| 单词 | 爬满 | ||||||||||||||||||||||
| 释义 | 爬满 verb—crawl vSee also:爬 v—climb v • creep v 爬—crawl • get up or sit up
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又在需要开窗的建筑西立面外悬挂金属网一道，上面 将 爬满 攀 援 植物。 chinese-architects.com | Accordingly, the west side of the building is covered with earth and plants similar to those in the reserve. chinese-architects.com |
来到二层的展示厅，大片面向园内的玻璃幕墙外覆盖着一层 将 爬满 攀 援 植物的钢丝网，玻璃上并贴有显示江 湾历史地图的磨砂塑料薄膜。 chinese-architects.com | On the second floor, a layer of metal mesh (to be covered with ivy) hangs outside of the glass wall facing the reserve. chinese-architects.com |
我们因此将建筑主体的西面埋在复土下，上植与保护区内植被构成相近的各类乔灌木。又在需要开窗的建筑西立面外悬挂金属网一道，上面 将 爬满 攀 援 植物。 chinese-architects.com | Accordingly, the west side of the building is covered with earth and plants similar to those in the reserve. chinese-architects.com |
建議包括在下課後及假期間將所有門戶和鐵閘緊鎖、在校舍 [...] 周圍裝設照明度高的電燈以阻嚇盜賊 爬 入 校 舍，以盡量減少存放 在校內的現金等。 legco.gov.hk | These suggested measures include locking all doors and gates of the school premises properly after school hours and during holidays, [...] installing good perimeter light to deter [...] trespassing through climbing walls, and [...]keeping the cash holdings in schools to a minimal. legco.gov.hk |
代表团希望，本次审议进程以 及预计将在今后举行的其他会议的最后结果将使双方都感 到 满 意。 daccess-ods.un.org | It hoped that the final results of this and other meetings expected to be held in the [...] future would be satisfactory to both sides. daccess-ods.un.org |
原來人們日後是否會向上爬只有 兩個因素：第一， 他的父親是誰，主席，這是真的，第一個因素是他的父親是誰；第二， [...] 他受過甚麼教育。 legco.gov.hk | It turns out that whether or not someone would be upwardly mobile depends on [...] two factors, first, who his father [...]is ― President, this is true ― the first [...]factor is who his father is and second, what kind of education he has received. legco.gov.hk |
根据联合国损失登记册细则和条例第 11 条的规定，满足以下条件的索赔有 资格列入登记册：(a) 索赔人为自然人或法人；(b) 索赔人已实际满足提交索赔 的技术要求；(c) 索赔在损失登记册的管辖范围内；(d) 索赔人表明在声称的损 失中拥有合法的权益；(e) 声称的损失必须是物质损失；(f) [...] 索赔人必须表明声 称的损失同在巴勒斯坦被占领土修建隔离墙有因果关系；(g) [...] 声称的损失事实上 是持续性的；(h) 索赔的佐证文件和主张实质上是一致的；(i) 根据索赔人提交 的资料和文件，索赔已有初步证据，在某些没有相反证据的情况下假定索赔人说 的是实话，同时铭记索赔人的产权和居民身份不尽相同。 daccess-ods.un.org | In accordance with article 11 of the Rules and Regulations, claims are eligible for inclusion in the Register if: (a) the claimant is a natural or legal person; (b) the claimant [...] has substantially [...] met the technical requirements for submitting a claim; (c) the claim is within the jurisdiction of the Register of Damage; (d) the claimant has established [...]a legal interest [...]in the claimed damage; (e) the claimed damage is material; (f) the claimant has established a causal link between the claimed damage and the construction of the Wall in the Occupied Palestinian Territory; (g) the claimed damage was in fact sustained; (h) the documents and assertions in support of the claim are substantially consistent; and (i) the claim has been established prima facie, based on the information and documents submitted by the claimant, giving the claimant the benefit of the doubt in appropriate cases and bearing in mind the varying circumstances with regard to title and residency status of claimants. daccess-ods.un.org |
