动机的

With his dissimulation and compensating zeal, his accomm odations and rationalisations, his mix of motives (careerism, but also fear an d genuine belief) and his proximity to the suffering he nevertheless condoned, Simonov provides exemplary answers to the questions that weave through the bo ok.

随着他的自我掩饰与之后补救性的热情，他的自我调节与理性化，他复杂的动机的集合（职业素养使然，以及恐惧与真诚的信仰）以及对于自己也无法宽恕的苦难的切身体会，西蒙诺夫给出了萦绕于书中的问题的模范性质的答案。

In my opinion, in the new course reform, the roles of the- Chinese teachers are: 1. Imparter for the Chinese knowledge. 2. Promoter for study of students. 3. Developer for study motivation. 4. Constructor for class resources .5. Conductor for class teaching. 6. Organizer for teaching class. 7. Equal communicator with students. 8. Designer and carrier for teaching activity. 9. Valuator with fairness and justice. 10. Guider for psychological health. 11. Researcher for educational and teaching theory as well as practice.

因此，笔者提出自己的观点，认为在新课程改革中，语文教师应该是：一、语文知识的传授者；二、学生学习的促进者；三、学习动机的培养者；四、课堂资源的建构者；五、课堂教学的引导者；六、课堂教学的组织者；七、与学生平等交流的对话者；八、教学活动的设计实施者；九、公正合理的评价者；十、心理健康的指导者；十一、教育教学理论与实践的研究者。

Nay, the Church itself by its admirable propagation, sublime sanctity, and inexhaustible fecundity, by its Catholic unity and invincible stability, is a great and perpetual motive of credibility and irrefragable testimony of its Divine mission see Conc.

不仅如此，教会本身，由它令人钦佩的繁殖，崇高的神圣性，和取之不尽，用之不竭的繁殖力，其天主教的团结和稳定，立於不败之地，是一个伟大的和永恒的动机的可信性和不可争辩的证明了它的神圣使命

This paper gets the following conclusions through analysis: I The differences of anaphoric and cataphoric reference in English and Chinese are: The use frequency of pronouns in English is much higher than in Chinese; Zero anaphor is a unique coreference form in Chinese text; Cataphoric reference occurs less frequently than anaphoric reference, therefore it is always explained as exceptional cases with communicative motivition or means to strengthen stylistic effect.

在英语语篇中的使用频率远高于在汉语中的使用；汉语所特有的英语中缺乏的指同形式——零照应为汉语语篇中的一大显著特征；反指在文章中的出现频率远远低于前指，因而反指被解释为含有交际动机的例外现象，或为加强文体效果而存在的手段，这一点是英汉文章中反指的共同现象，而汉语区别英语之处在于汉语中大量出现的零反指现象，这一现象可以用来解释英语为形合语言而汉语为意合语言。

Some of the neuroeconomics topics we are studying at Caltech include: Why people find it difficult to attach dollar prices to goods that are not traded (like environmental harm, health, and safety); whether having too many choices actually makes people less happy with what they own; thinking strategically about what other people will do, when you are trying to outguess them or cooperate with them; how people behave when they fear economic unknowns (like starting small business or investing in countries with unstable political systems); deception in bargaining; the neural foundations of intrinsic motivation for working hard, like intellectual curiosity; and moods and investor sentiment in stock markets.

目前我们在加州理工学院从事神经经济学研究的课题项目包括：为什麽人们认为给不能用以交换的商品(如环境损害、健康、安全)定价格是困难的；面对太多的选择是否使人们竟然对自己拥有的现状感觉不甚愉快；当你试图智算他人或与他人合作时，从策略上考虑他们将做什麽；当人们担忧经济不可预测时（如：开创小企业，或投资于政治体系不稳定的国家），他们将采取什麽样的行为；讨价还价的骗术；努力工作的内在动机的神经基础；心态和投资者对股票市场的情绪，等等。

There are significant interplays between culture teaching and types of motivation, which are displayed in five aspects: 1 knowledge of custom versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively; 2 teaching communicative knowledge versus motivation of information medium and motivation of intrinsic interest respectively; 3 interactive teaching versus motivation of information medium, motivation of individual development, and motivation of social responsibility respectively; 4 teaching with modern technology versus motivation of information medium, motivation of individual development, motivation of intrinsic interest and motivation of social responsibility; 5 cultural knowledge related with the contents of the textbook versus motivation of information medium, motivation of individual development, and motivation of intrinsic interest respectively.

