| 1. | Common fallacies in the debate on the economic transition in central and eastern europe
中东欧经济转轨争论中的谬误 |
| 2. | The study provided a chance for all sides in the debate to lay out their cases ? so it is affecting the climate of opinion all over the world
这份研究给了这场争论中的各方各抒己见的机会所以它对全世界看法产生了广泛的影响。 |
| 3. | Both decompilation and obfuscation have generated controversy in commercial development circles - and much of this controversy centers around the java language
反编译和模糊处理在商业开发领域中引起了一场争论- -争论中的大部分都集中在了java语言上。 |
| 4. | The second situation applies to taxpayers who object to tax assessments and are required to purchase tax reserve certificates in respect of the tax in dispute . such certificates are used to settle any tax found payable upon the finalization of the objection or appeal
第二种情况是本局要求对评税作出反对的纳税人购买与争论中的税款额相同的储税券，用以缴付待有关反对或上诉获裁定后应课税款。 |
| 5. | The second set of circumstances applies to taxpayers who object to tax assessments and are required to purchase tax reserve certificates in respect of the tax in dispute . such certificates are to be used to settle any tax found payable upon the finalization of the objection or appeal
第二种情况是本局要求对评税作出反对的纳税人购买与争论中的税款额相同的储税券，用以缴付待有关反对或上诉获裁定后应课税款。 |
| 6. | The issue is one of the most controversial aspects in the debate over the exams used to comply with the no child left behind law , leading to widening opposition and adding to the litany of complaints about the side effects of what critics call " high - stakes " testing
这个话题是关于考试的争论中的最具有争议的主题之一，这项考试被用于遵守“不让一个孩子落后”法案，导致了对于批评者称为”高昂的赌注“考试的副作用的更多的反对和长长的抱怨。 |
| 7. | Credit rationing is both ancient and young research area in the economics . adam smith has discussed the problem of credit rationing as early as 1776 , moreover , credit rationing is an important question about money in19th century in england
信贷配给( creditrationing )是经济学中一个既古老又年轻的研究领域,亚当?斯密( adamsmith )早在1776年论述高利贷的利率上限时就曾扼要地探讨过信贷配给,而且,信贷配给还是19世纪英国关于金银和货币的争论中的一个重要问题( viner , 1937 ) 。 |
| 8. | From the angle of the formation of reading - education conceptions and their differences & affiliations , the first part is then cut into three periods of time , each of which concentrates on the typical arterial ideas : the initial stage after the chinese language became an independent course in 1903 ( 1903 - 1922 ) - - the " reading textbook " and " reading methods " teaching conceptions in change ; the new educational system stage ( 1923 - 1929 ) - - detached " intensive reading " and " extensive reading " teaching conceptions ; curriculum criterion stage ( 1929 - 1949 ) - - " selected - text teaching " content and form conceptions in argument
从阅读教学观念形成和彼此区别与联系的角度，将其分为三个时段，每个时段研究代表性的主流观念，分别是：语文设科初期( 1903 ? 1922 ) ，转型中的“读文” “读法”教学观；新学制时期( 1923 ? 1929 ) ，分化的精读与略读教学观；课程标准时期( 1929 ? 1949 ) ，争论中的选文教学内容和形式观。 |
| 9. | Abstract : this paper criticizes 4 specious propositions about current controversy on theory of value ： （ 1 ） the proposition that labor is the only resource of value needn ' t to be verified ; ( 2 ) value is created by live labor , but distributed by ownerships of production factors ; ( 3 ) value is determined in the process of production , but realized in the circulation ; ( 4 ) value is a kind of social relationship , where there is no atom of use - value
内容提要本文剖析了当前有关价值争论中的4个似是而非的命题： （ 1 ）劳动是价值的惟一源泉无需证明； （ 2 ）价值是由活劳动创造的，价值的分配是按生产要素所有权进行的； （ 3 ）价值是在生产过程中决定的，在流通中实现的； （ 4 ）价值是一种社会关系，其中不包含任何使用价值原子。 |
