1. 采用文献分析的方法深入剖析清末民国时期瘟疫下的哈尔滨社会。
To study society of Harbin that existed in plague between late Qing Dynasty and liberation by the literature analytical method from historical-sociology this new visual angel.

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2. 民国时期,我国中医历经磨难,中医的“存废之争”贯穿整个历史过程。
In the period of the Republic of China when Traditional Chinese Medicine underwent its moments of toughness, the debate over whether it should be developed or abolished lasted throughout this period.

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3. 今天值此世界土著人际日,我谨代表欧盟表达对世界各地土著人民的支持。
Today, on the International day of the world's indigenous people, I want to send a message of support to indigenous peoples around the world on behalf of the European Union.

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4. 民国时期湘西十县报刊出版活动,是湘西历史文化研究领域不可忽略的重要现象。
Newspaper and periodical publications of the ten counties in Xiangxi during the period of the Republic of China(1912-1949) are not to be neglected in studying the history and culture of Xiangxi.

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5. 以上海为例,来分析民国时期乞丐群体形成的原因,可对当今社会起到借鉴作用。
Taking Shanghai as an example, the forming reasons of the Republic of China beggar community is analyzed and this analysis can play a mirror role to today's society.

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6. 他还能够辩证地看待侈靡式消费,并就民国初年东北经济的振兴提出了具体的对策。
He also could view dialectically luxury consumption and put forward practical solutions to the economic revitalization of the Northeast China in early years of ROC.

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7. 广西民国照片直观地记录了民国时期广西的社会概貌,具有文字文献无法替代的价值。
Guangxi photographs taken in the period of Republic of China are the direct record of local social profiles. They are invaluable and can not be replaced by literal documents.

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8. 社会安全号码在大韩民国暴露在互联网上的网站等,所以风险盗窃或犯罪通过互联网可以利用。
Social Security number in the Republic of Korea is exposed on the Internet web site by others, so the risk of theft or crime through the Internet can be exploited.

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9. 人力车是民国时期各城镇中的重要交通工具,人力车夫也因此成为一个数量可观的特殊职业阶层。
The rickshaw was an important means of transportation in all cities and towns in Republican China, and because of this rickshaw pullers formed a very large special occupational class.

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10. 每年在声援巴勒斯坦人际日,我们都要思考巴勒斯坦人的状况,考虑我们还能为和平做些什么。
Every year on the International Day of Solidarity with the Palestinian People, we reflect on the situation of the Palestinians and consider what more we can do for peace.

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11. 本文通过对清代到民国时期鄂尔多斯垦殖的全面研究,剖析了农业垦殖活动对该地自然环境的影响。
The dissertation comprehensively studied the reclamation of the undeveloped land in Ordos region from the Qing Dynasty to the Republic of China, and analyzed its influences on the local environment.

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12. 中国地主的大规模城居开始于明清时期,民国以来成为十分普遍的现象,在江南这种状况更为典型。
The landlords for a large scale moved to live in the cities and towns from Ming and Qing periods, and in MinGuo period this phenomenon became very popular, special in Jiangnan of China.

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13. 最后,指出以上述原则为指导的现代民事诉讼程序及其相关制度已在民国初期的中国逐步推广开来。
In the end of this chapter, the author points out that the modern civil procedures and relevant systems directed by so-called principles above has been spread out over China in the Early Republican.

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14. 民国时期,由于人们衣着方式的改变,出现了三类新的放置衣服的家具,即大衣柜、小衣柜和衣帽架。
Due to the changes of clothes styles, three new types of furniture to store clothes appeared in China Republic. They are armoire, chest of drawers and coatrack.

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15. 民国时期北京古都商业街以大型商业街、常规商业街、专业商业街的形态存在,具有强烈的时代印记。
Republic of China time Beijing ancient capital business street by large-scale business street. Conventional business street. The specialized business street shape existence has the intense time mark.

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16. 民国时期的女子职业教育在教学上处处体现了引领学生积极参加实践,自主创业为社会担当责任的精神。
Finally, the spirit of putting what the students had learned into practice, starting an enterprise by themselves to shoulder the duty of our homeland's prosperity was greatly advocated.

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17. 本文对民国时期图书馆人员的来源、职位分类、薪金收入、社会地位等方面的情况进行初步的分析和探讨。
This paper analyzes and discusses about the source, job classification, salary income, social status and other aspects of the library staff in the period of Republic of China.

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18. 如果你去给她穿民国或者三线时期的服装,一看就明白了,人也不会去想这个作者在这里面要去讲什么话。
If you have her wear clothing from the Republic Era or the days of the third line and he understands it, he won't go and think about what the artist is trying to say.

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19. 目的不是为了简单地评价其好坏、对错,而是重新认识这一文化现象在民国上海社会变迁情境中的历史意义。
Purpose is not simply to evaluate the good or bad, right or wrong, but a fresh understanding of this cultural phenomenon in the context of social change in Shanghai's history.

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20. 造成鉴定困难有:出版跨清末民国时代,避讳、纪年和形制等不被遵循,翻印缺刊印时间和出版机构等因素。
The identification difficulties focus on the problems of the cross-dynasty, the non-specific on the taboo, year dating and form, and the lack of print time and press on the republications etc.

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21. 民国时期的物权法在当时是一部内容较为完备,体制比较合理,有着鲜明时代特色并渗透着中国传统文化元素的法律。
At that time, the law of property in the Republic of China era was an act with integrated content, rational system, vivid times' characteristic and the elements of Chinese traditional cultures.

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22. 这些都使得民国时期侨校蕴含着许多现代性因素,亦是该时期闽南侨办学校蓬勃发展,并取得良好办学效果的重要原因。
All these led to the modern factors of the schools promoted by overseas Chinese, and these were the reason why the schools can get excellent results.

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23. 在民国时期种类繁多的社会调查中,以燕京大学社会学系为主体所进行的一批社会调查迄今为止尚未在学界引起多少注意。
In many kinds of social investigation appeared in Republic China, the investigation by the Department of Sociology of Peking University has barely been noticed so far by academic circles.

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24. 这种教学模式延续到民国初年,后被大规模涌入中国的西方实用主义和人文主义教育思想打破,历史教学发生了质的变化。
This mode lasted until the beginning of ROC when it was substantially changed by the Pragmatism and humanism education thoughts then pouring into China from western world.

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25. 第二章从中国历史分期中来探讨“古代”和“近代”的表述,呈现清末民国史家通过历史书写来寻求自己民族的历史定位。
The second chapter presents how the historian in the end of Qing Dynasty sought the historical position of his own nationality according to the compilation of history textbook.

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26. 第二部分从宏观方面,对民国早期大学教育管理体制进行研究,包括中央教育行政机构和地方教育行政机构的设置情况的考察。
The second part generally elaborates on the undergraduate education management in earlier Min, including the establishment of the central and local ministries of education.

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27. 第二部分从宏观方面,对民国早期大学教育管理体制进行研究,包括中央教育行政机构和地方教育行政机构的设置情况的考察。
The second part generally elaborates on the undergraduate education management in earlier Min, including the establishment of the central and local ministries of education.

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