وفقا ل (فريدريك مولر), فان (شوبان) اصر على ان طلابه لديهم التزام صارمة بماذا?
 الايقاع.
Friederike Müller, a pupil of Chopin, wrote: "[His] playing was always noble and beautiful; his tones sang, whether in full forte or softest piano. He took infinite pains to teach his pupils this legato, cantabile style of playing. His most severe criticism was 'He—or she—does not know how to join two notes together.' He also demanded the strictest adherence to rhythm. He hated all lingering and dragging, misplaced rubatos, as well as exaggerated ritardandos ... and it is precisely in this respect that people make such terrible errors in playing his works." كتب فريدريك مولر, وهو تلميذ من شوبان, كتب: [له] كان دائما نبيل وجميل ؛ نغماتها غنت, سواء في قوة كاملة او انعم بيانو. لقد اخذ الام لا نهاية لها لتعليم طلابه هذا الاسلوب legato, اسلوبابيل من اللعب. كان اكثر انتقاد له هو 'هو-او هي - لا يعرف كيف ينضم الى اثنين معا.' وهو ايضا طالب بالتزامه الشديد ب  الايقاع. وهو يكره كل ما تبقى وسحب, في غير محلها, فضلا عن ritardandos مبالغ فيها... وهو بالضبط في هذا الصدد ان الناس يصنعون مثل هذه الاخطاء الرهيبة في لعب اعمله. Friederike के एक शिष्य friederike मुलर ने लिखा: [उनका] खेल हमेशा नोबल और सुंदर था; उसके टोन ने गाया, चाहे पूर्ण फोर्ट या मधुर पियानो में । उसने अपने विद्यार्थियों को यह पल सिखाने के लिए अनंत दर्द लिया, खेलने की शैली की शैली । उनकी सबसे गंभीर आलोचना थी 'वह-या उसे-पता नहीं कैसे एक साथ दो नोट में शामिल हो सकते हैं ।' उसने भी ताल के सबसे सख्त पालन की मांग की । वह सभी डिबेट्स और अधोगति, गलत rubatos, साथ ही अतिरंजित ritardandos से नफरत करता था ।. और यह ठीक है कि इस सम्मान में लोग अपने कार्यों को खेलने में ऐसी भयानक गलतियाँ करते हैं । Friederike Müller, một học sinh của Chopin, đã viết: [Anh ấy] chơi luôn cao quý và đẹp; tông của anh hát, cho dù trong full forte hoặc đàn piano mềm mại nhất. Anh ta đã lấy đi những nỗi đau vô hạn để dạy học sinh của anh ta, phong cách chơi đùa của anh ta. Những lời chỉ trích nghiêm trọng nhất của anh ấy là 'Anh ấy-hoặc cô ấy-không biết làm thế nào để tham gia hai nốt nhạc cùng nhau.' Anh ấy cũng yêu cầu sự gắn kết nghiêm ngặt với  nhịp điệu. Anh ấy ghét tất cả những người sống sót và kéo theo, sai lầm rubatos, cũng như phóng đại... và nó chính xác trong sự tôn trọng này mà mọi người tạo ra những lỗi khủng khiếp như vậy trong việc chơi các tác phẩm
Humbert von Römer, der Master General der Bestellung von 1254 bis 1263, war ein großer Administrator, sowie Prediger und Schriftsteller. Es war unter seiner Amtszeit als Master General, dass die Schwestern in der Bestellung offizielle Mitgliedschaft erhalten haben. Humbert war ein großer Liebhaber der Sprachen, und ermutigte sprachliche Studien unter den Dominikaner, vor allem Arabisch, wegen der Missionar der Missionar, die unter denen, die in der Irre oder gezwungen wurden, von Muslimen im Nahen Osten zu konvertieren. Er wollte auch, dass seine Mönche Exzellenz in ihrer Predigt erreichen, und das war sein meisten Beitrag zu der Bestellung. Das Wachstum der Spiritualität der jungen Prediger war seine erste Priorität. Er hat mal zu seinen Schülern geweint :... bedenke, wie gut dieses Büro [der Predigt] ist, weil es apostolischen ist; wie nützlich, denn es ist direkt ordiniert für die Erlösung der Seelen; wie gefährlich, weil nur wenige in ihnen haben, oder auftreten, was das Büro braucht, denn es ist nicht ohne große Gefahr..., Vol. XXV. (Lyon, 1677) 费曼被称为伟大的解释者. 