over stress中文是什么意思

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中文翻译
造句

超应力

over This hat cost over ￡5. ...
stress n. 1.压力，压迫，紧迫，紧张。 2.【语音】重音；重 ...
failure rate over stress 故障率与应力关系
stress n. 1.压力，压迫，紧迫，紧张。 2.【语音】重音；重读；【诗】扬音；语势，着重点。 3.重要(性)，重点，强调。 4.【物理学】应力；胁强，重力。 The landlord has imposed a severe stress on the poor tenants. 房东给贫苦的房客们加了很大的压力。 We must lay stress on self reliance. 我们必须强调自立更生。 Give stress to the 2nd syllable. 重读第二音节。 stress diagram 【工业】应力图。 moisture stress 缺水。 tensile stress 【材】抗张应力。 be stressed out (因心理压力过重而)精疲力尽的。 driven by stress of＝under stress of. in times of stress 在紧张[繁忙，困难]的时候。 lay [place, put] stress on 强调，用力干，着重于。 under stress of 被…逼迫着，在…强制下，由于，因为。 vt. 1.着重，强调，加重语气说。 2.用重音读。 3.加压力[应力]于，压，压迫。 adj. -ful ,-less adj.
stress on 对…的强调
the stress 搭配的单词
be over 完了, 结束; 已经……了
be over there 在那边
in-over 向矿井内部的
it is over 没事了
it is over there 它在那边
it s over 结束了
on and over 先摇晃过滤再入杯内
over This hat cost over ￡5. 这顶帽子花了五镑多。 over all 从这头到那头；〔废语〕到处，处处。 over and above 远远超过…以上；加之。 over my dead body 〔美俚〕只要我不死就不会同意。 over the air 通过无线电。 over the bay 〔美俚〕喝醉的。 over the hill 【航海】在大西洋的那一边，越过水平线。 over the hump 〔美俚〕大半已完；已过难关。 over the top 过份，过度地。 adv. 1.在上，在高处；从上向下；突出，倚靠；越过。 jump over 跳过。 climb over 爬过。 2.在那边，向那边，(越过马路、河、海等)到那边，从一处到另一处。 Take this over to the station. 把这个拿到那边车站去。 He is over in Cuba. 他已在古巴。 Our friends were over yesterday. 我们的朋友们昨天来过了。 I asked him over. 我请过他来的。 When are you coming over to see us again 你什么时候再来看我们呢？ 3. 遍，多次。 brush it over 刷干净。 paint it over 涂遍。 4.倒，颠倒；翻，翻转；倒过来；〔美国〕请看反面(＝ P.T.O.)。 fall over 向前摔倒。 knock a vase over 碰倒花瓶。 roll over 滚动。 The milk boiled over. 牛奶煮得溢出来了。 5.太，过度，过于；而且；更，另外，剩余；…多，…余。 He is over anxious. 他太焦急了。 I do not feel over well. 我感到身体不太舒服。 a yard and over 一码多。 give sb. something over 另外多给某人一些东西。 I paid my bill and have several pounds over. 我付了账还剩了好几镑。 Five goes into seven once with two over. 5除7得1剩2。 6.〔用作表语[述语]〕完了，结束了；过去了；关系断绝。 The war will soon be over. 战争不久就要结束了。 The good old times are over. 好日子已经过去了。 7.再，重行，重复地。 Try it over (again). 再试试看。 ★over 后加用 again 时主为〔英国〕。 count [read] over again 再数[读]。 Do that three times over. 把那重复做三遍。 8.未解决，未了结。 The matter is left over. 那件事还没有解决。 That can stand over. 那件事可以暂时搁着不管。 9.【板球】改变掷球方向〔裁判员的命令〕。 (be) all over (with) (某人)完全完了(It's all over with me. 我全完啦)。 over again 再来一次，再做一遍，反复。 over against 对着，面对着，对照着。 over and above 除…以外，外加。 over and over 转来转去；〔主美〕反反复复，再三再四。 over-and-over addition 逐次加法。 over and over again 〔英国〕三番五次，再三再四。 over here 在这边，在这里。 over there 在那边，在那里；〔美国〕在欧洲；〔大战用语〕在战地。 over with 〔美口〕(做)完(get something over with 做完某事；〔英国〕 get something over (and done with))。 n. 1.【板球】彼此由三柱门交互连续所投之球〔通常是6球〕；连续投球比赛。 2.剩余，余额。 3.【军事】远弹〔超过目标落下或爆炸的射弹〕。 adj. 1.在上的，表层的人。 2.完了的。 3.剩余的。 vt. 跳过(＝leap over)，走过(＝go over)。 over-the-counter market 证券交易所之外的股票买卖。
over it 一直宠你下去
over there 那个地方-伊拉克; 在哪边; 在那边(指较远处)34; 在那边，在对面; 在那里(指较远处)
over- 1.太，超，过度，过度的：overfull, overeat, overdo, overwork. 2.在上面(的)；在外部(的)，在外(的)：overcoat, overtime, overall, overboard, overflow. 3.向上，向下，到，越过，加：overbalance, overhaul, overthrow, overwhelm. 4.完全，全：over-persuade.
s not over 仍未结束
over and over (健康)良好的，安然无恙的; 多次地，重复地; 反反覆覆; 反复, 再三; 反复，再三; 一遍遍地; 一遍又一遍，反复不停; 一次又一次; 一而再，再而三; 一再,再三; 一再地,再三地; 再地，再云的; 再三/反复; 转来转去；反反复复
allowable stress; permissible stress 许用应力
alternating stress， alternating stress 交变应力
bending stress, flexural stress 应力
initial stress, virgin stress 初始应力
shear stress; tangential stress 剪应力
shear stress；tangential stress 剪应力

