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眼睛:眼睛深陷的人性格内敛。眼睛距离近的人性格保守且非常自醒。凸眼睛的人忠诚,眼睛大的人热情,眼睛小的人深藏不露,不够坦率。嘴:上唇厚的人充满爱心,给予的爱比需求的爱多。下嘴唇厚的人则需要更多的爱。脸形:圆脸的人爱幻想,方脸的人意志坚强,长脸的人天生注定会成功。鼻子:鼻子宽大,鼻翼鼓出是傲慢的象征,而扁鼻子意味着你缺乏自信。小鼻子的人胆怯害羞。鼻子上翘是缺乏耐烦的表示,鼻子下勾则表明你充满激情。Eyes:People with deep-set eyes are withdrawn,those with close-set eyes are reserved or self-conscious and those wi… 相似文献
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想想看,好像我们做每件事情都少不了手,那么,你对自己的手了解多少呢?一只手有五个手指,每个手指都有自己的名字!你都知道这些名字吗?快快抢答啰!如果你不知道,也没关系,让我来给你讲一讲吧!我们的大拇指就叫thum b,竖大拇指就是thum bsup,表示“好,赞成”的意思。注意是thum bs,可不要把s丢了!我们食指叫做forefinger,还有个别名是index finger。中指叫做m iddle finger,顾名思义,中指就是居中的嘛!无名指的英文名字是ring finger。戴戒指的手指?没错,结婚戒指就是戴在左手的无名指上的,所以它才会被叫做ring finger。大家可以去看看爸爸妈妈们的结婚戒指是不是这样戴的。最后就是我们的小手指了,它叫做little finger,和汉语的说法一样。美国和苏格兰也把小手指叫做pinkie。五个手指长短不一,各有各的用处,不过它们要互相协作才能发挥好作用。How well do you know about your hands?!江苏海安@陈启文 相似文献
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This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities. 相似文献
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In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images. 相似文献
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