沉積物補給 的英文怎麼說

中文拼音 [chénjīwùbǔgěi]
沉積物補給 英文
sediment supply
  • 沉 : Ⅰ動詞1 （沉沒; 墜落） sink 2 （沉下 多指抽象事物） keep down; lower 3 [方言] （停止） rest Ⅱ形容...
  • 積 : Ⅰ動詞（積累） amass; store up; accumulate Ⅱ形容詞（長時間積累下來的） long standing; long pending...
  • 物 : 名詞1 （東西） thing; matter; object 2 （指自己以外的人或與己相對的環境） other people; the outsi...
  • 補 : Ⅰ動詞1 （修理; 修補） repair; mend; patch 2 （補充; 補足;填補） fill up; add supplement; supply; ...
  • 給 : 給Ⅰ動詞1 （送對方某物; 使對方得到） give; grant 2 （用在動詞后 表示交與 付出） pass; pay 3 （叫; ...
  • 沉積 : [地] deposit; sedimentation; deposition; precipitation
  • 補給 : supply; provision; fitting out; replenishment; feed; recharge
  1. The supply of sediment is insufficient to offset the rate of subsidence.

    沉積物的補給不足以抵償沉降的速率。
  2. Several lines of evidence, including studies on geochemistry of trace elements and rare earth elements, isotopes ( s, c, o, d, and pb ), and fluid inclusions, suggest that the main ore - forming materials were scavenged from the contemporaneous sediments and that the fluids were predominantly derived from deep circulated basin brines, recharged by meteoric water, and ancient seawater

    微量元素、稀土元素、同位素（ s 、 c 、 o 、 d 、 pb ）和流體包裹體特徵表明成礦物質來源於同沉積的賦礦圍巖，成礦流體系大氣降水為主要補給源的深循環盆地鹵水和與沉積物發生了同位素交換的埋藏古海水。
  3. According to the characteristic of organizational culture of x junior school and the reasons of forming, the organizational culture of this school should be improved from the leader ' s concept on organizational culture to the activities of the common members. it is obvious that organizational culture of school is developed in the development of school, and that we manage school with the mode of organizational culture is helpful to improve the sufficiency of school and develop the school organization. the thesis suggests that if we carry the research of organizational culture of schools on exploiting the reciprocal relationship of qualitative approach and quantitative approach, it will promote the integrality and rationality of the conclusions

    本研究研究給予我們的啟示是：學校組織文化在學校發展過程中逐漸沉澱、積累形成，而在其孕育過程中又對學校的人、事、物等要素形成巨大的影響；在學校管理中強調組織成員的信仰、價值觀和理念等非正式領域的表現及其影響結果，運用文化模式將有助於提高組織效能，獲得組織發展；就學校組織文化研究領域而言，利用「量」的研究和「質」的研究之間的互補關系，根據研究對象與研究目的靈活採用兩種研究方法會促進研究結論的完整性和科學性。
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