掌心向內 的英文怎麼說
中文拼音 [zhǎngxīnxiàngnèi]
掌心向內
英文
palm inward-
Based on the frequent occurrence of international aerial crimes, the rampancy and cruelty of criminals and the reality of brutal consequence, the essay analyses the features of the crime of aircraft hijacking, the crime of imperiling international civil aerial security and the crime of obstructing international aerial navigation with the component terms from three important international conventions on punishing aerial crimes in order to help people to appreciate the appearance and the essence of typical international aerial crimes deeply, to regard the motion of the crimes and to overwhelm the offence forcefully. based on the core of the legislative status of international civil aerial security, the jurisdiction of the aerial crimes, one emphasis of the article is to clarify concrete clauses on jurisdiction in the three conventions and analyses the important principle of " aut reddere, aut punire ". based on the problems on the jurisdiction of crimes in international society, it quests the implementation of t he principles of jurisdiction, pleading and extradition in the three conventions deeply
基於目前國際社會航空犯罪時有發生，犯罪分子猖獗狠毒，危害後果十分殘重的現實，本文從國際社會關于懲治航空犯罪的三個重要國際公約（東京、海牙、蒙特利爾公約）中規定的各種航空犯罪的定義入手，深入展開了對劫持航空器罪、危害航空器飛行安全罪、危害國際民用航空機場安全罪的犯罪特徵及其構成條件的分析，以期幫助人們更深刻認識這些典型的國際航空犯罪的表現及其實質，嚴密注視這些犯罪的動向，對其進行及時有力的打擊；鑒于國際民用航空安全法律地位問題的核心是解決航空犯罪的管轄權問題，本文重點闡釋了三個公約關于管轄的具體規定，並側重分析了「或引渡或起訴」的重要原則；鑒于目前國際社會打擊國際航空犯罪管轄方面存在諸多實際問題，本文對公約規定的管轄、起訴、引渡原則的實現方式作了深入探討；鑒于各國在國內立法上對于空中犯罪的懲治、對違約國的制裁、對這類犯罪的預防措施等方面存在一些漏洞，本文根據目前掌握的一些資料，在獨立思考的基礎上，提出了一些不成熟的看法及建議，以期對國際社會懲治航空犯罪貢獻自己微薄之力。From inside information extending over a series of years mr bloom was rather inclined to poohpooh the suggestion as egregious balderdash for, pending that consummation devoutly to be or not to be wished for, he was fully cognisant of the fact that their neighbours across the channel, unless they were much bigger fools than he took them for, rather concealed their strength than the opposite
根據經年累月的內幕消息，布盧姆先生頗傾向于把上述見解看作是荒謬透頂的胡言亂語，嗤之以鼻因為姑且不論他是否衷心企盼那樣一種結局154 ，對這一事實他總是了如指掌：除非海峽對岸的那些鄰人遠比他所設想的還要愚蠢，否則與其認為他們在顯示實力，毋寧說是藏而不露。A continuous string of encores and sincere wishes made master, although exhausted, appear on stage to take several curtain calls. she also gave out blessed food, and finally closed her palms together to thank everyone, while quietly looking at the audience to bless them. the audience also held their palms together, to thank her for bestowing upon them her endless love
無邊喜悅迸發自人人內心，一連串的安可聲，誠摯的心意，使得師父雖然疲累，仍然出場謝幕多次，又散發加持物，最後併合掌迴向各方，師父的眼光默默注視加持全場，大眾也合掌，感謝師父無盡愛的賜與。In our country, curriculum content is determined by two culture context, namely two " pour " ( pour to face the western science rationalism to negate the traditional chinese culture completely ; pour to materialism but devaluates to suppress mentalism ), which have resulted in the fact that students have no chances to get to all - sided and right knowledge. in curriculum organization, there is a lack of " embodiment " process, tampered with the student to mastery and application to knowledge, and knowledge devaluated
