
予體。
Both electrons don't count for the donor and neither for the recipient.
那兩個電子既不算作給
予體的,也不是接受
體的。
Generally we think of the electron donor as being the "food" for the organism.
我們通常把電子給
予體看作生物
體的「食物」。
Energy is transferred from the electron donor to the organism for synthesis and maintenance by a complex series of enzymatic reactions.
為了細胞合成和維持生命,能量從電子給
予體通過一系列復雜的酶反應轉移到生物
體。
Property : the product is a kind of colourless to light - yellow viscid fluid or white wax solid. it can dissolve in organic reagent like water , alcohol etc. it gives off methanal upon heating. so it is a good methanal donator , and is used in conperation of rs 、 rh and re to get a good adhensive result
性狀:無色至微黃色粘稠液
體或白色蠟狀固
體,能溶於水和一般有機溶劑,加熱能釋放出甲醛,是一種良好甲醛給
予體,與rs 、 rh 、 re配合使用,能起到良好的粘合效果。
Nitroform ch(no臁is such a strong proton donor.
三硝基甲烷CH(NO是一個強的質子給
予體。
The freedom of the city is presented to him embodied in a charter. the keys of dublin, crossed on a crimson cushion, are given to him
他被授
予體現著憲章的榮譽市民權,呈給他的都柏林市鑰匙交叉放在深紅色的軟墊上。
Generally we think of the electron donor as being the " food " for the organism
我們通常把電子給
予體看作生物
體的「食物」 。
Life philosophy attaches importance to individual life, endows experience with life ontological meaning, opposes to measure and treat life based on rigid criteria requires that teaching is aimed at the comprehensive growth and the promotion of quality of individual life. post - modem theory is opposed to the practice of degrading people into things and focusing on lecturing more than on helping students to think independently and develop their own creative power. according to post - modern pedagogy, teaching is a humanistic process and plays the role of promoting the spiritual growth
生命哲學關注個體生命、賦予體驗以生命本體論意義,反對用機械化的標準來衡量、對待生命,啟示著教學應著眼于個體生命的全面成長、個體生命質量的提升;后現代理論反對把人降為物,採用壓制的手段進行灌輸性的教學,認為教學過程是一個人性化的過程,教學具有促進人心靈成長的價值,主張師生在對話中、在共同的創造活動中探求知識,理解世界的意義;人本主義心理學認為人不僅是思維的存在,同時也是情感的存在,人的心理活動是知、情、意協同作用的結果,強調教學應注重學生完整人格的培養,注重學生的情感體驗,使學生認知世界的過程同時也成為他們自我教育、整體發展的過程。