关系疏远的英文

• stand off

• "关系"英文翻译    relation; filiation; relatio ...
• "疏远"英文翻译    drift apart; not in close to ...
• "关系疏远的,脱离的" 英文翻译 :    remote a
• "疏远" 英文翻译 :    drift apart; not in close touch; keep at a distance; become estranged 互相疏远 be [become] estranged from each other; 一场争吵使他与家人疏远了。 a quarrel had estranged him from his family
• "跟疏远" 英文翻译 :    estrange oneself from sb
• "和……疏远" 英文翻译 :    lose touch with
• "使疏远" 英文翻译 :    estrange 使某人跟朋友们疏远 estrange oneself from one's friends
• "疏远，隔离" 英文翻译 :    estrangement
• "疏远，转让" 英文翻译 :    alienation
• "疏远的" 英文翻译 :    aloof; chilly; distant; icy; intimate; lt gt; remote
• "疏远者" 英文翻译 :    alienator
• "远离；疏远" 英文翻译 :    stand off
• "保持疏远" 英文翻译 :    keeone's distance; keep one's distance
• "对…保持疏远" 英文翻译 :    keesb at a distance
• "翻脸，敌对，疏远" 英文翻译 :    turn against
• "互相疏远" 英文翻译 :    be estranged from each other
• "可疏远性" 英文翻译 :    alienability
• "冷淡, 疏远, 轻视" 英文翻译 :    cold-shoulder
• "疏远的记忆" 英文翻译 :    distant memories
• "疏远某人" 英文翻译 :    throw ~ water on
• "与…疏远起来" 英文翻译 :    grow away from
• "远离地，疏远地" 英文翻译 :    distantly
• "家人和我疏远" 英文翻译 :    they could no longer accept me fully as on e of them
• "使疏远, 离间, 使离开" 英文翻译 :    estrange
• "使疏远, 使离开, 离间" 英文翻译 :    estrange from

• Their dad is not a remote person who disappears in the morning and reappears at night .
  他们的爹爹不是一个早出晚归，关系疏远的人。
• More than 42 percent of teenagers living in one parent families who did not have a strong bond with their mother used drugs
  生活在单亲家庭，和母亲关系疏远的青少年存在着滥用禁用药品的现象。
• Either way , so long as things are going badly with washington , they ( the russians ) ought to be trying to praise china and / or western europe away from america
  无论使用什么手段，只要俄罗斯与华盛顿的关系恶劣，它们必然要竭力拉拢中国及/或与美国关系疏远的西欧国家。
• A florida appeals court issued a stay in the dispute over anna nicole smith ' s body , ruling that her remains cannot be moved to the bahamas until the court hears a challenge from her estranged mother
  佛罗里达州的一家上诉法庭对安娜?妮可?史密斯遗体争论问题作出暂时不动的决定，法庭在审理她疏远母亲的问题（审理了与她关系疏远的母亲的上诉）后，才能裁决其遗体是否移到巴哈马。
• Teachers viewed bullies as hot - tempered , doing poorly at school work , physically strong , always anxious , popular and thought they come from a family background which is characterized by a lot of physical punishment , inconsistent discipline , distant relationships and physical or emotional abuse ; they thought of victims as having learning difficulties , having few friends , having low self - esteem , lacking social skills , unassertive or passive , having physical disability , physically weak and being over - protected by parents . 5 . teachers recommended more positive strategies to victims
  4 、中小学教师认为，与受欺负者相比，欺负者以下特征更为明显：脾气暴躁、学业不良、身体强壮、经常焦虑、受欢迎、在家庭中经受了大量的身体惩罚和身体或情感虐待、父母管教不一致、家庭关系疏远；与欺负者相比，受欺负者在下述特征上表现更为突出：有学习困难、没有朋友、低自尊、缺乏社会技能、不自信或被动、有身体缺陷、身体弱小、父母过度保护。
• The main features of informal communities at junior high school at rural district are : ( 1 ) forming reason , not only space distance , ability attraction , interests , personalities which are found in the early researches , but also economic condition of the families , living environment ( counties and country sides ) , original foundation of relationships ; ( 2 ) the qualities students choose when they look for their partners are positive , healthy , and are basically consistent with their parents " expectations ; ( 3 ) contents of activities , not only study , chat , travel and play , interesting actions , but also doing some rural work to help adults ; ( 4 ) nature , most of the communities " behaviors seldom break disciplines and laws and they seldom have leaders who have obvious position and influence ; ( 5 ) we can consider the students informal communities which are based on interests and hobbies as advantageous condition in the management of class , it ' s difficult to manage the students communities which are drafted apart from class
  2 、贫困地区农村初中学生非正式群体的主要特点是： ( 1 )形成原因上，除以往研究中发现的空间距离、能力吸引、兴趣、性格以外，还包括家庭经济条件、生活环境(乡镇和山村) 、原来关系基础等因素； ( 2 )学生选择伙伴时所趋同的品质都是积极上进的、健康的，并基本与家长的期望相一致； ( 3 )在活动内容方面，除一起学习、闲聊、游玩、兴趣活动以外，还有帮助大人干农活； ( 4 )大多数学生群体较少有违纪或违法行为，群体中具备明显地位和影响力的自然头领较少； ( 5 )以兴趣爱好为基础结成的学生非正式群体在班级管理中可作为有利条件，与班级关系疏远的学生非正式群体是班级管理中的难题。