查询词典 lip language

Scar resection in upper lip, orbicularis oris muscle reconstruction, Z-plasty, V-Y plasty or double movable mucomuscular complex flaps for vermilion defects were applied to slight nasolabial deformities. In severe labionasal deformities, Forked flap was used at the upper lip to lengthen columella for patients who have enough upper lip tissue, while for those who have deficient upper lip tissue, the prolabium was advanced into columella for lengthening and an Abbé flap was adopted for upper lip reconstruction. Results Since 2000, we have treated 23 patients of secondary deformities of bilateral cleft lip.

对上唇及鼻畸形较轻者，采用上唇瘢痕切除，口轮匝肌重建，V-Y成形、Z成形术或双侧肌蒂红唇肌粘膜瓣向中间推进矫正红唇口哨畸形；对唇鼻畸形较严重但上唇组织较多者，采用鼻底叉形瓣延长鼻小柱进行矫治；对唇鼻畸形严重并有上唇过紧者，采用前唇组织瓣延长鼻小柱，下唇带蒂组织瓣旋转修复上唇正中缺损。

Since the 1990s, he has proposed that the fundamental task of Chinese teaching is language learning, that its purpose is to improve students' ability to comprehend and apply Chinese, the essence is to direct students acquire the language while practicing on the basis of their development and the major method language-sense teaching. He has asserted that the language-sense teaching method must follow the steps of feeling, apprehending, accumulating and using of language. The practice and analysis of language-sense method must be of equal importance, and closely combined to moral education, thought training, aesthetic edifying, and Chinese language impartment. He has also claimed that teaching material should be compiled with more contents, more refinement and higher starting point in terms of students' actual development of language skills. His analysis of the long-term misplays in Chinese language education is profound and the repositioning and re-interpretation to the facts as purpose, task, essence, subject, method and materials of Chinese language teaching are full-scaled. In terms of teaching, Hong has stressed on the cultivation of the ability of language acquisition and intuition.

上世纪90年代以来，他先后提出语文教学的根本任务是学习语言；语文教学的目的是提高学生正确理解和运用祖国语言文字的能力；语文教学要以学生发展为本，&变讲堂为学堂&，指导学生在实践中学习语言；语文教学的主要方法是语感教学；语感教学要遵循&感受、领悟、积累、运用&的途径，坚持语感实践与语感分析并重，并与思想教育、思维训练、审美陶冶、语文知识教学紧密结合，与生活密切联系；根据学生语言发展的实际，大容量、高起点、选精品编写教材等一系列主张，从理论上对语文教学的长期性失误作了深刻剖析，对语文教学的目的、任务、本体、主体、方法、教材等问题进行重新定位和诠释。

For class III malocclusion there are no significant differences in Ls-SGo,Li-SGo,upper lip length , lower lip length , Cm-Sn-Ls, upper lip angle of inclination and Li-H line . There are significant differences in lower lip angle of inclination , mentolabial sulcus angle , upper lower lip angle , H angle.

安氏Ⅰ类错合患者与安氏Ⅲ类错合患者相比，在上唇突点到SGo距离、下唇突点到SGo距离、上唇长、下唇长、鼻唇角、上唇倾角和下唇突点到H线距这些测量指标上无显著性差异；其他表示唇部形态和位置的指标，下唇倾角、颏唇沟角、H角、上下唇角都有显著性差异。

Vigor of Yo of teach by word of mouth of right of character of antonym of this groups of knitting needle, language, language, language is in severe danger, the stipulations of an agreement that the problem makes the language such as bequest of language diversity, language, perhaps having becominging each country to establish the language policy, base that develops language research and language to carry out an activity for the most part.

该组织针对语言权利、语言教育、语言活力、语言濒危、语言多样性、语言遗产等语言新问题制定的规约，大部分已经或者正在成为各国制定语言政策、开展语言探究和语言实践活动的基础。

The two kinds of clefts are: unoperated isolate cleft palate and unilateral cleft lip and palate with lip only operated. Considering the effect of age on the results, The samples were divided into two age groups: mixed dentition stage and adult permanent dentition stage. The cases of these two groups of unoperated isolate cleft palate patients are 16 and 25 respectively, and those of unilateral cleft lip and palate with lip only operated are 15 all.

