查询词典 both

Both has the traditional folk to lend money, the bank loan, and has new ways and so on short-term accommodation bill, trust financing; Both has Huang Shih this area financing, and has trans-regional financing.

既有传统的民间借贷、银行贷款，又有新型的短期融资券、信托融资等方式；既有黄石本地区的融资，又有跨地区的融资。

Both in its product structure, technology, advanced degree and reliability, both in industry-leading position and advanced level.

产品无论在其结构，技术，先进程度和可靠性等方面，都处于行业的领先地位和先进水平。

Both to Blame Collision" Clause 3 This insurance is extended to indemnify the Assured against such proportion of liability under the contract of affreightment "Both to Blame Collision Clause as is in respect of a loss recoverable hereunder.

3本保险扩展到赔偿保证对此类赔偿责任的比例根据包运合同"双方惹的祸碰撞条款，是对追讨损失如下。

A safety evaluation is made to a high arch dam by means of both deterministic and nondeterministic approaches and the comparison shows that applying both failure probability and risk value to high arch dam safety evaluation is desirable in terms of both safety and economic aspect.

分别利用确定性与非确定性方法对某高拱坝进行了安全评价，通过比较表明：利用失效概率、风险值两个指标对高拱坝进行安全评价可以兼顾安全性、经济性的平衡。

As for the management process, this dissertation integrates mega-events in urban development by combining them with urban management. From the perspective of time, it takes into consideration both the facts that a mega-event is once for all and that a mega-event is a process; from the perspective of development, it takes into consideration both the input influences and the output results of mega-events; from the perspective of systemic development, it takes into consideration both the operationof mega-events and the interactive influence between mega-events and the environment.

在管理过程上，本文将特大活动有机地融入了城市发展，有机地结合了城市管理，从时间发展的角度，既考虑了特大活动的一次性，又考虑了特大活动的过程性；从活动发展的角度，既考虑了特大活动的输入影响，又考虑了特大活动的输出结果；从系统发展的角度，既考虑了特大活动的事件运作，又考虑了特大活动与环境的互动影响。

Operation: The performer puts the thumb, forefinger and middle finger on muscles of both sides "Ji Tu" point to rub repeatedly up and down for six times, then attacking and hooking up with forefingers and middle fingers on "feng chi" and "feng fu" points meanwhile "Wan Gu" point, then holding the Back of head with both four finger left, with strength from both hands at the same time and pulling to the bosom, then slowly sending back .

操作：施术者一手拇指与食指，中指分别置于颈部棘突两侧的颈肌部位，由上至下反复操作揉捏至三十六次。然后，再用双手食指，中指分别勾点住&风池&&风府&穴，同时向怀中用力牵拉，然后，再用双手中指勾点住&完骨&穴，其余两手四指抱住受术者后脑处，双手同时用力，向术者怀中牵拉，然后缓慢收手回送。

Both men were trained as Freudian psychoanalysts; both broke away from the use of orthodox psychoanalysis; both found their greatest popularity and acceptance in the United States.

两人都曾被训练为弗洛伊德精神分析师，却双双与正统的精神分析方法分道扬镳，两个人都在美国得到了广泛的声誉和认可

It is also interesting to note that both types have their roots in immigrant New York City neighborhoods, both start with either a pastry or graham cracker crust, and both use the standard eggs and sugar in their filling.

还感兴趣地注意到，有两种类型其根源在于移民纽约市的街道，都开始带有格雷厄姆饼干糕点或地壳，都使用标准的鸡蛋和糖的灌装。

The latter is seen in Zwingli's doctrine of the Word of God as both inward and outward, the church as both visible and invisible, and his conception of the means of grace as having both an external form and an inward grace given by the Holy Spirit.

后者被认为是在zwingli的学说的上帝的话，因为双方的抵港及离港，教会作为有形和无形的，和他的构想的手段，宽限期为既是一种外在形式和外来恩典所给予的圣灵。

From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have, constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme.

从理论研究上看，无论是哲学的极端趋向还是心理学的极端趋向，都会导致知识教学与学生发展的对立与断裂，最终是学生发展成人的总体失落；就教学实践看，无论是&独断一灌输式&教学还是&体验一建构式&教学，要么控制学生要么放纵学生，都在事实上引发了学生发展成人的总体失落；从思想认识上分析，赫尔巴特的&教育性教学&思想、杜威的&经验&课程与教学思想、建构主义理论都有其积极贡献，但也各有范围和条件，不能正确看待它们的理论长处和局限，单纯的推崇或简单的否定，都会致使教学研究与实践走向非此即彼的极端化立场。

I'm strongly against the death penalty — it's an eye for an eye.

我不赞成死刑——这是以牙还牙的报复行为。

And to get you the support you need, we're enlisting all elements of our national power: our diplomacy and development, our economic might and our moral suasion, so that you and the rest of our military do not bear the burden of our security alone.

并给你们所须的支援，我们正徵召国家所有各种的力量：我们的外交及发展，我们的经济力量与道德劝说，所以你们与其他军人不须要孤独地负起国家安全的责任。