道德

Directing the indeterminate , not concrete , not systematic question against university students morals personality content system, the focal point of this text is to structure out the ethical personality content system of university student ofmeeting the needs of development in the new century through studying, strivingto make the integrality of its system, its content is: Stand high and aim far, lovethe people patriotically, science innovates, pioneers and keeps forging ahead, looks for the truth and be practical, rigorous diligent in study., brave honest , hearty loyal , respects work happy group, improves oneself independently , develops etc.

针对大学生道德人格内容体系不明确、不具体、不系统的问题，本文的重点是通过研究，构建出适应新世纪发展需要的大学生道德人格内容体系，力求其体系的完整性，其内容为：志存高远、爱国爱民、科学创新、开拓进取、求真务实、严谨笃学、勇敢正直、热忱忠诚、敬业乐群、自主自强、全面发展等等。

This thesis discusses the connotation and characteristic of moral education model, and the style of moral education model, and the theoretical characteristic of research of moral education with the methods of analyses literature, and theories pectination, and field survey, and so on.

本文针对当前德育模式研究中存在的一些问题和不足，结合情绪心理学的新近研究成果，尤其结合道德认知与道德情感关系的有关研究，分析了知情交融的内涵，进而提出了知情交融的德育模式。

Undergraduate internet moral education utilizes computer network to implement moral education on undergraduate, according to pedagogics, the principle of mass communication and the theory of political and ideological education.

大学生网络德育，是根据教育学、传播学原理和思想道德的理论，利用计算机网络对大学生所进行的道德教育。

The goal of moral self-discipline education is to enable the pedagogue to realize the moral self-discipline.

道德自律教育的目的是为了使受教育者能在道德上自律。

Moreover, his peregrination and paintings are sometimes regarded as the epitome of the Victorian religious culture.

威廉戴斯是维多利亚时期的重要画家之一，他强烈的宗教信仰，使他潜心於道德的议题，作品多蕴含宗教寓意以及道德训诫的意涵，被当时的人视为最具教诲功能的艺术代表，更有些人将他的一生与绘画看作是维多利亚时代宗教文化的缩影。

Nietzsche thinks of the becoming and perishing world as one of the Eternal Recurrence of the Same.

尼采认为道德的形式和性质依赖于个体的生命状态，不存在普遍性的道德。

All of these concepts concern the good treatment of people and are also the important educational content for the solution of Swiss educationist Pestalozzi' s moral education problem.

社会转型时期社会治理的道德教育体系应该包括民主观、公正观、平等观、人道观和自由观，这些是善待他人的道德观，也是解决瑞士教育家裴斯泰洛齐道德教育难题二的重要教育内容。

It is to be remarked, however, that the act does not draw to itself the Obligation in consequence of any moral necessity,. it is the law which annexes it in the plenitude of its power, a point the more necessary to be noted, because a different doctrine has sometimes been propounded by modern interpreters of the Civil Law who had moral or metaphysical theories of their own to support.

应予注意的是，行为并不是由于任何道德上的必要而使它自己负上"债"的；这是由法律根据其充沛的权力而附加上去的，这是非常有必要加以注意的一点，因为"市民法"的现代解释者有时提出了一个不同的学理，并以他们自己道德的或形而上学的理论来作为支持。

"I before E"——有以下这些词: achieve believe brief cashier chief fiend die grief pier pierce thief "Except after C"——有这些词: ceiling conceit deceive perceive preconceive receipt receive Or when sounded like A As in neighbour or weight.

Moral和Morale 这两个词也很容易拼错，我们这里介绍一个比较形象的记忆法： moral指道德、教训，我们只要想到人们在谈论道德时一般多是用语言表达，即moral里的oral，那么就会很自然地不在后面多加一个e了。

So, the assumptions for the entrepreneur"s human nature, basic needs, desires as well as common behavior intention and aims as well as the ideal assumptions of economic ""ought to be" and morality "is" which the entrepreneur achieved andexpected, and become a fundamental prefabricate premise of designing the mechanisms of incentive and moral restriction of the entrepreneurs behaviors.

因此，对企业家的人性假设，对其基本需要、欲望以及一般行为动机和目的的假设，以及企业家所达到的经济实然和所期待的道德应然的理想假设，便成为设计企业家行为激励和道德约束机制的基本预制性前提。

Lugalbanda was a god and shepherd king of Uruk where he was worshipped for over a thousand years.

Lugalbanda 是神和被崇拜了一千年多 Uruk古埃及喜克索王朝国王。

I am coming just now,' and went on perfuming himself with Hunut, then he came and sat.

我来只是现在，'歼灭战perfuming自己与胡努特，那麼，他来到和SAT 。