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What is love, or friendship* Is it something material a ball, an apple,Is it capable of no extension,no communication* Lord Kaimes defines love to be a particularization of the general passion.

何谓爱情*何谓友情*是一些实在的东西吗*是球、苹果、玩偶……可以信手拈来、随意给人的实物吗*是不能深化、不能交流的吗*Kaimes勋爵给爱情下的定义是,爱情是一般激情的特殊体现。

Lord Kaimes defines love to be a particularization of the general passion. Butthis is the love of sensation, of sentiment ... the absurdest of absurd vanities: it is the loveof pleasure, not the love of happiness. The one is a love which is selfcentered, selfinterested

Kaimes勋爵给爱情下的定义是,爱情是一般激情的特殊体现,但这是肉欲之爱、情欲之爱……是荒谬绝伦的逢场作戏,是寻欢作乐的爱,不是幸福的爱。

Lord Kaimes defines love to be a particularization of the general passion. But this is the love of sensation, of sentiment—the absurdest of absurd vanities.

凯米斯勋爵用一般激情的特殊体现来为爱情下定论,但这种爱只是肉欲,只是情欲——是荒唐透顶的逢场作戏。

Chapter 1 of Measures for the Management of Pawnbroking (Economy and Trade Committee of the Country,2001) defines "pawn" scientifically, and provides that property right and real estate can also be the subject of pawn, thus the breakthrough of traditional business scope in pawnbroking is approved by legislature .

2001年国家经贸委《典当行管理办法》第一章科学地界定了典当的概念,规定了不动产、财产权利也可以成为典当标的物,从而在立法上肯定了典当业对传统经营范围之突破。

This study follows "analyzing theory-developing tool-investigation andstatistics-displaying relationship-proving hypothesis", defines the connotation ofteaching aesthetic ability by methods of literature research, questionnaire investigation and factor analysis, explores the structure of teaching aesthetic ability which comprises perceptibility, design ability, operation ability, apprehension ability and evaluation ability by exploratory and confirmatory factor analyses; And develops "Teacher"s teaching aesthetic ability appraisal scale in primary and middle school" and "Teacher"s aesthetic conception and consciousness questionnaire", analyses the developmental characteristics of teachers

本研究遵循"理论分析——研制工具——调查统计——揭示关系——验证假设"的思路,采用文献研究、问卷调查、因素分析等方法,界定了教学审美能力的内涵,通过探索性因素分析和验证性因素分析,探索出了教学审美能力是由教学审美感知能力、教学审美设计能力、教学审美操作能力、教学审美理解能力、教学审美体验能力和教学审美评价能力六个因素构成的整体结构;并在此基础上编制了"中小学教师教学审美能力评价量表",解决了中小学教师教学审美能力测量工具缺乏的问题,具有科学性和实用性。

This thesis establishes constrained motion model and sensor model of a mobile robot to represent mobility and perceptivity, respectively, and defines the k step reachable region to describe the states that the robot may reach. We show that the calculation of the k step reachable region can be reduced from that of 2k reachable regions with the fixed motion styles to k + 1 such regions, and provide an algorithm for its calculation.

首先建立了移动机器人约束运动模型和传感器模型用于描述机器人的移动和感知,给出了可达区定义,即机器人在有限步内可能到达的区域,在此基础上证明了在k步不同运动模式下多达2k个可达区的计算可以降为k+1个可达区的计算,并提出了k步可达区由k+1个扇形组成的计算算法。

Firstly it defines a periodic moment function based on the region of a shape.

该算法是一种基于区域的不规则形状描述法。

Since the criminal pattern of the underworld depends on its organizational pattern, the present legislation defines and punishes it as an organizational behavior, which leads to the legislative damage in definition and punishment of this kind of crime, and to the unclear description of its criminal perniciousness.

黑社会的犯罪模式依附于组织模式。目前在立法层面上只将其作为组织行为进行界定和处罚,使对该类犯罪行为的界定和处罚显现立法的缺损,犯罪的危害性得不到清晰的描述。

From the differences Olivia defines, like her Chinese half-sister Kwan's mysterious behavior or pidgin English, we can see that Kwan and her Chinese cultural heritage are categorized by her as the Other.

从主角所表达的她和其同父异母的姊姊关的差异,如关的神秘性与其洋京滨英语,我们知道奥丽维雅视关与其中国文化传统为他者。

In daily work, independent thinking, stringent and pragmatic, dedicated, innovation is the basic requirement for his piron, he always adhere to the National People's Congress and the standardization, creative work efficiency and defines the theme, obey services in the overall economic and social development.

在日常工作中,独立思考,严谨务实,忠于职守,开拓创新是刘强对自己的基本要求,他始终坚持人大工作的规范性、创造性和实效性,紧扣时代主题,服从服务于全县经济社会发展大局。

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Do you know, i need you to come back

你知道吗,我需要你回来

Yang yinshu、Wang xiangsheng、Li decang,The first discovery of haemaphysalis conicinna.

1〕 杨银书,王祥生,李德昌。安徽省首次发现嗜群血蜱。

Chapter Three: Type classification of DE structure in Sino-Tibetan languages.

第三章汉藏语&的&字结构的类型划分。