視野測量法 的英文怎麼說

中文拼音 [shìyěcèliángfǎ]
視野測量法 英文
perimetry
  • 視 : Ⅰ動詞1. （看） look at 2. （看待） regard; look upon 3. （考察） inspect; watch Ⅱ名詞（姓氏） a surname
  • 野 : Ⅰ名詞1 （野外） open country; the open:曠野 open spaces [country]; wilderness; 田野 open fields; ...
  • 測 : 動詞1. （測量） survey; fathom; measure 2. （測度; 推測） conjecture; infer
  • 量 : 量動1. （度量） measure 2. （估量） estimate; size up
  • 法 : Ⅰ名詞1 （由國家制定或認可的行為規則的總稱） law 2 （方法; 方式） way; method; mode; means 3 （標...
  • 視野 : visual field; field; field of vision; scan; ken; horizon
  • 測量 : measure; survey; gauge; meter; measurement; measuring; surveying; mensuration; metering; gauging;...
  1. Therefore, a model of three sectors, respectively referring to domestic sector, manufacturing export sector and primary product export sector, has been established here to measure the technology spillover effects of export on domestic sector. finally, based on a broader framework, this dissertation went on to investigate the relationship between openness and china ' s economic growth, while the result shows that though there exists a notable dispute about how to measure the degree of china ' s openness, the index of trade dependence still maintains the better one to reflect china ' s economic openness. in the meanwhile, impulse response function ( irf ) method and forecasting errors variance decomposition ( fevd ) method, both of which are based on the vector auto - regression ( var ) system, are used here to investigate the dynamic relationship between openness and china ' s economic growth

    與傳統理論不同，新增長理論和新貿易理論都強調技術進步的作用，因此本文構建了一個三部門的技術外溢效應模型（國內部門、工業製成品出口部門以及初級產品出口部門） ，考察了工業製成品出口和初級產品出口對國內非出口部門不同的技術外溢效應；第四，從更加廣闊的視野就貿易開放度與中國經濟增長問題進行研究，有關貿易開放度如何度量一直是存在較大爭議的問題，本文首先對該類研究文獻進行了較為詳盡的述評，然後運用生產函數方法對所選取的5個貿易開放度度量指標進行了檢驗，結果發現盡管一些已有研究認為外貿依存度無法真實度量一國經濟開放水平，但是本文研究結果表明外貿依存度仍是度量我國貿易開放度的較好指標，進一步採用基於var系統的脈沖響應函數法以及預測誤差方法分解法對貿易開放促進經濟增長的作用進行了動態刻畫。
  2. It studies the operation systems and the management systems of the investment project of road bridge. also it sets up the relative model of evaluation after the investment project of road bridge. it seeks for the scientific and reasonable quantification solution of the determination of the nature of target, then takes out the quantification analysis ; in the meantime, the forecast model of dynamical uncertainty sets up to predict the operational profits of the project in the future periods, so as to scientific evaluate and analysis to this project with the result of predict

    本文從路橋投資項目的特點入手，首先將后評價的視野向前後兩個方向深度拓展，研究了路橋投資項目后評價的監督機制、管理機制和執行機制，構建了路橋投資項目后評價的數學模型，尋求定性指標科學、合理的量化方法，並對其進行量化分析;同時，建立動態不確定性預測模型，對項目未來一段時期的運行效益進行預測，並根據預測結果對項目進行科學的評價和分析。
  3. Since such measurements relied entirely on visual observation, they could not be carried out when low clouds were present. figure 2

    這是全憑目視觀測的量度方法，當遇上有低雲影響視野時，探空工作便無法進行。
  4. Since such measurements relied completely on visual observations, the operation could not be carried out in the presence of low clouds

    這是全憑目視觀測的量度方法，當遇上有低雲影響視野時，探空工作便無法進行。
  5. 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。
  6. Experimental results demonstrate that the proposed vision measurement method for the lateral deviation error can achieve the cm - level real - time accuracy on the general road with low gradient under the condition of near view, which can satisfy the measurement demands of the multi - sensor integrated navigation system of intelligent vehicles

    試驗表明，所提出的橫向偏差測量方法在近視野情況下對于坡度不大的一般道路可以取得厘米級的實時測量精度，能夠滿足多傳感器組合導航對橫向偏差測量的要求。
  7. From the points of view of multiresolution schemes and simplification techniques, those known major algorithms are classified and summarized. a simplification algorithm for terrain models based on the normal vectors of mesh vertices is proposed. its rule of simplification grounds on visual features, error metrics is from normal vectors of mesh vertices and simplifying technique is vertex removal

    從多解析度方案和簡化技術兩個方面對已有的主要方法進行了分類和總結；提出了一種基於網格頂點法矢量的地形模型簡化演算法，該演算法的簡化準則基於視覺特徵、誤差測度基於網格頂點法矢量、簡化技術則是頂點剔除；在此基礎上，提出了一種與視野相關的地形簡化和繪制方法，該方法通過虛擬的網格頂點包圍球來測度誤差，實現與視野相關的地形簡化。
  8. Through visual observation, field analysis, measurements, interviews, and other means, students will learn to draw on their senses and develop their ability to deduce, question, and test conclusions about how the environment is used and valued

    經由視覺觀察、田野分析、測量、訪談與其他方法，學生將學到如何感知環境，並發展他們在環境使用及環境價值上的推論、發掘問題和測試論點的能力。
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