接近失敗 的英文怎麼說

中文拼音 [jiējìnshībài]
接近失敗 英文
be on the ropes
  • 接 : Ⅰ動詞1 （靠近;接觸） come into contact with; come close to 2 （連接; 使連接） connect; join; put ...
  • 近 : Ⅰ形容詞1 （空間或時間距離短） near; close 2 （接近） approaching; approximately; close to 3 （親...
  • 敗 : Ⅰ動詞1 （打敗） defeat; beat 2 （失敗） fail 3 （解除; 消散） break; counteract 4 （敗壞; 毀壞） ...
  • 接近 : 1 （靠近; 相距不遠） be close to; near; approach 2 [天文學] approach; approximation; application;...
  1. The dream of many years was coming to fruition, and he finally reached the stage of preparing to open his own shop. theoretically speaking, as your dream day is on the verge of materializing, you should be happy, spirited and full of self - confidence. however, what occurred was that the cake recipes began to fail ; yamazaki s family didn t give him any of the support or approval that he needed ; and the glass cabinet that was to be used for displaying the cakes broke and could not be fixed

    不久，山崎順利接受印心開始修行，山崎研發的素糕種類逐漸增多，多年來的夢想也越來越接近，終于到籌備開張的地步，按理說，遂心愿的日子越近，實現夢想的意志應該更堅定不動搖才對，但離開張的預定日越近，一向能得心應手製作的素糕，卻反而屢屢失敗，加上家族袖手旁觀，既不贊成開店也不做任何支持，山崎同修心中開始動搖。
  2. It is the art of accepting failure as a step toward victory

    它是一門把接受失敗看作是向勝利走近一步的藝術。
  3. Abstract : problems caused in designing and management including configuring regulating devices, deciding spaces of the last pipelines, and working - out irrigation scheme in reason using drip irrigation in green houses and in covered lands are raising in recent years, theose not only affect benefits but also result in failing of projects

    文摘:近幾年來溫室、大棚種植蔬菜採用滴灌技術的越來越多，但有些工程無論設計上、管理上都存在一些問題，包括調壓設備的合理配置，按土壤、作物、灌水器及滴灌總水量合理確定毛管（或滴灌帶）的間距，以及按大棚蔬菜的耗水特性合理確定灌溉制度等，上述各項確定的不合理，不但直接影響效益，嚴重時可導致工程失敗，值得重視。
  4. These rigid directives put us in a real dilemma, because failure to comply would be tantamount to disobedience, while compliance would mean certain defeat

    我們接受了這樣硬性的指示，不從則跡近違抗，從則明知失敗，真是不好處。
  5. " in cameroon, failure ; in the drc near - failure ; in zimbabwe, great concern, " was how milledge summed things up

    米雷基為此做了總結：喀麥隆，失敗；剛果，接近失敗；辛巴威，值得嚴重關切。
  6. After studying young ' s conceptions of education and culture and his activities in china, the author thinks that replanting christianity in china is destined to fail. in the process of westernization in the recent history, yong ' s thoughts and practices were not unscientific, but chkese culture must keep its core unchanged and can regenerate and develop after accepting a foreign culture, however, replanting christianity can not conform with this condition. a successful culture transmission and communication must be based on good transmitting mechanism and receiving mechanism, either of which is not replaceable

    通過對林樂知的教育文化觀和在華實踐活動的研究，筆者認為，在近代西學東漸中，林樂知的傳播基督教的指導思想、具體措施等不能講不科學，但是，以儒學為核心的中國文化對外來文化的包容是建立在不影響中國文化的內核並有利於其再生和發展的前提下的，在這樣的土壤里移植基督教，失敗是必然的，文化傳播與交流必須同時具備科學的傳播機制和良好的接收機制，二者缺一不可。
  7. There was no significant difference of intrinsic motivation between two conditions. in both condition, the students reported high intrinsic motivation. there were appropriate higher anxiety level under the failure condition, but the performance of failure condition was higher than success condition

    4成績接近目標取向的學生在成功情境下的內在動機顯著高於在失敗情境下的內在動機，而在失敗情境下的焦慮度顯著高於成功情境下的焦慮度，但其業績表現在兩種情境下無顯著差異。
  8. Performance - approach goal students reported higher level of intrinsic motivation and performance in failure condition than performance - avoidance goal students, but the difference of anxiety level was no significant between two groups

    2在失敗情境下，成績接近目標的學生比成績迴避目標的學生有更高的業績表現。但其焦慮度與成績迴避目標的學生無顯著差異。
  9. A condition exists that can subsequently result in an error or critical failure for example, allocation failing or approaching a limit

    存在可能在以後導致錯誤或嚴重故障（例如，分配失敗或接近某一限制）的情況。
  10. The three factors were groups ( mastery goal, performance - approach goal, performance - avoidance goal ), two conditions ( success condition and failure condition ), grades ( grade 5 and 6 ). the results showed that, 1. the students of mastery goal reported the highest level of, performance but the lowest anxiety level in both conditions among three groups. 2

    第一個因素為組別，有三個水平，分別為掌握目標、成績接近目標和成績迴避目標三組；第二個因素為成敗情境，兩個水平，分別為成功情境和失敗情境；第三個因素為年級，兩個水平，分別為5年級和6年級。
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