激勵三極體 的英文怎麼說

中文拼音 [jīlìsānjítǐ]
激勵三極體 英文
driver triode
  • 激 : Ⅰ動詞1 （水因受到阻礙或震蕩而向上涌） swash; surge; dash 2 （冷水突然刺激身體使得病） fall ill fr...
  • 勵 : Ⅰ動 （勸勉） encourage; exert oneself Ⅱ名詞（姓氏） a surname
  • 三 : Ⅰ數詞1. （二加一后所得） three 2. （表示多數或多次） more than two; several; many Ⅱ名詞（姓氏） a surname
  • 極 : i 名詞1 （頂點; 盡頭） the utmost point; extreme 2 （地球的南北兩端; 磁體的兩端; 電源或電器上電流...
  • 體 : 體構詞成分。
  • 激勵 : 1 （激發鼓勵） encourage; impel; urge; inspire; excite; stimulate; put one on one s mettle 2 [電...
  1. Secondly, we make an in - depth study and analysis in allusion to the given oscillatory circuit - butler common base harmonic circuit. the detailed analysis of the dynatron which is the main noise source in the oscillatory circuit is also made, including how excitation affects the dynatron and crystal

    然後針對特定的振蕩電路結構-串聯型巴特勒共基振蕩電路-進行深入的研究和分析，並對主振電路中主要的噪聲源-三極體進行的深入分析，包括激勵對三極體及晶體的影響。
  2. Moreover, the thesis analyses the necessity and scientificity of classifying the staff to knowledge worker and non - knowledge worker from the character of this two kinds of staff, and the existing theory localization of job stress and management. secondly, researches the knowledge worker and non - knowledge worker, obtains the new data by questionnaire, analyses the job stressor of these two kinds of stuff in china organization and the character of their pressure reaction, compares the differences of their apperception to the job stressor and the reaction to pressure provocation by analyses of correlation and analyses of regression. thirdly, according to the result of demonstration research, analyzes the character of job stress of the knowledge worker and non - knowledge worke, indicates the primary and subordinate work pressure of these two kinds of staff presently in our country 。 fourthly, aiming at the character of work pressure of these two kinds of staff, brings forward the principles of pressure management on organization lay, and the prompting management strategy in order to forming positive pressure as well as the controlling management strategy in order to preventing or removing or minishing negative pressure

    具體的研究工作如下:一、概述了知識員工、非知識員工以及工作壓力的相關理論，並從知識員工與非知識員工的工作特徵和現有的工作壓力及管理理論的局限性入手，分析了在我國工作壓力及管理領域中，將員工分為知識型與非知識型兩大類來進行研究的必要性和科學性;二、以我國企、事業單位中的知識員工與非知識員工為調查對象，通過問卷方式獲取新鮮數據，並通過數理統計方法分析目前我國這兩類員工群體所面臨的壓力源及其壓力反應的特點，通過相關分析和回歸分析比較他們對工作壓力源的感知、對壓力刺激的反應的差異;三、根據實證研究結果，分析知識員工與非知識員工的工作壓力特點，分別指出目前我國組織中這兩類員工所承擔的主要、次要工作壓力;四、針對這兩類員工的工作壓力特點，從組織層面提出了壓力管理的原則、旨在形成積極壓力的激勵管理策略，以及能起到預防、消除或者減小消極工作壓力作用的控制管理策略。
  3. So, this part constitutes the focus of the whole thesis and in it six aspects are highlighted : 1 ) establishing and perfecting the behavioral morality and criteria system so as to form a practicably unified standard, which is urgent for enhancing the construction ; 2 ) making the administration ethics construction be enforced by law, which will transfer the optional act of following the ethic into a compulsory duty ; 3 ) establishing and perfecting the system of administrative supervision over the administration ethics besides intensifying the self - discipline ; 4 ) establishing and perfecting the assessing system, which, as one of various administration assessments, makes the construction of the ethics become a necessary ; 5 ) establishing and perfecting the inspiring system aiming at fostering a uplifting atmosphere ; and the last, 6 ) establishing and perfecting t he education system of administration ethics, and thereby forms a guarantee of administration ethics by educating and indoctrinating it ' s theory

    這一部分是本文的重點，著重從六個方面展開論述：第一，建立和完善行政道德體系規范，使公務員在行政道德認同上有一個可以遵循的統一標準，這是加強公務員行政道德建設的當務之急；第二，推進行政道德的法制化建設，這是使行政道德由軟約束走向硬約束的重要措施；第三，建立和健全行政監督機制，從他律和自律兩個方面來完善行政道德建設；第四，建立和健全行政道德建設的考核機制，把行政道德建設納入行政目標管理的考核工作中，使行政道德建設由軟任務走向硬任務；第五，建立和健全行政道德的激勵機制，形成廣大公務員積極向上的良好氛圍；最後，建立健全行政道德教育機制，通過後天的教育和灌輸，促使公務員道德觀念的養成。
  4. Moreover, multiple frequency stimulation method can increase consumption of ic obviously and surface diffuse reflection method can improve surface emission coefficient of ic availably

    混和信號激勵法能明顯增大三極體放大電路耗散功率，特別是第一級耗散功率；增頻激勵法能有效提高ic耗散功率；表面漫射法能有效增大元器件的發射系數。
  5. There were five reasons that created changsha ' s private enterprises ' lacking of confidence : firstly, influenced by the tranditional concept, there were still bias and discrimination in the society against private enterprises ; secondly, the backward management ' s concept of private enterprises made the enterprises lack of the long - term consciousness during manage, in short of cooperation ' s concept and be lacking in management ' s awareness, all of these gave rise to the badly behavious of short - term ; thirdly, the backward management ' s system caused the disadventagement of encouragement of private enterprises, and then created the problem of confidence ; forthly, the government ' s support and protection for the private enterprises were not enough, which harmed the legal rights and interests of private enterprises ; forthly, the organization of medium of the society were not enough perfect. the market ' s system had not set up. it is not enough to only rely on private enterprises themselves to solve the problem of lacking of confidence, which exsited in changsha ' s private enterprises at presently it also depended on the effort which made by enterprises, the government and the society. above all, private enterprises have to carry out the scientific management motivately, promote the enterprises ' confidence ; and then, the government should try to strenghthen the awareness of servation, improves the ensurance of confidence

    造成長沙民營企業信任缺乏的原因主要有五個方面：一是受傳統觀念的影響，社會對民營企業仍然存有偏見和歧視；二是民營企業落後的經營理念，使企業在經營中缺乏長遠意識、缺乏合作意識、缺乏管理意識，造成短期行為嚴重；三是民營企業落後的管理體制，造成企業的內部激勵不足，從而引起信任問題；四是政府對民營企業的支持與保護力度不夠，損害了民營企業的合法權益；五是社會中介機構不完善，市場機制尚未形成。要解決長沙民營企業目前存在的信任缺乏問題，單靠企業自身是不夠的，這有賴于企業、政府、社會三方面的共同努力。首先，民營企業要積極實行科學管理，提升企業信任度；其次，政府要努力增強服務意識，提供信任保障；最後，社會要大力培育中介機構，建設信用經濟。
  6. They are ( 1 ) teachers do n ' t offer standard but characteristic, various and creative answers to the questions raised ; ( 2 ) students can raise questions, join in the discussion and express their ideas actively in displaying, discovering and creating ways

    四是師生互動領域，包含教師提問的激疑水平，教師能激勵學生積極思考、主動質疑；學生主動提問的發現型、創造型水平。體現提問的三大功能： 1知識的結構化過程； 2
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