情感的

First, emotional education should be centered on such aspects as the emotional needs, natural and negative human emotions.

首先，情感教育应该围绕人的情感需要，人的天然情感和人的负性情感三个侧重点展开。

Is precisely can write based on only then the emotion rich person drags the varied articles, the thesis is the student expresses the emotion demonstration soul the important channel, therefore we said that the thesis teaching takes on heavy responsibility of the student affective education to be duty-bound.

正是基于只有情感丰富的人才能写出摇曳多姿的文章、作文是学生抒发情感展示性灵的重要渠道，所以我们说作文教学担当起学生情感教育之重任责无旁贷。

Thus, the English reading materials, which can help increase students' intrinsic motivation, the positive affective factor, and in the meantime decrease their over anxiety, the debilitative factor, will put students on the track of favorable emotions.

因此，如果阅读材料能唤起学生内部阅读动机这一积极的情感并能有效地降低学生英语阅读中产生的过度焦虑这一消极的情感，阅读材料就可以让学生处于良好的情感状态之下。

Finally, must seep the emotion education to the classroom instruction content in, lets the student in study in the new knowledge to obtain the emotion experience, thus internalizes for own one kind of emotion, finally forms the whole the spiritual construction.

最后，要把情感教育渗透到课堂教学内容中，让学生在学习新知识中获得情感体验，从而内化为自身的一种情感，最终形成整体的精神建构。本文由中国论文联盟 WWW.LWLM.COM 收集整理。

Different subunits of affective disorder had different onset ages. The onset age of 90% bipolar disorder patients was before 25 years old. The patients before 50 years Old was risky to dysthymia. The patients with major depression had a lifetime risk of onset.

不同情感障碍亚型起病年龄不同，90%的双相情感障碍患者在25岁以前起病，情感恶劣在50岁以前存在起病风险，重性抑郁的起病风险持续终生。

We only then usually are strengthening the emotion analysis ability, enhances own cultural art tutelage unceasingly, can accurately grasp the song the sentimental main key, causes audiences sympathetic chord.

我们只有在平时加强情感分析能力，不断提高自身的文化艺术修养，才能准确地把握歌曲的感情基调，引起听众的共鸣。情感；情感体验；途径

In Stoicism, the pre-emotion is not a genuine emotion, because it does not involve an evaluative reaction by the agent; instead, it is the involuntary "jolt" which all humans experience upon the reception of certain powerful impressions.

在斯多葛主义哲学中，前情感并非真实的情感，因为通过这一中介它并没有涉及到一个可评价的反应，相反，它与&震惊&自然而然地关联在一起，所有人在接受到某种强有力的印象时，都会经历这种情感。

In Stoicism, the pre-emotion is not a genuine emotion, because it does not involve an eva1uative reaction by the agent; instead, it is the involuntary "jolt" which all humans experience upon the reception of certain powerful impressions.

在斯多葛主义哲学中，前情感并非真实的情感，因为通过这一中介它并没有涉及到一个可评价的反应，相反，它与&震惊&自然而然地关联在一起，所有人在接受到某种强有力的印象时，都会经历这种情感。

Gaussian mixture model is used to determine membership functions of typical affective subspaces.

为了有效表示电影视频的情感内容同时反映观众的个性情感特征，提出一种面向观众的电影情感空间建模方法。

But the goal remains the same: to combine emotional and rational, not only pointed out that the rational统摄emotion, and in turn, is also admit a rational foundation of emotion (no matter what, this is reflected Eisenstein beyond its place of time).

但是目标仍然是一致的：将情感与理智结合起来，不仅指出理性统摄情感，而且反过来也承认理智也是具有情感基础的（无论怎样，这是体现爱森斯坦超越其时代的地方）。

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。