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Over here in the lower left corner, we have elements that as a group have very low values of average valence electron energy.
在底层的左侧角落，我们看到以组为单位的,价电子能较低的元素。
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so it's a 250-person class, but we have a group of 50 that we go around with quite a bit.
这是一门250人的课，但是我们组成50人一组一起学习。
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We've looked so far really at two non-scalar types. And those were tuples written with parentheses, and strings.
关于这两种基本类型我们已经,学的相当多了,包括哪些元组和字符串类型。
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We talked about antibodies, we talked about them two weeks ago, we talked about them in section last week, uses of them.
我们讨论过抗体,我们在两周前讨论了抗体,上周的组会中我们讲到抗体的应用
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And we group the students into subgroups at that table, three students in a group.
我们再将一桌学生分成更小的组,三人一组。
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We organize them. We subdivide these into units of two for example, groups of two like this or we have an undifferentiated stream like this.
我们把它们重新组织,把它们分成两个一组,比如像这样的两个一组,或者我们可以有一个没有差别的节奏串,像这样
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You've got a magnetic field, maybe even magnetic susceptibility, the electric field. We're not going to worry about these magnetic fields or electric fields in this class So, pretty much we're going to focus on this set of variables here.
你也会引入磁场，或许甚至磁化率，以及电场，我们这堂课不需要关心,这些磁场或,电场之类的东西,基本上我们只关注,这里的一组变量。
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You can see that when you get out to the highest groups here, the highest weights, the relative risk is up at two and a half or three, so that would be a 200% increase in risk for cardiovascular death or two to three times the risk of death.
当我们看图上相对风险最高的这组,也就是体重最大的这组,这组的相对风险大约是2.5倍到3倍,即心血管疾病致死的风险增加了200%,或者说增加了2到3倍
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We broke up into groups, and each group designed its own toy and made an alpha prototype.
我们分成几个小组，每一组独立设计，并制作出一个玩具模型。
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Actually, the view of vectors we take nowadays is that vectors are associated with a pair of numbers which, on the rotation of axes, transform like this.
实际上,今天我们讲矢量所用的观点是,矢量是和一组坐标值相对应的,在坐标轴旋转的过程中像这样变换
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So,we're talking about a group of funds that in aggregate probably produced somewhere in the low teens returns and he's got 11.7% per year combined survivorship bias and backfill bias.
因此我们说这组基金总体上,大概产生了略高于10%的收益率,他算出的数字是每年11.7%,结合了生存偏差和回填偏差
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So basically we broke up the functionality of the radio into functional groups,
所以我们基本上就把广播的功能分成了功能组。
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Well, definitely, in graduate school, because we are in cohorts,
嗯，当然，研究生院呢，因为我们我们是按组来进行学习的，
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You find some way of systematically going through the list. Yet, I often see people, when they're debugging, proceeding at what, to me, looks almost like a random fashion of looking for the bug.
是不是目标元素,我们有一种系统化的，遍历数组的方法，然后我经常看到,有些人调试的时候。
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OK. And how do I create them? Well, the representation is, following a square bracket, followed by a sequence of elements, separated by commas, followed by a closed square bracket.
就是一个有序的序列，好，那么我们怎么创建元组呢？,好，表达式是，一个方括号，后面是一系列的元素，以逗号分开,以一个闭方括号结束，这就是我刚才所说的。
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let's take the step to the biggest set of conditions of all.
现在我们考虑最重要的一组条件。
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A sequence of chords that sound good together, kind of make sense together; we could say that sort of march along in a purposeful fashion.
放到一起好听的一组和弦，在一起有意义的和弦，我们也可以把它说成一组和弦有目的的行进。
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All right. What does this have to do with my divisor example? This says I can make tuples, but imagine now going back to my divisor example and I want to gather up the elements as I go along. I ought to be able to do that by in fact just adding the pieces in.
这意味着我可以创建元组了,但是想像下回到我们的除数的例子,在处理过程中我们想把目标数的除数,收集起来，我应该能够通过把这些数,一个一个加进来来实现这个目的,我正是要去这么做，也就是。
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and it's a lot of fun. OK, so the project we worked on was a bubble gun.
真的很有意思。我们组设计的是气泡枪。
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Let's see if we can create our own syncopated orchestra in here.
让我们来组一个自己的切分音乐队
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And so we now have two observations.
因此我们有两组不同的实验。
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Under the L group we've got negative, anxious, unsettled.
组下我们有,消极,焦虑,不安
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So let's listen to a little bit of this music and I want you, maybe as a group to tap with your foot, your hand whatever, just the beat as you hear it.
我们一起来听一下,我希望你们也许以组为单位,一起用脚打拍,拍手,随你喜欢,一起打拍子
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So, we'll listen to the end of the third presentation of this with the contrapuntal idea dominated by strings, melody, bass, other stuff in the middle and then he will bring in the brass for the final statement of this.
我们听完第三次主题呈现,由对位理念主导的,弦乐组,旋律,低音部,以及中间的东西,然后他会引入铜管乐器,作为最后的陈述
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What we've done is taken this pitch and played it all the way down an octave below it so we're actually getting back to this configuration of the pitch right next to it, and we could--then of course we could go down one more step and we would get the octave, which is a duplication of two-to-one.
我们所做的是固定一个音高，向下一路弹奏一个八度,所以事实上我们又回到了与这个固定音高相邻的音上，我们当然也可以向下再弹一组，然后得到这个八度，这其实就是两个八度对一个八度的重复。
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We asked them to identify themselves and identify themselves not only in terms of the worth they were doing but the capabilities they might bring to the group as a whole.
我们要求他们,给自己定位,不仅从自身价值的角度,而且从能为整个组,做出多少贡献的角度。
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So let's look at that set of conditions.
我们考虑这样一组条件。
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The first of these is rhythmic, so we're going to turn now -I guess we'll turn off the lights and we're going to go to a couple of slides here.
其中第一项技巧就是节奏,因此我们现在就要看看,我想我们要关灯,因为我们将要看组幻灯片
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As you may know, there's yet another organization where we could group this in units of four but for all intents and purposes-- there are a few nuances to it-- four is simply a multiplication of two.
也许你知道的,还有另外一种组织方式,我们可以四拍一组,但是不论出于什么动机或者目的,这其中的区别甚微,四拍就是两拍的简单相乘
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