创造性

When sexual behavior happens, the stage is very close to the palace of God where it reveals itself through creative immateriality.

在性行为发生的时候，爱人经过交合，那个阶段很靠近神的殿堂，靠近他以创造性的无形来显现的地方。

I always try to get some sort of aesthetic lightness and creative immediacy along with the lowest production costs.

我一直尝试去得到一些美学上的轻盈感和伴随最低制作成本的创造性。

Using heating plate can result in non uniform heating and poor accuracy, while the disadvantages of immersion heater are interferences between samples and digestion device.

本项目创造性使用预制石墨块作为导热媒质，把浴式加热和平板加热二者的优点结合在一起，解决了上述问题。

As a "subject", the impellent of the teachers' subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers' activity, sociality, independence and creativity, that is the teachers' subjectivity in the professional development.

第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"

As an "acceptor", the teachers" professional development will be influenced by many exterior factors, namely the restrictions and limitations, which includes the factors from the society and school which are expounded on from the outside to inside and one tier after another. As a "subject", the impellent of the teachers" subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers" activity, sociality, independence and creativity, that is the teachers" subjectivity in the professional development. As an "object", teachers have obvious characteristics and relatively centralized needs and attention in their development, so the teachers"development is quite different from other professional development in developing phases and training modes, viz, the uniqueness of the stages of the teachers" professional development. The factors analysis connotes two clues. One is the lognitudinal analysis from "acceptor" to "subject", the other is lateral analysis from the "object".

外在影响因素包括社会影响因素和学校影响因素两方面，采用由外向内，逐层递进的考察方式；第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"；第三个层面是把教师看作"本体"，教师在专业发展中具有相对明显的阶段性特征和相对集中的教师发展需要与教师关注点，教师专业发展作为一种相对独立的专业发展历程，有区别于其他专业发展历程的独特的发展阶段特点和培养模式，即"教师专业发展的独特阶段性"。

The Other houses of the street, conscious of decent lives within them, gazed at one another with brown imperturbable faces.

他在语言应用与文体风格上的创新对20世纪的文学有极其深刻的影响，被公认为西方现代文学大师，一位具有真正创造性的天才。

Implicit theories of teachers'creativity play an important role in the development and training of students'creativity.

教师的创造性内隐观对学生创造力的培养和发展起着至关重要的作用。

This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the 'creative temperament'-it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again.

这种优柔寡断的敏感被赋予美名'创造性的气质'，对于反应性，他毫无作用，但对希望这倒是一个非凡的礼物，一个浪漫的情绪，这样的敏感是我在其他人身上从未发现过的，并且也不可能再发现。

This responsiveness had nothing to do with that flabby impressionability which is dignified under the names of the "creative temperament"-----it was an extraordinary gift for hope, a romantic readiness such as I have never found in many other person and which it is not likely if shall ever find again.

这种敏感和通常美其名曰"创造性气质"的那种软绵绵的感受性毫不相干--它是一种异乎寻常的水葆希望的天赋，一种富于浪漫色彩的敏捷，这是我在别人身上从来发现过的，也是我今后不大可能会再发现的。

This responsiveness had nothing to do with that flabby impressionability which is dignified under the name of the "creative temperament."--it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again.

这种敏感和通常美其名曰"创造性气质"的那种软绵绵的感受性毫不相干--它是一种异乎寻常的水葆希望的天赋，一种富于浪漫色彩的敏捷，这是我在别人身上从来发现过的，也是我今后不大可能会再发现的。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。