bring to terms

bring to terms的基本解释

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使接受条件

与bring to terms相关的网络例句 [注：此内容来源于网络，仅供参考]

When the mind apprehends the essence of a thing (quod quid est; tò tí en enai), the external object is perceived without the particular notes which attach to it in nature, and it is not yet marked with the attribute of generality which reflection will bestow on it.

当铭记apprehends的本质的东西（狱吏嚼1-5 ；德州仪器恩enai ），外部对象被认为没有特别注意到它重视它的性质（中存在singularibus ），这是没有标明属性一般性的反映将赋予它

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

Then the author analyzes empirically China's terms of trade from 1981,and the causes of the change in the net barter terms of trade by means of regression analysis ,which can be quantitied.we get the results that China's net barter terms of trade had a declining trend while its income terms and factorial terms of trade had been improved,and the net barter terms of trade positively correlates with actual tariff rate,exchange rate and negatively correlates with GDP,besides,the factors which can not be quantitied such as pure price fighting,inappropiate tariff sytem,foreign-invested enterprises's tranfer pricing and region trade agreement also lead to the above trend of China's net barter terms of trade,and the change in China's net barter terms of trade had a neglect impact on international trade benefit.

得出中国价格贸易条件总体上存在下降趋势，收入、要素条件呈现改善的趋势；实际关税率、汇率与价格贸易条件存在正相关关系，GDP指数与其负相关。出口企业恶性价格竞争、不合理的关税体制、外资企业的转移定价、区域贸易集团是造成中国价格贸易条件下降的非量化因素。此外，本文分析了1981-2004年价格贸易条件变动导致的中国国际贸易利益变化，发现价格贸易条件变动对中国国际贸易利益产生了一定的负面影响。最后，本文在分析中国价格贸易条件变动环境的基础上，认为中国工业化阶段不高、贸易限制性政策实施空间的减小、&合成谬误&现象及知识经济时代的到来会在一定时期内对价格贸易条件变动不利。

与bring to terms相关的网络解释 [注：此内容来源于网络，仅供参考]

使倒下,使下降 bring force 使产生,引起：bring about =cause, result in, lead to bring down

bring about =cause, result in, lead to bring down 使倒下,使下降 bring force 使产生,引起 | bring forward 提出建议=put forward/提前 | bring in =get in the pops 使得到某种收入

Bring along your girlfriend：请把你女朋友带来. bring an end to结束,使完结

bring along带来,随身携带: | Bring along your girlfriend. 请把你女朋友带来. bring an end to结束,使完结: | He declared to bring and end to the meeting. 他宣布结束会议.

请把你女朋友带来. bring an end to结束,使完结：Bring along your girlfriend

bring along带来,随身携带: | Bring along your girlfriend. 请把你女朋友带来. bring an end to结束,使完结: | He declared to bring and end to the meeting. 他宣布结束会议.