第一篇

but mendelssohn‘s enduring popularity has often been at odds — sometimes quite sharply — with his critical standing

但门德尔松的耐久声威常常与他的谈论界的声威构成显着比照

despite general acknowledgment of his genius, there has been a noticeable reluctance to rank him with, say, schumann or brahms

尽管我们广泛招认他的天才，但我们（谈论家）仍是很不愿意把他与舒曼或勃拉姆斯并排

as haggin put it, mendelssohn, as a composer, was a ―min

or master . . . working on a small scale of emotion and texture.

正如haggin说，门德尔松，作为一个作曲家，只是一个―小大师。..专心作业在一个小规划的心境和质感内

第二篇

the age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children

从啥年纪初步，孩子会构成损伤自个或别人的行为的道德区分力变成了迩来的儿童道德打开研讨的要点重视论题。

piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for transgressions on the basis of the magnitude of the negative consequences caused。

皮亚杰在他的假定中说，因为成人子的不老到，七岁以下的儿童不会被思考进意外的或许成心的人身损伤违法中去，而只是在他们违法所构成的低沉成果的巨细的基础上指派必定的赏罚

both of these findings seem to indicate that children, at an earlier age than piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage.

这两个研讨成果如同标明，儿童比皮亚杰声称的时刻更早进入道德打开的第二个期间，即他们初步道德自立，承受社会规则，但看待他们比第一期间的孩子愈加随意。

studies indicate that justifications excusing harmful actions might include public duty, self-defense, and provocation

研讨闪现，宽恕伤人行为的合理辩解有：公共责任，自卫，寻衅

thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgments.

因而，一个五岁的孩子会初步了解某些行为是伤人的，即便这些行为就算是有意的也有合理的辩维护由；道德必定主义对他们的捆绑也不再是他们判别判另外仅有指引。

正文之后

这是我写gre的阅览之后自个写的难句分析，不得不说，单词大有些看的懂，懂得比考研英语还多，可是一旦连起来，根柢不是一个等级的存在！惧怕！