查询词典 self-restraint

And Cohen's criticism of the principle of self-ownership is refutation of the thesis of self-ownership because the principle of self-ownership is supported by the thesis of self-ownership.

柯亨注意到，从直觉出发，这一命题似乎具有不可抗拒的道德吸引力。

However, the Kantian and Dworkin-style objection say that Nozick doesn't stick to the principle of self-ownership because self-ownership as a concept can't be logical tenable, and hasn't the definite meaning, so there can be not the principle of self-ownership, let alone that the principle of self-ownership forms the nature of Nozick's theory of justice in holdings.

柯亨对自我所有概念的逻辑分析表明，既然自我所有概念在逻辑上是成立的，康德式的以及德沃金式的反对意见也就不攻自破。

Self-assessment, self-verification and self-enhancement were regarded as "big three"self-motive theories by Western researchers.

已有研究认为主要的自我动机有自我评定、自我验证和自我增强。

Based on the theory of human subjectivity, A Maslow's hierarchy theory of needs and Objective management, the thesis emphasize the self-management in junior high school. Starting with analysis of the present situation, the thesis investigate the functions of performing self-management. From her own experience as a headteacher, the author gives a sutle analysis of the way to promote the socialization of students, the way to optimize class management and the way to foster citizens for the future. The methods, measures, steps and results for self-measurement are introduced according to her class management stages (i.e. management under guidance of headteachers, cooperation between teachers and students, self-management by students). Finally, the remaining tough issues during her experience are dissected and the author gives suggestions to perfect the management patterns.

本文以主体性理论、马斯洛需要层次理论、目标管理理论为依据，阐述了在班级管理中实施初中生自主管理的重要性；从目前初中生特点、初中班主任工作现状入手，分析当今班级管理的现实；从促进学生的社会化、优化班级管理效果、培养未来社会公民等方面分析了实施初中生自主管理的作用；从自己作为第一线班主任教师的工作实际中，分别介绍了班主任导管、师生共管、学生自管三个阶段实施初中生自主管理的手段、方法、具体措施及取得的成效；最后分析了自主管理实施过程中存在的诸多问题，为进一步更好的进行管理提出了建议。

In allusion to weak point of traditional PID control can't effectively tracking parametric variation of control system ,utilize neural network have predominance that self-study、self-organization、associative memory、concurrent processing and can get satisfactory result in complex control system on the basis of double closed loop,advance apply adaptive linear element network—Adaline network, which has self-learn and self-adjust ability.

在双闭环控制的基础上，针对经典PID调节器不能有效跟踪控制系统参数变化过程这一弱点，利用神经网络具有自学习、自组织、联想记忆和并行处理等功能和对于复杂系统控制可以达到满意效果的优势，提出了采用具有自学习和自适应能力的单神经元网络——Adaline网络，来构成一种神经网络自校正控制器。

The result shows:⑴The self-control problem of the senior middle school students esists in every aspectsuch as learning, living and entertainment,and is concretely represented at two aspects, theyare "What should do is not done" and "what should not do is done";the self-control capacityis affected by many inside factors, including faith, goal, volition, self-confidence and self-indulging, and many outside factors, including environment, outside tempt and stress.

研究结果表明：⑴高中生在学习、生活、娱乐等方面普遍存在自我控制问题，具体表现在&应该做的而没有去做&和&不应该做的而去做了&两个层面；高中生的自我控制能力受信念、目标、意志力、自信心和自我放纵等内在因素和环境、外界诱惑、压力等外在因素的影响。

It is so every day, Self-confident because of feeling self-humiliation, concerned about face-saving because of feeling self-humiliation, love vanity because of feeling self-humiliation.

每天都是这样，因为自卑而自信，因为自卑而爱面子，因为自卑而爱虚荣。

Lacan holds that self-formation cannot be fulfilled without the self and its counterpart(i.e.mirror-reflected self image) and self will be identified by the image.

拉康认为，自我的建构离不开自身也离不开自我的对应物，即来自于镜中自我的影像；自我通过与这个影像的认同而实现。

There exists a positive correlation in the analysis of the relationship between the students" proficiency test of self-explanation and academic performances in the correlation reaearch of the students" proficiency test of self-explanation and academic performances: there is a close relationship between academic performances of students and the mastery level of chemical concept study. As for the students with higher level of self-explanation,their quality of learning is higher and their academic performances are relatively better, proving that there is a close positive correlation between the academic performance of the test subjects and their self-explanation ability.

在对自我解释水平与学科成绩方面的相关性的研究中通过对被试学生的自我解释水平测试与学科成绩之间的分析发现了两者之间存在着正相关；学生的化学学科成绩与化学概念学习掌握水平之间存在着密切的关系，自我解释水平较高的学生化学概念学习质量较高，学科成绩也比较好，化学学科成绩与学生自我解释水平的存在着密切的正相关。

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。