为什么我们的教科书中没有亚裔美国人的身影？
“通常每个学生买一本教科书需要50到70美元，”努南说，“对我们所有的学生来说，加起来大约是800万美元。”
"Usually it is between $50 and $70 to buy a textbook for each student," Noonan says, "which adds up to roughly $8 million for all of our students."
第二种渠道是教科书市场，虽然这个层次可能不太适合本科生，我们看到它被用在研究生的课程当中，作为间接的阅读材料。
The second channel is the textbook market. Although the level is probably not appropriate for undergraduates, we see it being used in graduate courses, perhaps as collateral reading.
医学教科书告诉我们自闭症是一种发育障碍，通过典型的在沟通、想象和社交上的“三重障碍”来诊断。
Medical textbooks tell us that autism is a developmental disability diagnosed by a classic "triad of impairments" : in communication, imagination and social interaction.
但是如果不能到达那片乐土，我们这代人为之奋斗的工作不能写进教科书，我也能够安然处之。
But if not, in the unlikely event that the work on which our generation has labored doesn't make it into textbooks, I can live with that.
但也并不意味着，我们在只有马友友曲子的背景刺激下便妄想着精通大提琴手，把教科书压枕头底下便妄想在代数考试中获得高分。
This doesn't mean, of course, that we can just play Yo Yo ma in the background and expect to master the cello, or put the textbook underneath the pillow and expect to ace the algebra test.
我们可以很容易推测出教科书的理论出了什么问题，但事情的本质还需要用更多的研究来发掘。
One can easily conjecture about what the textbook theory leaves out, but it will take more research to sort things out.
我还记得我读高中的时候，我最喜欢的一个老师，AlLadendorff，她鼓励我们对美国历史教科书进行批判。
I remember that my favorite teacher when I was in high school, Al Ladendorff, encouraged our American history class to criticize the textbook.
他说，“我们正把教科书的出版从一个流水线作业改变成一个生态系统。”
"We are changing textbook publishing from a pipeline to an ecosystem," he said.
多数理论课程和许多编程教科书都清楚地解释了并发概念，但并发是一个很难的主题，几乎我们所有人都需要进修。
Most academic programs and many programming texts explain the concepts of concurrency clearly, but it's a difficult topic, and nearly all of us can use a refresher.
摩尔在这里用了那句“商务文件和学校教科书”一说，正如她告诉我们的，这是从托尔斯泰，一位散文作家那里摘引的。
Moore is quoting here in that phrase "business documents and school-books," as she tells us, from Tolstoy, a prose writer.
以前我们每个学期都要花几百美元购买教科书。
We can remember paying hundreds of dollars each semester for all the textbooks we needed for our classes.
她总是忘了把她的教科书，但我们的老师总是原谅她。
She always forgets to bring her textbooks, but our teachers always forgive her.
但我们的历史教科书并没有给我们一个非常平衡而全面的解释，这也是为什么我们需要对历史进行重新研究的原因所在。
Our history books have not provided very balanced and comprehensive interpretations. That's why I think we should restudy history.
我们的教科书颂扬战争，而又掩饰战争的恐怖。它们把仇恨灌输给孩子们。我却要教他们和平而不教他们战争，向他们灌输爱而不灌输恨。
Our textbooks celebrate war, and cover up the horrors of war. They instill hatred in children. I will teach them peace, not war, love them, and not hate them.
我们的教科书有许多图表帮助解释课文。
最终的团体是网络教科书的传统目标，例如这本书，并且将来继续作为我们的主要焦点。
The final constituency is the traditional target of networking textbooks such as this one and will continue to be our main focus.
“这个市场没有很好的运作，当然，教科书出版社里的股东可不这么想，”他说，“我们有很多知识，但是我们没能得到它。”
“This market is not working very well — except for the shareholders in the textbook publishers, ” he said. “We have lots of knowledge, but we are not getting it out.”
我们不单想学教科书上的知识？还想学书本以外的知识。
We want to acquire not only knowledges on text books, but also those beyond.
在周三，我们讨论了教科书第34至35页出现的一些词汇。
Wednesday, we discussed some vocabulary found in page 34-35 of their textbook.
在上午，我们打扫了教师，老师给我们发了新的教科书。
At moining we clean the classroom, and teachers have taken the new textbooks.
我们可以节约用水，循环利用教科书，离开教室时随手关灯。
We can conserve water, recycle our textbooks, and turn off lights on leaving our classrooms.
很多教科书都有运动方程的推导。在下面我们列举了一些。参考文献3(实际上是整本书)中的讨论是十分清楚的。
Many textbooks have derivations of the equations of motion. We list some below. The discussion in Reference 3 (indeed the whole book) is very clear.
在2006年明尼阿波利斯举行的敏捷大会上出现了一个问题：“如果敏捷这么简单的话，那为什么会有这么多的教科书教我们应该怎样去做？ ”？
One question that was posed at the Agile2006 conference, in Minneapolis, was "If Agility is so simple, how come there are so many books telling us how to do it?"
我们的教科书是专为商科门糊口生涯划的。
旅游以肤浅的地理逻辑扭曲我们的好奇心，那种肤浅程度就好比大学某一课程指定教科书时只看书的大小厚薄，而不问其主题一样。
Travel twists our curiosity according to a superficial geographical logic, as superficial as if a university course were to prescribe books according to their size rather than subject matter.
旅游以肤浅的地理逻辑扭曲我们的好奇心，那种肤浅程度就好比大学某一课程指定教科书时只看书的大小厚薄，而不问其主题一样。
Travel twists our curiosity according to a superficial geographical logic, as superficial as if a university course were to prescribe books according to their size rather than subject matter.
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