没有情感的

Nothing dearer than feelings, but, I'm trying to forget myfeelings of love.

没有什么比情感更珍贵，但我却试图忘掉爱的情感。

Nothing dearer than feelings, but, Im trying to forget my feelings of love.

没有什么比情感更珍贵，但我却试图忘掉爱的情感。

Without you,i would be an emotion without a heart.

没有你，我的情感将没有了根基。

I had never thought we'd be paired together,or that he'd ever have special feeling for me.

我从来没有想过我们会成为舞伴在一块滑冰，或者说从来没有想到他会对我有一种特殊的情感。

Without you I'd be an emotion without aheart.I'm aface without expression,A heart with no beat.

没有你？我的情感将没有了根基；我将是一张没有恋爱指数测试表情的脸；一颗停止跳动的心

The causes of bring this question are that affection education has no suit station in physics teaching and the goal is hardly confirmed and the education conception hang behind in sanitation school.

产生这一问题的原因主要是，卫生学校没有把物理课程中的情感教育提升到应有的地位，情感教育目标难以明确、具体化以及教育观念滞后。

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。

If people would but leave children to themselves; if teachers would cease to bully them; if parents would not insist upon directing their thoughts, and dominating their feelings--those feelings and thoughts which are a mystery to all for how much do you and I know of each other, of our children, ofour fathers, of our neighbour, and how far more beautiful and sacredare the thoughts of the poor lad or girl whom you govern likely tobe, than those of the dull and world-corrupted person who rules him?

如果咱们对孩子放松一些，做老师的不欺压学生，做父母的不坚持着引导儿女的思想，控制儿女的情感，我认为决没有害处。人的思想情感最难捉摸。譬如说，你我之间何尝互相了解呢？自己的孩子、父亲、街坊邻舍，心里在思量什么，咱们何尝知道呢？呆钝腐朽的成年人偏爱管教小辈，其实小孩子的思想比他们的高超神圣得多着呢。

In the Appendix, the third-person restricted omniscient narrator does not define the depravity of Caddy, on the contrary,"he"adopts a satirical tone against those pursuing Caddys total depravity. In the narration of the fourth section and the Appendix, our emotional and ethical worlds are mixed together, towards a blurring one.

在附录部分，第三人称有限全知叙述并没有肯定凯蒂的堕落，相反，叙述者不乏讽刺的笔调揶揄那些穷追凯蒂堕落的人，在这一叙述中，我们的情感和伦理的界限则是模糊的，叙述者体现了&他&对女性的烂漫化情感。

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。