在给他的学生解释时, 他获得了很大的照顾, 并使它成为一个道德责任, 让这个话题可以获得. 他的指导原则是, 如果一个话题不能在一个新生讲座中解释, 它还没有完全理解. 费曼获得了很大的乐趣, 从一个大一级的解释, 例如, 旋转和统计之间的联系. 他说的是有旋转½的粒子群, 而有整数旋转簇的群组. 这是一个非常简化的方式, 展示费米-狄拉克统计数据和bose-爱因斯坦的统计数据如何演变, 这是研究费米费和玻色子如何在360°旋转下表现的, 这也是他在他的更先进的他在1986年狄拉克纪念讲座上展示了解决办法. 在同一讲座中, 他进一步解释说, 反粒子必须存在, 因为如果粒子只有积极的能量, 他们不会局限于一个所谓的光 锥. Hauptschüler Buddhisten glauben, dass persönliche Anstrengungen erforderlich sind, um die Wiedergeburt zu realisieren. Mönche folgen den Sarvāstivāda: meditieren, lehren und dienen ihrer legen. Eigenanwendung kann gute Aktionen durchführen, indem sie Verdienst produzieren. Humbert of Romans, the master general of the order from 1254 to 1263, was a great administrator, as well as preacher and writer. It was under his tenure as master general that the sisters in the order were given official membership. Humbert was a great lover of languages, and encouraged linguistic studies among the Dominicans, primarily Arabic, because of the missionary work friars were pursuing amongst those led astray or forced to convert by Muslims in the Middle East. He also wanted his friars to reach excellence in their preaching, and this was his most lasting contribution to the order. The growth of the spirituality of young preachers was his first priority. He once cried to his students: "... consider how excellent this office [of preaching] is, because it is apostolic; how useful, because it is directly ordained for the salvation of souls; how perilous, because few have in them, or perform, what the office requires, for it is not without great danger ... , vol. xxv. (Lyon, 1677) रोमन के humbert, 1254 से 1263 तक के आदेश के मास्टर जनरल, एक महान प्रशासक, साथ ही उपदेशक और लेखक थे । यह मास्टर जनरल के रूप में अपने कार्यकाल के तहत था कि आदेश में बहनों को आधिकारिक सदस्यता दी गई थी । humbert भाषाओं का एक महान प्रेमी था, और dominicans के बीच भाषाई अध्ययन को प्रोत्साहित किया, मुख्य रूप से अरबी । मिशनरी काम के कारण friars उन एलईडी को गुमराह कर रहे थे या मध्य पूर्व में मुसलमानों द्वारा परिवर्तित करने के लिए मजबूर थे । वह भी चाहते थे कि उनके friars को उनके उपदेश में उत्कृष्टता प्राप्त हो, और यह आदेश के लिए उनका सबसे स्थायी योगदान था । युवा प्रचारकों के अध्यात्म का विकास उनकी पहली प्राथमिकता थी । वह एक बार अपने छात्रों को रोया :... विचार करें कि यह कार्यालय कितना उत्कृष्ट है, क्योंकि यह अपोस्टोलिक है; कितना उपयोगी है, क्योंकि यह सीधे आत्माओं के मोक्ष के लिए निर्धारित किया गया है; कितना खतरनाक है, क्योंकि उनमें कुछ है, या प्रदर्शन, कार्यालय की आवश्यकता है, क्योंकि यह बिना महान खतरे के नहीं है..., वॉल्यूम. xxv. (ल्यों, 1677) Feynman has been called the "Great Explainer". He gained a reputation for taking great care when giving explanations to his students and for making it a moral duty to make the topic accessible. His guiding principle was that, if a topic could not be explained in a freshman lecture, it was not yet fully understood. Feynman gained great pleasure from coming up with such a "freshman-level" explanation, for example, of the connection between spin and statistics. What he said was that groups of particles with spin ½ "repel", whereas groups with integer spin "clump". This was a brilliantly