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Fabrication of the box beam is divided into such parts as reinforcement , formwork , concreting , prestressing , moving and storing of beam , pipe grouting under pressure , end sealing of the beam , water - proof layer on the bridge surface system , protective coating etc . the paper makes description of effective box beam construction technology and workmanship which can be adopted in other projects , such technologies as : manufacturing and fixing of reinforcement , steel reinforcement fixing baseplate , web plate and top plate respectively and lifting the steel skeleton into form , requirements of design and manufacturing and way of utilization for dismantling - erection type formwork and hydraulic formwork , optimization of concrete ratio , concrete pouring process of two ends of beam in priority over the middle , in sequence of first baseplate followed by web plate and top plate at last , concrete pouring in inclined section and in horizontal layer , concrete vibration mainly by external vibrator in assistance with internal vibrator , methods and regulation for steam curing of concrete , dual controls over stress and strain to ensure quality of prestressing workmanship , construction method of effective beam moving by heavy - weight special moving facility , some regulations and key notes about construction of grouting under pressure , beam ends sealing , water - proof layer on the bridge surface system , protective coating
箱梁制造由钢筋工程、模板工程、混凝土工程、预应力工程、移存梁工程、孔道压浆工程、梁体封端工程、桥面防水层和保护层工程等施工环节组成。文中介绍的采用胎具制作和绑扎钢筋，分底腹板和顶板分别绑扎并吊装钢筋骨架入模；拆装式和液压式两种模板的设计、制作要求和使用方法；综合考虑、优化混凝土配合比，混凝土灌注从两端至中间、先底板、后腹板、再顶板的施工顺序和斜向分段、腹板水平分层、附着式振捣为主、插入式捣固为辅的施工工艺，蒸汽养护的方法和规定；应力应变双控制确保预应力施工质量的施工技术；采用重物移运器有效移梁的施工方法；压浆、封端、桥面防水层和保护层施工的一些规定和注意事项等都是对箱梁制造行之有效的施工技术和施工方法，并可为以后类似施工作借鉴。
Because of over stressing chinese as a tool , lack of deep research into inner meaning of writing proposition , writing proposition being out of date , lack of communication with each other among teachers ; so teachers have not formed scientific proposition concept and principalallalong . during teaching , writing proposition is apt to fictionalization , similarization , modelization thus writing teaching is inefficient and falls into the position of effort but no gains . today , information age and curriculum reform put forward higher require for writing education . the thesis sings high praise of humane education and student - based curriculum reform . the thesis pays attention to cultivating writing based on student language personality and conciousness oflanguage life , stresses on building writing motivation suitable to students ' temper
在这一背景下，写作教育，应该而且能够为培育人才的良好的言语素养发挥重要作用，以往陈旧的写作教学观念亟待更新，命题的理念、方法和实践亟需变革。本文高扬人文教育、学生本位的课程改革的精神，关注学生的写作主体性、言语人格和言语生命意识的培育，注重确立“应性”写作动机，既注意满足学生的生存性、实用性写作的需要，又注重对他们的存在性、审美性写作动机的激发，强调命题应顺应人的言语潜能和精神需要，顺应人的发展和言语上自我实现的需要。