共查询到20条相似文献，搜索用时 31 毫秒
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《中学教与学》2003,(6)
Mrs.Blacklivedinacity .Shewasveryrichandneverdid 1 athome .IntheeveningsheoftenwatchedTVandwenttobedlateatnight.Shealwaysgotup 2 lunchtime .Shenevertookany 3 ,andshewasgettingfatterandfatter.Itworriedherandshehadtoseeadoctoroneday .Thedoctorlookedherover 4 andsaid ,“I msorry ,madam .Nobodycanhelpyou !I msureyou ll 5 inamonth !” 6 this ,Mrs.Blackwasvery 7 .Shegothomeandate 8 dranknothing .Shecriedandcriedandcouldn tsleepatnight.Nobodycoulddoanythingforher .Amon… 相似文献
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《南宁职业技术学院学报》2020,(2):8-11
四川崇州枇杷茶,被选为国家良种,但相关研究不多。通过建立感官审评小组,对五款四川红茶就干茶、茶汤及叶底三个因子十二项指标进行评估,经过SPSS17.0统计分析有意义后,最终发现五款茶的感官评分从高到低依次为1号、5号、3号、2和4号。崇州枇杷茶的大叶种可能较小叶种更适宜制作红茶,但在工艺制作经验丰富制作者调控下,小叶种也可制作出令人满意的红茶。非枇杷茶树种在合理的制作工艺调控下,也可能会有较优表现,进一步的研究还需要深入。 相似文献
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黑米、黑豆、黑芝麻中几种微量元素含量的测定 总被引：11，自引：1，他引：10
采用火焰原子吸收法对黑米、黑豆和黑芝麻中的三种人体必需常量元素钾、钙、镁及四种微量元素铁、铜、锌、锰含量进行了分析测定。 相似文献
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该文希望通过对黑人英语和黑人文化的历史发展和活力源泉的探究可以更深刻的理解一种语言和其背后的文化那不易觉察而十分重要的关系。 相似文献
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Anna Sewell 《语数外学习(初中版)》2008,(1):76-80
黑骏马受过良好的训练。他知道他永不能踢、咬或是逃跑,永远都得服从命令。不管多累多饿。他总是举止得体,但是当从一个主人被卖到另一个主人以后,他懂得了一匹马的悲哀。懂得了某些人是多么愚蠢与冷酷…… 相似文献
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Gwendolyn Baxley 《International journal of qualitative studies in education》2013,26(8):1064-1066
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陈雪军 《英语大王(小学)》2011,(3):19-19
嘿嘿，大家知道琪琪为何会如此尴尬吗？对了，原因就在这茶的“颜色”上。由于不同国家有不同的文化习俗，所以英语和汉语的语言习惯也就有所不同了。我们平时常喝的“红茶”，在英语中可不能叫red tea哦，应该叫black tea．琪琪没有再清楚这些文化差异，当然会闹笑话啦! 相似文献
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《英语大王(小学)》2003,(3)
Big Black is a funny horse.He eats and eats and eats.One day, Mary's daddy said,"Come,Big Black.You have had your lunch. Now,you have work to do.Mary's friends want to ride you." Big Black is a big horse.Three people can ride on him.Then, Mary's daddy put Mary,Bill and Linda on the big black horse. 相似文献
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Tiffany M Nyachae 《Gender and education》2016,28(6):786-806
ABSTRACTMillennial Black women teachers wrestle with two simultaneous burdens: disrupting the racist and sexist status quo of schooling through curriculum, and employing tactics to survive school politics among their majority White women colleagues. This article describes how the Sisters of Promise (SOP) curriculum aligned with Black feminism and Black feminist pedagogy, and how it did not. This curriculum was created for Black girls within the margins of school by a millennial Black woman teacher and other Black women teachers. Analysis of the SOP curriculum revealed that even with the best of intentions, and even for relatively self-aware millennial Black women teachers, it is possible to present Black girl students with contradictory messages, due to a lack of exposure to Black feminism, Black feminist pedagogy, and the work of Black women educational scholars, in their curriculum studies. Included are implications and recommendations for millennial Black women teachers creating curriculum for Black girls. 相似文献
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爱伦·坡与霍桑同是美国19世纪中期的文学大师,两人在哥特小说创作上极有建树并享有盛誉.通过比较爱伦·坡的<黒猫>与霍桑的<教长的黒面纱>两篇哥特短篇小说中的黑颜色内涵,从而体现出两位作家不同的文学理论和创作的主题. 相似文献
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《宜宾学院学报》2016,(6):102-107
采用固相微萃取(SPME)结合气相色谱-质谱(GC-MS)联用法对川红、滇红和祁红香气成分进行分析.结果表明:共检测到150种香气化合物,其中川红和滇红均为79种,祁红为89种,共有芳樟醇及其氧化物、香叶醇、水杨酸甲酯、苯乙醇、橙花叔醇、苯乙醛等33种成分是三个红茶中的共有成分.在主体香气成分方面,川红中检出香叶醇、芳樟醇、苯乙醇、芳樟醇氧化物Ⅱ、水杨酸甲酯、δ-杜松萜烯等18种,滇红中检出芳樟醇、水杨酸甲酯、香叶醇、芳樟醇氧化物Ⅱ、芳樟醇氧化物Ⅳ、苯乙醇等16种,祁红中检出香叶醇、芳樟醇、芳樟醇氧化物Ⅱ、苯乙醇、水杨酸甲酯等26种.川红和祁红表现出花果香可能与香叶醇、芳樟醇、水杨酸甲酯等主体香气成分含量较高有关.川红、滇红和祁红的萜烯指数分别为0.47、0.72和0.40,表明川红和祁红香气高锐,属于高香型红茶,这与感官审评结果一致. 相似文献
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This article focuses on the scholarship of Black mathematics education researchers whose work focuses on Black students in P–20 mathematics spaces. We conducted a metasynthesis literature review of empirical studies by Black mathematics education researchers. The authors utilized critical theories of race and racism to aid in the synthesis of the literature. The Black researchers we reviewed challenged the perspective that failure and limited persistence in Black students who are learning and participating in mathematics is normative. As a critical defense, these scholars offer research that problematizes test score data, race and racism, opportunities to learn mathematics, identity considerations, and other constructs that produce unequal effects in mathematics learning. We found that Black mathematics education researchers strategically disrupt the deficit narrative about Black students. Black scholars select theoretical frameworks that allow them to focus on race and how racism operates in mathematics education. We present this research to incite dialogue among all mathematics educators about improving the mathematical context for Black students. 相似文献