|
His thinking goes against all logic.
|
|
|
他的思维完全不合逻辑. |
|
His third album, Black Tangerine, was inspired by the Sept 11 tragedy in New York, and weaves a haunting tale of sadness and loss.
|
|
|
他第三张专辑,黑色柳丁,灵感取决于纽约911的悲剧事件,由让人感受强烈的伤心跟失落编织而成. |
|
His third play appeared under the title The Web.
|
|
|
他的第三个剧本用《网》作书名出版。 |
|
His third, Hot Commodities, published last year, outlined his bullish outlook on the sector.
|
|
|
他的第三本，《热门商品期货》，去年出版，概述了其对这个金融领域的乐观看法。 |
|
His thirst for knowledge was insatiable;he was always in the library.
|
|
|
他对知识的追求永无止境,总是呆在图书馆里. |
|
His thorough knowledge and competence were recognized.
|
|
|
他的渊博的学识和工作能力得到了承认。 |
|
His thought is deeply rooted in American modern social economic and political life.
|
|
|
他的思想深深植根于美国现代社会经济政治生活之中。 |
|
His thought of moral education rooted in the evolution theory not only has brought about a breakthrough from the traditional cycle theory of history, but also offered new contents to it, which reflects a revolutionary nature on the one hand.
|
|
|
陈独秀道德教育思想以进化论学说为基础，不但突破了传统的循环史观，而且赋予了崭新的内容，表现出革命性的一面。 |
|
His thought was to avoid controversy.
|
|
|
他的意思是避免争论。 |
|
His thoughts about national education had the following traits: first, nationalism as the first ism but cut in openly with personal problems; second, emphasizing using the new to conserve the oldreconciling the exotic by the domesticconverting slaves to c
|
|
|
梁启超的国民教育思想具有以下特征：首先，将国家主义作为第一义，却又正面切入了个人的问题；其次，针对中国国情强调“以新守旧”，“以内化外”，“导奴隶就国民”；再次，以改革教育来改造国民性，以改造国民性来改造国家，具有文化启蒙的浓厚色彩。 |
|
His thoughts and longings are not chronicled in the daily papers; instead, he remains a figurehead who holds the country together by projecting an image of constancy, changeless even as he guides his nation through a series of dramatic, modernizing change
|
|
|
他的思想和憧憬并非每天上报，而是以一个象徵人物，藉由投射坚贞的形象，让国家团结在一起，甚至在他引领的国家，历经一连串戏剧性现代化的变革时，让他维持不变的形象。 |