四、大学英语教育中文化教学与学习动机存在着显著的相互作用，具体表现在以下五方面，第一，风俗习惯知识分别与信息媒介动机、个人发展动机及内在兴趣动机；第二，交际文化知识教学分别与信息媒介动机、内在兴趣动机；第三，互动教学分别与个人发展动机、信息媒介动机及社会责任动机；第四，现代技术手段教学分别与信息媒介动机、个人发展动机、内在兴趣动机与社会责任动机；第五，与课本内容有关的文化知识分别与信息媒介动机、个人发展动机及内在兴趣动机。

I. e. conform and doing shopping type motive, pigeonholing and belonging to type motive, amusement and emotion type motive, practice that slowly and visiting friend type motive, friend-making and chasing the star type motive and exploring and bunting the strange motive, but the university student most main traveling motives are seeking knowledge motive, the slow pressure with the ownership motive, the entertainment and the emotion motive, practice and visits friends the motive.

结果 发现大学生旅游动机为六大类型，即从众与购物型动机、缓压与归属型动机、娱乐与情感型动机、实践与访友型动机、交友与追星型动机和探险与猎奇型动机，其中求知动机、缓压与归属动机、娱乐与情感动机、实践与访友动机是大学生最主要的旅游动机。

I coach people to drive. Last Sunday, I saw a tragedy. Two coaches collided with each other. A building collapsed.Many people clustered to see what happened. Five persons died during the collision. Coherent blood wet their clothes. And thewet cloths clung to their bodies. The police covered the dead with cloaks. A man volunteered to help them. His friendly behavior was a cloak for his evil intentions. A dead wonman clutched her purse tightly but he stole it. Few people noticed his coarse action. Then he wanted to escape from there but tripped over a coil of rope. His clumsy movement attracted the police. According to the clue a witness supplied, he was arrested. At the same time, a coal ship was sailing along the coast clockwise. One of my colleagues happened to be on the ship. His free time never coincided with mine. We only used Morse code to keeo in touch. So I was surprised to see him. What a coincidence!

我辅导人们驾驶上周日我目睹了一场悲剧两辆长途汽车互相碰撞一座建筑倒塌了许多人群集而来看发生什么了事情有5人在碰撞中丧生粘附的血弄湿了他们的衣服并且湿衣服粘住了他们的身体警察用外套盖住死者一个男人自告奋勇帮助他们他友善的举动实际上对邪恶动机的掩盖一名女死者牢牢握住她的钱包但还被他偷走了很少人注意到他的粗鲁行为然后他想逃离那里但被一卷绳索绊倒了他那笨拙的动作引起了警方的注意根据一名证人提供的线索他被捕了与此同时一艘煤船正以顺时针方向驶向海岸我的一个同事碰巧在船上他的闲暇时间从不和我一致我们只用摩尔斯密码保持联系因此我很惊奇地见到他真巧合呀！

More specifically, we use incentive, goal-setting-social cognitive, and social motivation theories to examine knowledge sharing within dyads and its influence on individual performance. One hundred and twenty participants functioning as interdependent manager dyads completed a strategic decision-making simulation.

更具体来说，我们利用激励的、目标规定-社会认知的和社会动机的理论来调查成对的人之间的知识共享及其对个人绩效的影响。120个作为相互依赖的成对管理人员的参与者完成了一个战略决策的模拟。

The conclusion to junior high school student"s learning motivation intervention tactics of Group Counseling is: Positive self-suggestion of the member of group; Coming from member of community "important others" encouragement of significant others support; leader of group helps the member of group to improve and study successful understanding on the Basis of WDEP system-, Group"s leader helps the member of group to study and form correct casual attributions cognition.

以团体心理辅导的方法对初中生学习动机的有效干预策略的结论是：团体成员积极的自我暗示；团体领导者收集来自团体成员&重要他人&的鼓励支持；团体领导者依据格拉塞的&WDEP&系统帮助团体成员改善学习成功的认识；团体领导者帮助团体成员对学习形成正确的归因认知；团体领导者为团体成员创设温暖接纳

It has been put forward that there exists single Ball point and double Ball points on the symmetrical connecting-rod curves of equilateral mechanisms.

从鲍尔点的形成原理出发，分析对称连杆曲线上鲍尔点的产生条件，提出等边机构的对称连杆曲线上有单鲍尔点和双鲍尔点。

The factory affiliated to the Group primarily manufactures multiple-purpose pincers, baking kits, knives, scissors, kitchenware, gardening tools and beauty care kits as well as other hardware tools, the annual production value of which reaches US$ 30 million dollars.

集团所属工厂主要生产多用钳、烤具、刀具、剪刀、厨具、花园工具、美容套等五金产品，年生产总值3000万美元，产品价廉物美、选料上乘、质量保证，深受国内外客户的青睐