simplified way of demonstrating how Fermi–Dirac statistics and Bose–Einstein statistics evolved as a consequence of studying how fermions and bosons behave under a rotation of 360°. This was also a question he pondered in his more advanced lectures, and to which he demonstrated the solution in the 1986 Dirac memorial lecture. In the same lecture, he further explained that antiparticles must exist, for if particles had only positive energies, they would not be restricted to a so-called "light cone". 罗马人的杭伯特, 1254年至1263年的订单总总, 是一个伟大的管理员, 以及牧师和作家. 在他担任总将军的任期内, 该命令中的姐妹被授予正式会员资格. 杭柏特是一个伟大的语言爱好者, 并鼓励多米尼加人之间的语言研究, 主要是阿 拉 伯 文, 因为传教工作在那些领导的人中间, 或被迫在中东被穆斯林皈依. 他还希望他的天主教会在他们的布道中取得卓越, 这是他对秩序的最持久的贡献. 年轻传教士的灵性成长是他的第一个优先事项. 他曾经向他的学生哭过... 考虑这办公室[布道]是多么的优秀, 因为它是使徒; 有多有用, 因为它直接被指定为拯救灵魂; 有多危险, 因为很少有人在他们身上, 或表演, 办公室需要的, 因为它不是没有很大的危险..., 卷. 二十五. (里昂, 1677) Los estudiantes que asisten a byu están obligados a seguir un código de honor, que ordena el comportamiento en línea con las enseñanzas sud, tales como la honestidad académica, la adhesión a las normas de vestir y aseo, y la abstinencia de los relaciones sexuales extramarital y del consumo de medicamentos y alcohol. muchos estudiantes (el 88 por ciento de los hombres, el 33 por ciento de las mujeres) o retrasan la inscripción o toman un paréntesis de sus estudios para servir como misioneros mormones. (los hombres suelen servir durante dos años, mientras que las mujeres sirven durante 18 meses.) una educación en byu es también menos cara que en las universidades privadas similares, ya que una parte significativa del costo de operar la universidad es subvencionado por la iglesia fondos diezmar. Feynman đã được gọi là Explainer vĩ đại. Anh ấy đã đạt được một danh tiếng để có được sự chăm sóc tuyệt vời khi giải thích cho học sinh của mình và vì đã làm cho nó một nghĩa vụ đạo đức để làm cho chủ đề có thể Nguyên tắc hướng dẫn của anh ấy là, nếu một chủ đề không thể được giải thích trong một bài giảng freshman, nó vẫn chưa hoàn toàn hiểu được. Feynman đã đạt được niềm vui lớn từ việc xuất hiện với một lời giải thích đẳng cấp nhất, ví dụ, của sự kết nối giữa vòng quay và thống kê. Những gì anh ta nói là nhóm các hạt với vòng quay ½, trong khi các nhóm có số quay số nguyên. Đây là một cách thông minh tuyệt vời để chứng minh cách Fermi-p thống kê và thống kê Bose-Einstein phát triển như là một hậu quả của việc nghiên cứu cách fermion và gauge cư xử dưới một vòng quay 360°. Đây cũng là một câu hỏi mà anh ta đã làm trong bài giảng cao cấp hơn, và đó là cách anh ta chứng minh giải pháp trong bài giảng tưởng niệm 1986 p. Trong cùng một bài giảng, anh ta tiếp tục giải thích rằng antiparticles phải tồn tại, vì nếu các hạt chỉ có năng lượng tích cực, họ sẽ không bị hạn chế với một cái gọi là ánh sáng cone. Regarding the monastic rules, the Buddha constantly reminds his hearers that it is the spirit that counts. On the other hand, the rules themselves are designed to assure a satisfying life, and provide a perfect springboard for the higher attainments. Monastics are instructed by the Buddha to live as "islands unto themselves". In this sense, living life as the vinaya prescribes it is, as one scholar puts it: "more than merely a means to an end: it is very nearly the end in itself."