All right? Now let's listen to a little bit more of this, and something interesting happens to the beat.

明白了吗,现在让我们再听一段,有趣的是乐曲的节拍

耶鲁公开课 - 聆听音乐课程节选

But now, hopefully, we understand where that comes from, why it is that we use the shorthand notation.

但是现在希望我们明白,那是从哪来的，我们为什么要用简化形式。

麻省理工公开课 - 化学原理课程节选

Now, Milton understands the problems besetting ; what we could think of as the poem's confused temporality; he understands this a lot better than we do.

现在，弥尔顿明白了我们,认为诗歌暂时性混乱问题的原因所在;,他比我们要明白的多。

耶鲁公开课 - 弥尔顿课程节选

So you can see, and this is an important thing we look at, is that as we look at growth, it didn't look like it mattered a lot with 6.

现在你可以明白，我们在做的是一件很重要的工作，那就是当我们看到增长的时候，参数为6的时候倒是没什么关系。

麻省理工公开课 - 计算机科学及编程导论课程节选

So, you see what I'm driving at; we know those guys.

现在你明白,我们知晓的英雄是这些人

耶鲁公开课 - 古希腊历史简介课程节选

All right. So now, we've got it I've got the code up for you.

好，现在我们已经明白这一方法了,现在让我们来看看代码。

麻省理工公开课 - 计算机科学及编程导论课程节选

All right, so it looks like we weren't showing the percentages here, but it looks like hopefully most of you were able to get the correct answer of H2 being the limiting reactant.

看来我们好像没办法,显示结果的比例，但看起来大部分人,都能得到正确的结果,那就是H2是受限制的反应物2,看来现在我们还没搞明白。

麻省理工公开课 - 化学原理课程节选