兩大文化理念即兩個「一邊倒」 （倒向西方科學理性主義全盤否定中國傳統文化；倒向唯物主義貶抑唯心主義）或知識觀影響了我國對課程知識的選擇，造成課程內容沒有給學生提供全面的正確的知識；在課程組織上，則缺少「具體化」的環節，從而影響了學生對知識的掌握與應用，影響了知識價值的發揮。Wu yu - hsiang also studied for a brief time with teachers from the ch en family, to whom he was introduced by yang
手型要自然，五指之間自然分開，但不宜過大。手指微曲，掌心自然向內微凹，不可繃直。By analyzing the webpage topic that are frequently accessed by users, we can know the events users are interested in during a period, then master the development of the consensus
通過對用戶所頻繁訪問的網頁主題進行研究，可以了解一段時間內用戶關心的事件，掌握輿情的動向。The reason why chemistry experiments and experiment instruction are so important, according to cognition psychology, is that the process of experiments tallies with the law of students " to recognize the world, to cognize the matter. from the cross relations between experiments and other content, experiments help students to form conceptions, to know and understand chemistry theories. and it is also an important way to master chemistry learning methods
化學實驗及實驗教學之所以顯得很重要，從認知心理學的角度看，就是因為實驗的過程符合學生認識世界、認識物質的認知規律；從實驗與其他內容的橫向聯繫上看，實驗是學生形成概念、認識並理解化學原理的依據，是掌握化學學習方法的重要方式；是培養學生動手能力、創新能力、創新意識的基本途徑；是培養學生良好的思想品質和科學態度的重要手段。Make a right hooked hand. your left palm turns up and makes an arc across your body until it is in front of your right shoulder, tilted in
單鞭：右手向右擺起，右手變勾，左手挪圓，掌心向內，左腳向前上步，沉腕立掌。Turn your body to the right. thrust your right fist up and forward in front of your chest, knuckles turned down, lower your left hand to the side of your left hip, with the palm turned downward and the fingers pointing forward. at the same time, draw back your right foot and, without stopping or allowing it touch floor, take a step to 10 oclock with the toes turned out
十字手：重心后移，身體右轉，左腳內扣，右腳以腳跟為軸，腳尖外撇，重心向前，右手向前下方劃弧，上體稍向前傾，重心移到兩腿之間，兩手在胸前交叉，掌心向上，同時右腳尖稍內扣，重心移至左腿，右腳輕輕提起，收至與肩同寬，兩腿遂漸伸直，翻掌下落，兩掌分開，掌心向下翻轉，緩緩落於體側。Draw your right hand past your right ear and push it forward, palm out, at eye level. lower your left hand until it comes in front of your left hip, palm up. bring your left foot forward, forming an empty stance, look at your right hand
挪:身體微向右轉，左腳收回右腳內側，腳尖點地成丁步，同時兩手成抱球狀，左腳向前上步，腳跟先地，重心前移，右腳以腳掌為軸腳跟向後蹬轉，左手向前挪出，掌心向內與胸同高，右手落至右髖關節外側。3. your right hand, following the body turn, moves in an arc until it comes in front of your left shoulder with the fingers pointing up. look at your left hand to 11 oclock
左仆步下勢：左腳收回，成丁步，右手變勾，左手掌心向內，兩臂成弧形重心向下蹲，左腳向左成仆步，重心下移。Put your right foot down on its toes in front of your left foot, and shift your weight onto it. turn your body to the left, using the ball of your left toes as a pivot. 2
轉身左蹬腳：重心后移，身體左轉，右腳尖內扣，兩拳變掌，向下劃弧，重心向右移動，兩手交叉至胸前抱掌。5. using your heel as a pivot, turn the toes of your left foot slightly out so that they come in line with your outstretched leg ; turn the toes of your tight foot in, as your right leg straightens and your left leg bends. your weight is shifted your left foot
右蹬腳：左手與右手腕相交叉，身體微向左轉，左腳向左開步，重心前移，兩掌心向外翻轉，向下劃弧，重心前移，右成丁步，兩手抱至胸前，手腕相交叉，掌心向內。As you turn, circle your right hand toward the right and down. make a fist and move it to your left side, knuckles up. raise your left arm above your head, with the palm titled up
