查询词典 conceptualization

By reclassifying the related lexicalized metaphors selected from Metalude and analyzing these lexicalized metaphors respectively according to the classification, this thesis demonstrates the correctness of the interrelated theories, and probes into the pertinent features and conceptualization of the metaphor ANGER IS HEAT.

通过对从Metalude中收集的大量的相关语料进行再分类，并根据分类逐一进行分析，论证了所用理论的正确性，探讨了&愤怒是热&这个隐喻的相关特性及其建构。

The first-part of this paper evaluates the main stability theories concerned and concludes the conceptualization steps and essentials covering the various methods. Different disturbed-measure functions are studied in terms of their formulations and characteristics. Both Lyapunov functions and TEFs can be constructed only in a heuristic way of case-by-case. Ignoring changes in the disturbed-measure function's value after clearing the fault, Lyapunov functions and TEFs are applicable to neither nonautonomous one-machine infinite-bus systems nor any multimachine systems. Moreover, TEFs cannot guarantee the sign of errors because they don't satisfy the conditions for Lyapunov functions.

作为第1篇，文中归纳出这3种方法的共同分析步骤和要素，并比较各种受扰程度函数，指出：李雅普诺夫函数和TEF的建立都必须从具体模型出发并只能依靠启发的方式，它们没有考虑受扰程度函数的值在故障清除后的变化，因此既不适用于复杂模型的单机系统，也不适用于任何多机系统；又由于这2种方法都基于很强的假设，故分析的误差可能非常大，而TEF法更是由于不满足李雅普诺夫函数的条件而可能得到冒进的结果。

J. (1991). A three-component conceptualization of organizational commitment.

张瑞村（1998）。高级工业职业学校校长领导行为、教师组织承诺与学校效能之关系之研究。

The present paper gives a comprehensive analysis of Ren's idea of higher education and related practice, including his conceptualization of the function of higher education, criticism of and advice for overseas education, and his reform program at Sichuan University.

本文从任鸿隽对大学功能及其理论的探讨，对留学教育的批评与建言，以及对四川大学的改革等方面，对其高等教育思想与实践作了较为全面的分析和论述。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

There are two issues in counseling groups related to the stages of group process. First, much of the existing literature on conceptualization of group stages is borrowed from theory or research of psychotherapy group and T-group; second, the lack of experimental evidence or the lack of theoretical basis for conceptualizing the stage development of a counseling group.

现有文献在谘商团体的阶段论有两个待解决的问题：其一，多数有关团体阶段划分借用心理治疗团体或T－团体的理论或资料，由於这些团体性质与目标不同，是否可以移用值得再思；其二，有些阶段划分凭据实务经验，既无实证研究证据，也缺乏阶段发展的理论依据。

Who? I never heard of him, Paul said, before asking teammate James Posey if he had heard of him.

赛后，科比说，他一直都是一名非常出色的射手，今天他打得很棒。

When I joined the company, I rotated around the different sections.

我加入这个公司时，轮换过几个不同的部门。