邏輯辨別 的英文怎麼說

中文拼音 [luóbānbié]
邏輯辨別 英文
logistic discrimination
  • 邏 : Ⅰ動1. （巡察） patrol 2. [書面語] （遮攔） blockⅡ名詞1. （巡察） patrol 2. [書面語] （山溪的邊緣） edge
  • 輯 : Ⅰ動詞（編輯; 輯錄） collect; compile; edit Ⅱ名詞（整套書籍、資料的各個部分） part; volume; division
  • 辨 : Ⅰ動詞（辨別; 分辨; 明察） distinguish; discriminate; differentiate; recognize Ⅱ名詞（姓氏） a surname
  • 別 : 別動詞[方言] （改變） change （sb. 's opinion）
  • 邏輯 : logic
  • 辨別 : differentiate; distinguish; discriminate
  1. " electronic signature " means data in electronic form in, affixed to or logically associated with, a data message, which may be used to identify the signatory in relation to the data message and to indicate the signatory ' s approval of the information contained in the data message

    電子筌名是指以電子形式存在於數據信息之中，或作為其附件或邏輯上與之有聯系的數據，並且它可以用於辨別數據簽署人的身份，並表明簽署人對數據信息中包含的信息的認可。
  2. Materialist dialectics and sophisticated essential distinction are the most brillant sophisticated often reflect the paradox in formal logic, it used the field that modern science cannot define

    唯物辨證法和詭辯的根本區別最高明的詭辯往往就體現在形式邏輯的悖論，它利用了現代科學無法確定的領域。
  3. This paper first suggests how a metaphor is understood and then presents a survey of current computational approaches, in terms of their linguistic historical roots, underlying foundations, methods and techniques currently used, advantages, limitations, and future trends. a comparison between metaphors in english and chinese languages is also introduced because compared with development in english language chinese metaphor computation is just at its starting stage. so a separate summarization of current progress made in chinese metaphor computation is presented

    論文第一大部分，首先對比人類隱喻理解的過程總結出隱喻機器理解研究應該分成相互關聯的三個階段來進行：第一個階段是隱喻的識別，即辨別出隱喻並同時辨別出構成隱喻的各相關成分，如本體喻體相似性等第二個階段是隱喻的分析，即構建本體到喻體的相似關系的映射或邏輯分析系統第三個階段是隱喻意義的解析，即推出隱喻的真實含義。
  4. In teaching theorems, we should form in students " brains stable clear distinguishable fixed points of mathematics concepts ; we should lead students to find mathematics theorems in question situations ; we should teach students the most basic logical knowledge and make students have an idea of relations between theorems

    在定理教學中，應在學生頭腦中形成穩定的，清晰的和可辨別的相應數學概念的固定點;要引導學生在問題情境中發現數學定理;要教給學生最基本的邏輯知識;讓學生認識定理之間的關系。
  5. The range is from ill programming habits ( eg. embedding the database linking information directly into applications ) to more worse structural problems ( eg. not dividing the application definitely into the distinguishable and absolute logical elements : view, operation and data )

    所回顧的這些設計缺陷范圍從不良的編程習慣（像把數據庫連接信息直接嵌入在應用程序中）到那些更嚴重的結構問題（像沒有明確地把應用程序劃分成可辨別而又獨立的表示、業務以及數據等邏輯單元） 。
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