灌输

Besides, he was an admirable poacher, and quoted for his skill in shooting.

他常把职业方面的一些秘诀灌输到他女人的脑子里。

It should not be taught that these three chapters do not contain true narrations of facts, but only fables derived from the mythologies and cosmogonies of earlier peoples, purged of the polytheistic errors and accommodated to monotheism; or allegories and symbols, with no objective reality, set forth in the guise of history to inculcate religious and philosophical truths; or, finally, legends partly historical and partly fictitious put together for instruction and edification.

它不应该告诉我们，这三个章节，不包含真实的叙述事实，但只有寓言来自神话和cosmogonies以前的人民，整肃的polytheistic错误和安置到一神教；或寓言和符号，没有客观现实，在所列的幌子历史灌输宗教和哲学的真理；或，最后，传说中的部分历史和虚构的部分放在一起，为指导和启迪。

For long time, by relying on fixed place and tight organization system and adopting obvious moral education carrier with traditional preachment and instill face to face, colleges and universities moral education obtain the certain result.

长期以来，高校德育主要是依托固定场所，通过严密的组织系统，采用以传统的说教和正面灌输为主的显性德育载体进行的，取得了一定的成效。

They are not pushy or preachy, but scepticism flavours nearly everything they do.

他们不会为灌输什么而宣讲不休，贯穿始终的是怀疑精神。

She also instilled in him her predilection for new and rarely performed works.

她还把自己对新作品和很少被表演的作品的偏好慢慢灌输给他。

But good my brother ,do not as some ungracious pastors do…show me the steep and thorny my way to heaven…whlist like a puffed and reckless…himself the primrose path of dalliance treads and minds not his own creed

但是，我的好哥哥，你不要象那些坏牧师似的，整天跟我灌输那些通往天堂的路是多么陡峭和荆棘什么的，然而却宽于待己，生活靡乱放荡，将自己的教义搁在一边。

Is knowing that I'm pumping my ideas into the world.

知道我能将自己的概念灌输给全世界的人

If your ideas are any good, you'll have to ram them down people's throats.

如果你的理念是好的，你应该将它们灌输给别人。

He's rammed his opinions down my throat so many times that I could repeat them in my sleep.

他多次向我灌输他的观点，我就是睡梦中都能把它们背出来了。

Through correlative analysis and path analysis, it finds that (1) the family environment and the colleges and universities environment have direct and indirect influence on self-identity development of students; and (2) the family environment and the colleges and universities environment exert the major effect on self-identity development of students through identity style as mediational variable, so identity style becomes the explanatory base of self-identity status. That is, the predictive effect of diffuse/avoidant identity style for identity diffusion, normative identity style for identity foreclosure, and information identity style for identity achievement respectively is most significant; and (3) family environment that is helpful, supportive, warm, expressive, and promote autonomy and independence possibly makes students form identity achievement or identity moratorium, family environment that is excessively cohesive and warm but lacking independence possibly promote students to form identity foreclosure, and family environment that lacks of supportive and warm possibly make students form identity diffusion; and (4) colleges and universities environments that have better relationship system, clear developmental purpose, and promote to pay attention to societal concerns, critical and explorative qualities, and provide healthy, expressive, democratic, open atmosphere facilitate identity development, in turn form advanced identity. Colleges and universities environments that only emphasize the receival of colleges and universities aims, order and instilments, and scarcely encourage critique, exploration, individuation possibly make students form identity foreclosure. However, the ones that is remote relationship system, and lacking support, and students don't cognize the aim of colleges and universities possibly make students form identity diffusion.

通过相关分析、路径分析发现：(1)家庭环境和学校环境对大学生自我同一性有直接和间接的影响；(2)家庭环境、学校环境对大学生自我同一性影响主要以同一性加工方式为中介变量，同一性加工方式成为自我同一性状态的解释基础，弥散—回避定向同一性风格对弥散型同一性预测力最大，信息定向同一性风格对成就型和延缓型同一性预测力最大，常规定向同一性风格对排他型同一性预测力最大；(3)相互支持、帮助、关心、自由表达和鼓励自主和独立的家庭环境促进大学生同一性的发展，形成成就型或延缓型同一性状态，过度亲密而缺乏独立性特征的家庭环境可能形成排他型同一性状态，而缺乏支持性，关系疏远的家庭环境可能形成弥散同一性状态；(4)良好的关系系统，明确的发展目标，鼓励学生对社会事务关注、倡导批判和探索精神，塑造良好、健康、可供自由表达、民主、开放的文化氛围的大学校园环境促进大学生同一性发展，形成高级、成熟的自我同一性，而一味强调学校目标的接受，强调秩序、灌输，缺乏对批判、探索、个性发展鼓励的学校环境有可能使学生形成排他型同一性状态，但若学校的关系系统疏远，缺乏支持性的民主的风格，目标不能被学生明确感知的学校环境则可能影响学生形成弥散型同一性。

In the United States, chronic alcoholism and hepatitis C are the most common ones.

在美国，慢性酒精中毒，肝炎是最常见的。

If you have any questions, you can contact me anytime.

如果有任何问题，你可以随时联系我。