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As it were是一个插入语,意思是“似乎”、“可以说是”,用来表示一个词或一句话表面上不太确切或并非如此,但实际上可以这么说。它的作用是表示那个词或那句话是个比喻说法,借以缓和或冲淡语气。此表达不受时态限制,通常位于句中,也可间或用于句末。在形式上,它是as if itwere so的缩简。英语中还有大致相当的其他短语,如if one might so put it,so to speak,in otherwords,in a manner of speaking,as one mightsay,metaphorically speaking等。例如: 相似文献
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This essay is a response to the special issue call on the theme of Shifting to digital: Informing the rapid development, deployment, and future of teaching and learning. In this essay, the author first described the needs of student-centered learning that emerged from the current full-scale online teaching and learning practice due to the pandemic. With these needs, the author revisited the published article of A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (Lee and Hannafin, in Educ Technol Res Dev 64(4):707–734, 2016), discussed its value, application, and future development.
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Aashish Mehta Jesus Felipe Pilipinas Quising Sheila Camingue 《Economics of Education Review》2011,30(6):1334-1347
A worker is said to be overeducated if he/she has acquired more education than is required to perform his/her job. In the absence of data measuring the number of years of schooling required to perform particular jobs, we propose a new approach to testing for overeducation. Overeducation is confirmed if we observe that education levels rose in jobs that offer very low returns to education and that underwent little technological change. Using labor force surveys from four developing countries, we find evidence of overeducation in unskilled jobs in the Philippines, mild evidence in Mexico, and little evidence in India and Thailand. We show that a job's mean and modal years of schooling are poor proxies for required education. We also show that overeducation sometimes increases within unskilled jobs, even while a growing share of educated workers enter skilled jobs. This may be because the quality of education segments the labor market. 相似文献
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这三个词都可以代替上文提到的名词 ,但在实际使用中较难掌握。例如 :one和 it都可以代替单数可数名词 ,ones和 those都可以代替复数名词。有时须带冠词 ,有时又不能带。学生在做题时往往容易出错误。为此 ,现将其用法阐述如下 ,请教于同行。 一、one(复数 ones)one常用来代替前面出现过的单数可数名词 ,如果该名词是复数 ,就用 ones代替。I have lost my watch,I think I must buyanother oneShe has a new pen and several old ones注意 :(1 )在没有形容词 ,介词短语修饰时 ,one前面一般不用冠词 ,也不加 my,your等物主代词… 相似文献
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田甜 《青苹果(高中版)》2013,(2):38-40
首先．我们来看一下近几年的两道高考试题：
1.-Silly me! I forget what my luggage looks like.
--What do you think of __ over there. 相似文献
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《语数外学习(初中版七年级)》2007,(1)
this,that既可用作限定词,用以限定名词,如this/that book,又可以作指示代词;而it则只能作代词。this,that在作代词时与it在用法上有差异。下面简要谈谈这三个词的用法。 相似文献
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Many students who enter college are insufficiently prepared to follow a demanding college-level curriculum. Thus, higher education institutions often require low-performing students to repeat failed courses, a full term, or even a full year. This paper is the first to investigate the effects of such a “(grade) retention” policy on student performance in higher education. We study a setting where first-year undergraduates who fall short of a pre-defined performance requirement have to repeat all first-year courses before they can proceed to the second year. To determine the causal effect of retention and repetition on student performance, we apply a sharp regression discontinuity design to administrative data from a Swiss university. Based on a sample of 5000 students, we find that grade retention increases dropout probabilities after the first year by about 10 percentage points. Repetition of a full year persistently boosts grade point averages by about 0.5 standard deviations, but does not affect study pace and major choices. 相似文献
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同学们已经学过了this,that和it这三个词了,你们知道这三个词怎么用吗?让我们一起来看看吧。1.this表示近处的人或物,that表示远处的人或物。例如: 相似文献
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《中学课程辅导(初一版)》2006,(7)
同学们对“this”、“that”、“it”都有了解,“this”、“that”既可以作形容词,又可以作指示代词;而“it”只能作代词。那这三者作代词时的具体区别是什么呢?请随我一同走近它们!指“物”●this指相对的近处,that指相对的远处,它遵从说话人自己的角度,其后加单数名词。“it”没有远近之分。如:This is a computer.这是一台电脑。(在近处)That is a bike.那是一辆自行车。(在远处)●This和that这两个指示代词后面不能出现冠词a/an,the。●在回答“this”和“that”作主语的疑问句时,并不直接使用“this/that”,而使用代词“it”代替“th… 相似文献
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学生在高考复习备考的过程中经常会被it,this,that, one这些词难住。下面就它们的用法加以总结归纳,希望对大家有所帮助。 相似文献
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《中学英语之友(初一版)》2007,(7)
同学们对this,that,it已有了初步了解。this,that既可以作形容词,又可以作指示代词;而it只能作代词。那这三者作代词时的具体区别是什么呢?请随我一同走近它们!指"物"1.this指近物,that指远物,it没有远近之分。如: 相似文献
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《小学生创新作文》2007,(3)
ggested that the key point of treatment to Polymer-bearing wastewater in oilfield is the removal of polyacrylamide,the importance of each affecting factor in treating Polyacrylamide wastewater was determined by orthogonal experiments,and the mechanism of each affecting factor was analyzed thoroughly.Moreover,the optimal operating conditions was determined by selecti 相似文献
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王治平 《中学英语之友(教育研究与实践)》2009,(8):21-21
he,she,it都是主格人称代词,在句中作主语。指代上文提到的单个的人或物。它们可是分工明确、各领风骚哟!来看看它们的精彩表演吧! 相似文献
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it,one,ones,that,those可以用来代替上文中提到的名词,以避免重复。现将其用法归纳如下:1.it代替上文提到的名词,指代同一事物,而不指这一类中的另一个相同的个体。例如: 相似文献
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In the history of vocational education and training, apprentices seldom feature as actors. They are also rarely mentioned among those affected by economic conditions and political measures. Studies of England and Scotland have shown that, over a period of decades, there was a widespread apprentice movement during the twentieth century. So far, studies of German-speaking areas have barely registered this and have solely concentrated on apprentice protests in the 1960s and 1970s. The present article addresses this desideratum, investigating the form and content of how apprentices articulated their interests in Switzerland between 1880 and 1950. The main reason why Switzerland never experienced major sustained apprentice protests was because of its corporatist organisation of vocational education policy. This policy meant that there was no space available for independent forms of protest as charitable organisations, industrial and occupational associations, trade unions and state agencies assumed the task of articulating the interests of apprentices. 相似文献