考虑到青春期生长发育对研究结果的影响，又分别将这两种类型的患者按年龄分成混合牙列期和成人恒牙列期两个年龄段，与相应年龄段的单纯腭裂术后患者、单侧完全性唇腭裂术后患者及非唇腭裂正常者进行比较，单纯腭裂未手术的患者混合牙列期和成人恒牙列期例数分别为16例和25例，单侧完全性唇腭裂仅修复唇裂患者混合牙列期和成人恒牙列期例数均为15例。

There are differences in upper lip and mentolabial sulcus. For class III malocclusion there are significant differences in lower lip and mentolabial sulcus. There are differences in subnasale . Campared with the facial soft tissue thickness of class II malocclusion , for class III malocclusion there are significant differences in lower lip. There are differences in subnasale and upper lip.

与安氏Ⅰ类错合患者相比，安氏Ⅱ类错合患者的颅面部软组织覆盖厚度在鼻底部有显著性差异，在上唇和颏唇沟有差异；安氏III类错合患者的颅面部软组织覆盖厚度在下唇和颏唇沟有显著性差异，在鼻底部有差异；安氏Ⅱ类错合患者的颅面部软组织覆盖厚度与安氏III类错合患者相比，在下唇有显著性差异，在鼻底部和上唇有差异。

But the value of H angle is smaller than class I malocclusion . Campared with the data of class II malocclusion , for class III malocclusion there are significant differences in LsL , LiL , lower lip angle of inclination , mentolabial sulcus angle , H angle , upper lower lip angle , Ns-Sn-Ls . For class III malocclusion the value of LsL is shoter than class II malocclusion , but the value of LiL is longer than class II malocclusion . The value of lower lip angle of inclination , mentolabial sulcus angle , upper lower lip angle is bigger than class II malocclusion .

安氏Ⅱ类错合患者与安氏Ⅲ类错合患者相比，在上唇长、下唇长、上唇倾角、下唇倾角、颏唇沟角、H角、上下唇角和软组织轮廓这些指标有显著性差异；安氏Ⅱ类错合患者的上唇长比安氏Ⅲ类错合患者的长、安氏Ⅱ类错合患者的下唇长比安氏Ⅲ类错合患者的短；安氏Ⅱ类错合患者的上唇倾角和H角比安氏Ⅲ类错合患者的大，安氏Ⅱ类错合患者的下唇倾角、颏唇沟角和上下唇角比安氏Ⅲ类错合患者的小。

In the lip motion aspect, it still didn't exist the related internal research works, therefore, this dissertation discusses and lucubrates the construction of the lip motion model as well as the construction of the lip shape rhyme set which makes each Chinese word has it's corresponding lip shape.

在唇动合成方面，目前国内对于汉语拼音到口型的变换方面还没有相应的研究，鉴于此，本文研究了人在发音时的唇动模型以及韵母口型库的生成技术，使每一个汉字的发音都对应着相应的口型。

Xinjiang is a multi-ethnic, multi-lingual, multi-lingual and multi-cultural ethnic autonomous areas, since ancient times is the intersection of multilingual text, the history of language used, such as the Huns, Jianduoluo language, in Hetian Cypriots, Chinese , Yanqi - Qiuzi language, Turkic language, Sogdian language, Uighur language, medieval Persian, the Tibetan language, Mongolian, Manchu language, and other languages.

新疆是多民族、多语种、多文种和多元文化的民族自治地方，也是自古以来多种语言文字的交汇之地，历史上使用过诸如匈奴语、犍陀罗语、于阗塞语、汉语、焉耆—龟兹语、突厥语、粟特语、回鹘语、中古波斯语、吐蕃语、蒙古语、满语等语言。

According to the express mode of voice teaching language, the voiceteaching language of vocal music can be divided into visual language, instructing language,depicting language, explicative language and a pithy formula language.

声乐教师在教学中要不断积累和锤炼自己的教学语言，最大限度地发挥教学语言的作用，达到理想的教学效果。

Pradeep Indulkar, a senior official at the Maharashtra state Home Ministry say 101 human were killed and 287 injured.

马哈拉施特拉邦内政部高级官员Pradeep Indulkar称，有101人在冲突中丧生，287人受伤。

Mark Frei, a senior vice president of West, says 80% of West's homeagents have some college education, compared with 30% of those whowork in office-based call centers.

Frei说，该公司80%在家办公的人员都拥有本科学位，而在公司电话中心工作的人中只有30%拥有本科学位。