首語重復 的英文怎麼說

中文拼音 [shǒuyǔzhòngfù]
首語重復 英文
epanaphora
  • 首 : Ⅰ名詞1 （頭） head 2 （首領） leader; head; chief 3 （表示方位） aspect 4 （姓氏） a surname Ⅱ動...
  • 語 : 語動詞[書面語] （告訴） tell; inform
  • 重 : 重Ⅰ名詞（重量; 分量） weight Ⅱ動詞（重視） lay [place put] stress on; place value upon; attach im...
  • 復 : Ⅰ形容詞1 （重復） repeated; double; duplicate 2 （繁復） complex; compound Ⅱ動詞1 （轉過去或轉過...
  • 重復 : 1 repeat; duplicate; reduplicate; iterate 2 repetition; reiteration; gemination; rerun; duplicati...
  1. So according to the technology regulation of reclamation engineering, hydraulic calculation must be carried out in the design of final closure. this paper firstly introduces the progression and present situation of reclamation engineering, emphasizing on the features of present reclamation and on the experiences and theories of home and abroad ; using fortran perfects the hydraulic calculation program of the closure and makes the program to meet different conditions ( such as considering flood, the variation of time interval, multi - entrance, multi - reservoir capacity ), and after comparing and analyzing a great deal of schemes, the reasonable computation scheme was brought up ; the interface of the program was carried out by the programming language vb to make the process of calculation become easier and more distinct, so the result can be analyzed and handled more directly ; vb is used in the later management of the result to plot the graphic chart of the isoline of the maximum of hydraulic element ( the velocity of flow, the drop height and the rate of flow ) automatically ; finally it was applied in the reclamation project of dongbidao of fuqing

    本文首先介紹圍海工程的發展進程與國內外圍海的開發現狀，重點介紹了我國目前圍海工程的特點及在圍海工程實踐中積累的經驗和理論；利用fortran語言完善堵口工程龍口水力計算程序，使程序可以滿足圍海工程復雜工況下（如考慮內港洪水、計算時段的變化、多口門、多庫容、多水閘）的龍口水力計算，並進行大量方案的比較和分析，提出合理計算方案；利用面向對象的可視化編程語言vb進行界面開發，使計算過程有良好的人機界面，更直觀地對計算結果進行分析和處理；計算結果的后處理採用vb編程實現龍口水力要素最大值等值線圖的繪制；並運用所編軟體對福建省福清市東壁島圍墾工程進行龍口水力計算，為堵口合龍提供科學依據。
  2. Although uml activity diagram is magnitude component in uml, which agrees with modeling system dynamic process and describing workflow, it is immature in itself with the characteristic of non - oriented - object and essentially different from other uml diagram, and need to be ameliorated especially when applicated in workflow, own to the following limitation : firstly, activity diagram describes the behaviors of object class that response the inner action, so uml activity diagram is generally on the assumption of that there is no interruption caused by outer events during the process and no time defer, which limits the ability of uml activity diagram discribing complicated process ; secondly, user cannot obtain enough information of object data, and cannot make sure the character of mutual objects because of actually complicated object and relatively simple object expression in uml activity diagram ; lastly, owe to lacking rigorous mathematical basis and strict, effective methods of validation and analysis, uml activity diagram cannot support the simulation and optimization of workflow, let alone optimizating the model based on the result

    Uml活動圖是uml的重要組成部分，適用於系統動態行為建模和描述工作流，與uml的其他圖形工具不同，它本質上是非面向對象的，而且其本身並不成熟，仍在改進之中，特別是在工作流應用方面。首先， uml活動圖描述的是響應內部處理的對象類的行為， uml活動圖通常假定在整個計算處理的過程中沒有外部事件引起的中斷，也沒有時間的延遲，這就限制了uml活動圖對一些復雜過程描述能力。第二，現實世界業務過程涉及的對象數據十分復雜，但是uml活動圖的對象語義卻非常簡略，用戶基本上無法從uml活動圖中獲取關于對象數據的信息，也不能確定參與交互的對象的特徵。
  3. Derrida pointed out that both the effective speech and the imaginary speech are all a primordially repetitive structure

    在德里達看來，無論是真實話語還是想象話語，首先都是一種「本源的重復結構」 。
  4. He often botched up jingles to produce what he fondly thought a poem

    他常常把一些重復簡單韻律的語句胡亂拼揍成一首自以為是詩的東西。
  5. The dialogue pattern reflects open pluralism in terms of teaching goals, contents, process and assessment. finally, it ' s not a self - copying and self - repeating mechanism, but rather incessant production and creation of new knowledge, meanings and norms, which embodies the creativity of teaching activities. the third part probes the specific modes of dialogue chinese language teaching, which are namely dialogues between teachers and students, dialogue among students, teachers and students " dialogue with text, and self - dialogue of each student

    首先，對話型語文教學真正體現了教學主體性，因為主體性只有在對話交流中才能體現，主體性是對話型語文教學的靈魂；其次，對話型語文教學展示了教學主體的交互性，這是對話型語文教學區別于獨白式對話型語文教學的理論與實踐語文教學的顯著特徵；再次，對話型語文教學與獨白式語文教學的封閉、單一、和程序化相對，從教學目標、教學內容、教學方式到教學過程、教學評價都充分體現了一種多元開放性；最後，對話型語文教學不是復制性的、機械重復性的活動，而是新的知識、意義與理念不斷生成與創造的過程，體現了教學創新性。
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