| 1. | This can be subdivided into four main sub - categories
这种模式可以被分成四种主要的子模式： |
| 2. | A data schema , especially a data subschema in a relational data system
关系数据系统中的数据模式，特别是子模式。 |
| 3. | Nested and context sensitive definitions of subpatterns are only one style available in relax ng
子模式的嵌套（以及上下文敏感）定义只是relax ng中可用的一个样式。 |
| 4. | " yangzi model " has gained wide attent ions of the press and led to inside and outside of the press further think ing
“扬子模式”引起了业界广泛的关注，引发了业界内外深入的思考。 |
| 5. | Finally , discussion on the choice of the modes is conducted and problems involved are briefly analyzed so as to promote it to all the teacher concerned
最后，对模式的选择和各自的子模式进行了讨论，对课题研究中存在的问题作了简要分析，以利于向广大教师推广。 |
| 6. | In order to solve the question that xml document was too big , the intermediate result was divided into sub - schema to realize the conversion of xml schema to relational schema
为了解决xml文档数据量过大的难题，采用了子模式方式以分割中间结果。实现了将xml模式转换为关系模式的算法。 |
| 7. | That is of our interest and is explored in the thesis ' s second part . we proposed sppca & spflda feature extraction methods . contrary to matpca & matflda , they follow a first - partition - then - extraction procedure
在本文的后一部分，我们就对此进行了研究，提出了具有先分解后提取过程的基于向量子模式特征提取的方法( sppca和spflda ) 。 |
| 8. | Thereby a dynamic system composed of power , philosophy and education would grow up . in it , the determing factor is the power that dominates the rest factors in the social field . it gives each subordinate educational mode as well as the general one
它既决定教育的总模式，也决定在这个总模式之下生成的各个“子模式” ，如教师模式、学生模式、教育内容模式、教育方法模式、教育评价模式等。 |
| 9. | In these two methods a vector pattern is firstly partitioned into a set of sub - patterns , i . e . each sub - pattern in this set is only a part of the original vector pattern . after the partition , traditional pca & flda are used on these sub - pattern sets for sub - feature extraction
它首先将模式数据适当的分成若干个独立的子模式，然后分别对其子模式集使用pca和flda方法进行特征的提取，最后将所有获得的子特征作为模式的最后特征并用于分类。 |