现在，各种因素之间的关系更为复杂，因为涉及的不止两类国家而是四类国 家：㈠ “在位”发达国家；㈡ 通过工业化和结构变革实现增长的“追赶”国家； ㈢ [...] 受益于高商品价格的“商品兴旺”国家；及(d)尚未建立生产能力以 攀 爬 收入 阶梯的低收入资源贫乏“致远”国家。 daccess-ods.un.org | This time around the dynamics are more complex because there are not two groups of countries, but four: (a) the ‘‘incumbent’’ developed countries; (b) the ‘‘catching-up’’ countries that are growing through industrialization and structural transformation; (c) the ‘‘commodityboom’’ countries that are benefiting from the high commodity prices; and (d) the ‘‘aspiring’’ countries, [...] those low-income, resource-poor countries that have yet to build their productive [...] capacities to move up the income ladder. daccess-ods.un.org |
在该背景下，有人建议，缔约国 和更广泛的执行群体应确保满足上 述要求，不应局限于如何确保女孩、男孩、妇 女和男子平等获得为执行《公约》提供的资源的一般性讨论，而应询问为什么这 方面的进展一直如此缓慢。 daccess-ods.un.org | In this context, it was suggested that both States Parties and the broader implementation community need to make sure that this actually happens, including moving beyond the general discussions of how to ensure that girls, boys, women and men have equal access to the resources generated through implementation of the Convention, and, by asking why progress has been so slow. daccess-ods.un.org |
与会者对新的计划管理周期现采用自上而下和自下而上的互动做法表 示 满 意 ， 预计这 种做法会给地区办事处和全国委员会在拟定下一个计划与预算时以更多的职责，同时一致强 调指出，为编写文件 C/5 或为被视为教科文组织中主要工作组成部分的任何事项能举行的多 国磋商和地区磋商都不应由参与计划，而应由正常计划项下的其它资源提供资金（参见附件 III 中所附磋商会议通过的决议）。 unesdoc.unesco.org | While expressing their satisfaction that the new programme management cycle now allows not only a top-down but also a bottom-up interaction which is expected to give a more important role to field offices and National Commissions in the design of the next programmes and budgets, participants unanimously stressed that cluster and regional consultations for the purpose of the preparation of the C/5 document or for any issue considered to be part and parcel of UNESCO’s core business shall not be funded from the Participation Programme but from other sources under the regular programme (see resolution adopted by the Consultation which is attached as Annex III). unesdoc.unesco.org |
教育领域的活动主要集中在以下领域：a) 作为对《暴力侵害儿童问题世界报告》 （2006 年）所载的建议的后续行动的暴力侵害儿童的行为，新增重点包括此种暴力行为的 性别因素、宗教和文化在防止此类暴力方面的作用以及对非暴力、参与性的做法和支助服务 的推广；b) 全纳教育，旨在促进建立一个满足多 样化学生群体需求的、对遭到排挤和被边缘 化的群体给予特别关注的教育体系；c) 治理和不平等，研究教育领域的善治如何在减少基于 财富、地点、种族、性别及其他原因的不平等方面发挥作用；d) 对教材进行修订以推广以和 平为导向的方法，同时兼顾与质量有关的新的教育挑战。 unesdoc.unesco.org | In the context of education, activities focus on the following areas: (a) violence against children as a follow-up to the recommendations contained in the World Report on the Violence against Children (2006), with an added emphasis on gender dimensions of such violence, the role of religion and culture in its prevention, and the promotion of non-violent, participatory practices and support services; (b) inclusive education, with the aim of promoting an educational system that answers the needs of a diverse group of pupils, paying particular attention to the excluded and marginalized; (c) governance and inequality, looking at how good governance in education can reduce disparities based on wealth, location, ethnicity, gender and other grounds; (d) textbook revision to promote peace-oriented approaches taking into account new education challenges related to quality. unesdoc.unesco.org |
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