查询词典 man-made

Reding makes a full man;conference a ready man;writing an exact man.

读书使人充实；讨论使人机智；写作使人准确。

The difference between man and pig: a pig is always a pig, man sometimes just cannot be a man!

人和猪的区别就是：猪它一直是猪，而人有时候不是人！

" I'll tell them,"I like Kobe Bryant the best, for, he is a man never gives up, a man never say "I can't", a man play every game with all his energy, he never find***planations for his failure, he is improving every time.

&我将告诉他&我最喜欢科比。布莱恩特，他是一个永不放弃，一个从不说'我做不到'，一个用全身精力去打球的男人，不会被失败击倒，他每时每刻都在进步着。

One maid plaints: The man that why matures, good man became the family's husband completely, doesn't the man that didn't marry have pretty?

一未婚女子感叹：为什么成熟的男人、好男人全成了人家的老公，没结婚的男人没一个像样的？

That is to say, if we want to re-explain the concept of"man", we should regard"man"as"man", not a tool.

人学范式转变的根本在于思维方式的转变。

This chapter re-explains the concept of"man"from the perspective of practice theory of Marxism. The ways of thinking play a fundamental role in man's cognition, so the key to change the re-explanation of the concept of"man"is the change of the ways of thinking.

人学范式在人的认识活动中起着根本性的作用，&人&的整体性观念的建构，关键在于人学范式的变换，也就是从本体论人学范式到实践论人学范式。

In this chapter the writer from the practice theory expounds what changes happen to the connotation of education and its specifics when the concept of"man"changes. The change is that the re-explanation of the concept of"man", which takes education as the practice activities which promote the development of man.

把教育理解成&在人的本质关系中促进人的自我发展与自我完善的交往实践活动&，我们认为符合人的本真，也是教育本真价值的体现。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

Man of iron;a strong determined person;man of iron will;man of steel

比喻刚直不屈的人；身体结实健壮的人。也叫&铁汉子&

Man who regards practice as its mode of life is sure to show rational concern and value self-examining to man"s past practice activity in order to restrict and guide its now practice and future practice. Therefore it will promote the overall development of the human society and man"s free and overall development.

以实践为其存在方式的人类，必然会给予人类既往的实践活动以理性关注和价值反思，以期规约和范导人类的现实实践和未来实践，从而推进人类社会的全面发展和人的自由全面的发展。

As she looked at Warrington's manly face, and dark, melancholy eyes, she had settled in her mind that he must have been the victim of an unhappy attachment.

每逢看到沃林顿那刚毅的脸，那乌黑、忧郁的眼睛，她便会相信，他一定作过不幸的爱情的受害者。

Maybe they'll disappear into a pothole.

也许他们将在壶穴里消失