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We learn about life not from plusses alone, but from minuses as well.

我们不只是向成功学习生活的哲学，我们也得向失败学习。

His works are mainly concerned with the lower class people, especially the historical suffering and present predicament of East European Jews and American Jewish immigrants. The ordinary people depicted in Malamud\'s novels are very similar to the schlemiels in traditional Jewish literature. They suffer a lot in their life, and thus want to escape from their shameful past and try to seek a new ideal life. However, they can not break away from their Jewish heritage they once deserted at the bottom of their heart. At last, they learn to live a life of imprisonment and adhere to an ethic of conscience, responsibility, love, and mercy.

他的作品主要以社会最底层的人物作为描写对象，尤其展示了东欧犹太人和美国犹太移民的历史遭遇和现实困境，这些小人物就类似于传统犹太文学当中的傻瓜式人物施勒密尔，他们多灾多难，渴望逃避过去，追求梦想的新生活，但在内心深处与他逃逸的传统无法分割，最终学会生活在一种自我禁锢的环境里，执着于良知、责任感、怜悯、和爱。

Of all the social strata and political groupings in semi-colonial China, the proletariat and the Communist Party are the ones most free from narrow-mindedness and selfishness, are politically the most far-sighted, the best organized and the readiest to learn with an open mind from the experience of the vanguard class, the proletariat, and its political party throughout the world and to make use of this experience in their own cause.

因为半殖民地的中国的社会各阶层和各种政治集团中，只有无产阶级和共产党，才最没有狭隘性和自私自利性，最有远大的政治眼光和最有组织性，而且也最能虚心地接受世界上先进的无产阶级及其政党的经验而用之于自己的事业。

This gentle, cultivated and modest young leader has abundant culinary experiences and outstanding achievement in management. The most surprising thing is that he has several foreign prentices from Australia and USA who come over to China across the oceans just in order to learn the skills from him.

这位温文尔雅、内敛谦逊的年轻少帅却有着丰富的从厨阅历和骄人的管理业绩，最令人惊叹的是他还有几位远渡重洋专程从澳大利亚、美国等国家来华向他拜师学艺的洋弟子。

The investiture was a sort of sacrament in virtue of which the youth was freed from guilt contracted from his parents and became Dvi-ja, twice-born, with the right to learn the sacred Vedic texts and to take part in the sacrifices.

该investiture是一种美德圣礼在该青年是摆脱负罪感合同由他的父母，并成为的DVI子，两次出生的，有权了解神圣的吠陀文本和参加的牺牲。

The author discovered in the exploration, firstly, in Zhu Xi"s reading view both pays great attention the reader to text"s assurance, causes the reader as not to be separated from the text so as to do surpasses the text threshold the understanding, and pays great attention the reader individual experiences seepage to the influence of the reading result which causes the reader not only book not on only, displays the reader individuality fully; Next, Zhu Xi's opinions pays attention to the familiarity with fine thinking, thought that is familiar with fine thinking is the understanding foundation, thinking in reading, reading in thinking, can have a feeling to become aware, also pays great attention to fulfilling experience, thought that the reader wants to experience attentively at the same time, pursues internal conjunction of the reader's and the author's mind, pursues a kind of communication of mind, on the other hand we must use the practice to experience, and to pursue the reader's reading result and the life exchange, only then such reading result can penetrate thoroughly; Finally, Zhu Xi's view also pays great attention the knowledge that soaks thoroughly the penetration. It is thought that the reader must proceed in an orderly way, neither anxiously nor slow, work carefully and make steady progress from the easy to the difficult, and using analogy to make the knowledge interpenetration, learn with a lively mind, and increase reader's ability for the next reading .

在探索中笔者发现，首先，朱熹的阅读观中既注重读者对文本本身的把握，使读者不至于脱离文本做超出文本阈限的理解，又注重读者个性经验的渗透对阅读结果的影响，使读者不唯书不唯上，充分发挥读者个性；其次，朱熹阅读观还注重熟读精思的重要性，认为熟读精思是理解的基础，在读中思，于思中读，才能有所感悟，又注重体验践行，认为读者一方面要用心体验，追求读者与作者心灵内部的契合，追求一种心灵的对话，另一方面要用实践去体验，追求读者阅读结果与生活之间的交流融通，只有这样的阅读结果才能深入透彻；最后，朱熹阅读观还注重知识的浃洽贯通，认为读者读书要循序渐进，不急不缓，由易到难一步一个脚印去做，并运用类推的方法使知识相互贯通，活学活用，使读者的下次阅读受益。

So just to learn in class can only be self-enclosed, from the perspective of human development is far from enough.

因此仅在课上学习只能自我封闭，从人的发展角度来看是远远不够的。

So just to learn in class can only be self-enclosed, from the perspective of human development is far from enough.

皮亚杰认为：&儿童如果不具有自己的真实活动，教育就不能成功。&

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

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年美国个人破产法的一个改动使得破产登记急速下降，而后引起了信用卡大规模的亏损。

Eph. 4:23 And that you be renewed in the spirit of your mind

弗四23 而在你们心思的灵里得以更新