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What did we lose in our understanding of it as a literary object when the second half was not published?
将它置于文学作品之列来理解时,我们失去了什么？,书的后半部分没出版时？
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To ask questions like how much heat is released in a chemical reaction that takes place at constant temperature.
当我们想要知道,当一个化学反应在恒定的温度下发生时,会放出多少热量时。
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And when you actually wanna store information on disk, can you actually use, as we'll see in a moment, magnetic particles.
当你想在硬盘中存储信息时，我们将会用到后面，我们会谈论的一种称之为磁性粒子来实现它。
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The other thing that we took note as is what happens as l increases, and specifically as l increases for any given the principle quantum number.
另外一个我们要注意的是,ｌ增加时如何变化，特别是对于某个给定的,主量子数ｌ变化时如何变化。
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And as we go through the next few lectures, we're going to add in more and more of these statements.
当我们学习下面的课程时，我们会学习更多的,这样的声明，但是还是想让我们来看看。
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The author may have been looking out of the window, but literature, as we encounter it and as a text, is not looking out of the window.
作者可能往窗外看过了，但是文学上，我们遇到它时并且在它作为一个文本时，并不需要往窗外看。
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As we read this passage, we sort out Christian myths from Egyptian myths, or let's say we sort out from what with Milton be Christian truth from Egyptian myths.
当我们读这段时，我们把基督神话从希腊神话中挑出来，或者说我们把弥尔顿所说的基督的真理,从希腊神话中挑了出来。
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We laugh when there is incongruity between what we expect and what we actually--what actually happens unless the outcome is frightening."
当我们的期望和现实发生的事实,之间出现不一致时，我们就会笑,除非这种不一致引起恐惧”
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And then confronted with a new case, we found ourselves reexamining those principles, revising each in the light of the other.
当我们面临新的情况时，我们重新检验这些原则，根据新的情况修正这些理由或原则。
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I'm defending, I'm defending the physicalist by saying, "Don't blame us. We don't know how to explain it yet."
说我在辩护,当我给物理主义者辩护时我会说,别怪我们,我们还不知道怎么解释呢
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We'll also, when we grade the concept sheets, we'll give them number grades and we'll just do one, two, or three.
我们也会,在我们给观点报告评分时,我们会以数字一,二,三来打分
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Nevertheless, as much as we like to engage sometimes in this kind of analysis about the sources that have gone into the composition of the text it's also always important to keep your eye on the final form of the text as we've received it.
然而，当我们大量的进行,对关于著书来源的分析时,很重要的一点是，我们要留意,我们拿到的最终版本。
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That's obvious when you look at neurons and it will be obvious when we look at other kinds of cells as well.
当你看到神经元细胞时,这一点就一目了然了,我们观察其它细胞时也是如此
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When we reflect, when we replay the material, we are much more likely to retain, to remember what we have just been through.
当我们思考时，我们重放素材时，更容易保留，记住之前的经历。
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When they created margin rules that the seller had to be borrowing against securities. Just made more money when securities went up more value.
当我们发明保证金制度,卖空证券时需要交担保金,证券升值时能赚到更多钱。
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When we're doing something that is interactive, we have to cut down on the detail of what we're doing because we can't support that in real time, but nonetheless there're lots of things we can do interactively.
当我们在做一些,互动性的项目时，我们需要减少,正在做的细节,因为在实际时间里,我们并没有足够时间支持它，但是还有很多其他东西,可以做得具有互动性。
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It's a kind of realism, of course. Nevertheless, there it is in front of us, and again I call you back to that quotation. What are we going to see when we look at the fiction? Do we see what's in front of us?
当然这也是一种现实主义，然而，这些就在我们眼前，我想再次将你们的注意力集中到那句引语上，当我们阅读这,部小说时，什么情景会呈现在你眼前呢，我们能看到什么吗？
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But when we build our military, when we promote democracy, when we operate in internationa institutions, when we try to persuade other nations to do what we want.
但当我们壮大军事力量时，当我们宣扬民主，当我们在国际机构处理事务时，当我们试图说服其他国家,听从我们时。
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And when we go to the title page of A Boy's Will we see that this New England poet publishes his first book, in fact, in London in 1913, there on New Oxford Street.
当我们看到“少年的意志“这个题目时,我们知道他在新英格兰发表这第一本书时，实际上是1913年在新牛津街。
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So, for starters we'll keep that as our zero energy, we're going to change it soon to make something that makes more sense in terms of bonding, but we'll keep that as zero for now.
因此，首先我们将会保持零点能的这个定义，但很快我们就会对它进行修改,使它在讨论成键时更合理，但是目前我们还是暂时采用这种定义。
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And so frequently what we try and do is, we take a new problem and map it onto an old problem so that we can use an old solution.
我们经常做的一件事就是，我们处理一个新问题时,把它归结为一个老问题,以便我们能采取老的解决方式。
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And when we're talking about the amplitude of the wave, we're talking about the deviation from that average level. So, if we define the average level as zero, you can have either a positive amplitude or a negative amplitude.
当我们讨论一个波的振幅时,我们说的是偏离平均位置的量,如果我们把平均位置,定义为零的话，那幅值不是,正的就是负的，有时候人们在。
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When we understand ourselves better, when we identify ourselves, we are better able to identify with others.
当我们更了解自己时，当我们认识到自己时，我们就更能认识他人。
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That's the kind of question we have to face when we think about the fact that we don't know how much time we've got.
那是我们必须要面对的问题,当我们考虑到,我们不知道自己还有多少时间这个事实时。
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Because when we try to suppress a natural phenomenon such as having a visual of the word when we say it, that thing just intensifies.
因为当我们企图压抑一种自然现象时,比如提起一个词时浮现出相应形象，只会加强它。
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So, let's, for example, look at nitrogen. So n 2, we can do the chart here in green, so it's the green dotted line, and what we see is that we have now defined this energy as where the 2 nitrogen atoms are separated.
那么，让我们举个例子，看一下氮，那么氮分子，我们可以把它用绿色曲线画在这，这是绿色的虚线，可以看到,我们已经定义为零点能，当两个氮原子分离时。
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this is perhaps the most interesting thing because it forces us to show the complexity, to see the complexity, of semiotic relationships: a red light, just to return to the Christian holiday, a red light on a Christmas tree.
现在我们讲到了一个耐人寻味论点,这个问题迫使我们要思考，符号系统之间复杂的联系：,当我们再圣诞节时看到红灯，圣诞树上的红灯。
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because all we konw now it's orange alert, the alert level has gone up or gone down We don't really know what it goes on behind the scene.
我们都知道现在是橙色警报，警戒线时高时低,我们真的不知道,事情背后是如何处理的。
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You can ask people-- and this is a way which we talk to our children when we try to get our children to expand their moral concern of compassion.
你可以叫人们…,我们就是这样教导我们的孩子的,当我们想让我们的孩子,提高他们同情他人的道德观念时。
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And so we should base morality, whether we're thinking about what to do in our own lives or whether as legislators or citizens, we're thinking about what the laws should be.
所以我们应以道德为基准，不管是在考虑个人行为时,还是作为立法者或普通公民，考虑如何立法时。
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