灌注量不足 的英文怎麼說

中文拼音 [guànzhùliángbùzú]
灌注量不足 英文
undercharge
  • 灌 : Ⅰ動詞1 （輸水澆土） irrigate 2 （倒進去; 注入） pour in; fill 3 （飲酒; 勉強他人飲酒） drink wine...
  • 注 : Ⅰ動詞1 （灌入） pour; irrigate 2 （集中） concentrate on; fix on; focus on 3 （用文字來解釋字句）...
  • 量 : 量動1. （度量） measure 2. （估量） estimate; size up
  • 不 : 名詞[書面語] （剁物所用的木墩） a block of wood
  • 足 : Ⅰ名詞1 （腳; 腿） foot; leg 2 （姓氏） a surname Ⅱ形容詞（充足; 足夠） sufficient; ample; enough;...
  • 灌注 : pour into; priming; flood灌注機 bottler placer
  1. Heart failure gratified the function is not complete, it is to show the case that has circumfluence of blood of right amount vein falls, because the heart is long - term bear is overweight or heart myapathies caustic makes force of cardiac muscle systole drops, heart cannot enough blood satisfies eduction constituent metabolization need so that all round constituent perfusion inadequacy and pulmonary circulation or blood of systematic circulation yu, a series of clinical symptoms that appear thereby and body are asked for, say for heart failure

    心力衰竭又稱心功能不全，是指有適量靜脈血迴流的情況下，由於心臟長期負荷過重或心肌病損使心肌收縮力下降，心臟不能排出足夠血液滿足組織代謝需要以至於四周組織灌注不足和肺循環或體循環瘀血，從而出現的一系列臨床癥狀和體征，稱之為心力衰竭。
  2. Over the past three years the dead sea has decreased by three meters and the whole area is currently one third less than it used to be in the 1960s due to the diversion of the jordan river water for irrigation, experts said

    專家稱，在過去三年中，死海的水位已經下降了3米。由於約旦河的水源被改道以為灌溉所用，無法注入死海，因此同60年代相比，目前整個死海水域的水量已經不足原先的三分之一。
  3. 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。
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