如封似閉：左手向下交叉，右拳變掌，兩手掌心向上翻轉，重心后移，左腳尖翹起，兩臂同時內旋，后坐，兩手落於腹前，重心向前，成左弓步，兩手向前向上推至與胸同高時向前平推，目視前方。With your weight supported on your right foot, turn to the right to 10 oclock, and cross your left hand, palm in, over your right wrist, palm out. 2. separate your hands, each making a downward circle with the palms tilted down
捋：身體微向左轉，左手向左斜上方輕輕提起，左手掌心向下，右手掌心向上，身體右轉，重心后移，兩手向下向後擺起，右手自然折回，左手小臂內旋，右手指根落於左臂的腕關節處，身體左轉，重心前移，成左弓步。Within the range of traditional epistemology, because knowledge is thought as objective, value - neutraled, teacher and student take the knowledge in class as truth, since truth is unchangeable, therefore, the essential task of teaching is to convey the knowledge in class, teaching model is represented by the input of objective knowledge, the relation of teacher and student is that of instructor and learner, under the influence of the above statements, teaching evaluation of that time had the following characteristics and in terms of denotation, teaching evaluation equals teaching measurement ; in terms of function, teaching evaluation is represented by social guidance ; in terms of method, teaching evaluation is characterized by empirical feature, etc. the deficiency are represented as follows : because teaching evaluation equals, teaching measurement, and the objects of teaching evaluation is measurable, in that case " value " is excluded ; the concerns of teaching evaluation is laid on the objective knowledge, but not subjects of teaching ; thus made the relation of teaching subjects and objects upside down, the objects of evaluation subjectivity is the knowledge that students learn and grasp, students are neither the evaluating subjectivity nor evaluating objectivity, but are totally suspended in the process of teaching evaluation, not take the all - rounded development of students as the object of evaluation ; in terms of evaluation method itself, there is still much room for improvement
在傳統認識論視野中，由於人們將知識視為客觀的、價值中立的，教師和學生都將課程知識等同於真理，而真理是不能改變，也不需要改變的。因此，教學的核心任務就是正確地傳遞和掌握課程知識，教學的方式則以客觀知識的灌輸為主，教師與學生僅僅是知識的傳遞者與學習者… …在上述影響下，該時期的教學評價呈現出如下特點與不足：從內涵上講，教學評價等於教學測量；從功能上講，教學評價呈現出一種社會導向的功能；從方法上講，教學評價體現出實證化的持點等。其不足則表現為：由於教學評價等同於教學測量，並認為教學評價的對象是可以被測量的，從而把「價值」排除在外；教學評價所關注的是作為客體的知識，而不是人，這就使得教學評價的主客體關系本末倒置，評價主體所要評價的對象是學生所要學習和掌握的知識，學生既不是評價主體也不是評價客體，而是完全地被懸空于教學評價過程之中；從評價方法本身來看，也存在著諸多不足。While dominating the dispersion of the teaching content discontinuity of the knowledge structure and limitation of the teaching methods, from which the affection can be caused, it can make students master the whole structure on chinese much better, raise reading ability and form the reading habit. its core is that a teacher should change his one - way, static language analysis on reading material into a two - way, dynamic speech act by students themselves with the teacher ' s help, by which students can master the methods, form the ability, exert a favorable influence on their mind, have the pleasure on the appreciation of the beauty
目標是通過整體結構教學，克服教材內容的分散性和知識結構的不連貫性，以及教師授課方式上的局限性，給掌握語文知識帶來的負面影響，讓學生更好地把握語文知識的整體結構，提高閱讀能力，培養閱讀習慣。其核心思想是：由教師對閱讀材料單向的、靜態的語言分析轉變為教師指導學生憑借閱讀材料進行雙向的、動態的言語實踐，在實踐中把握方法，形成能力，陶冶情操，審美愉悅，從而提高學生的整體語文素質。分享友人