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别打扰我!翻译

别打扰我!翻译
别打扰我!翻译

MODULE 5 西方音乐

别打扰我!

我的父母亲来了,仅仅问我前两天的夜里学校是否好,我是否平安。我对妈妈说,我很好,我很高兴你们来看我,

刚刚让我停止问问题。

但是,第二天她来了又问我,

我说妈妈您为何每天每天

都问我同样的问题——都快让我气疯了。

你把我气疯了,儿子,让我很伤心。

你爸爸和我认为你的音乐不好听,

所以,我们坐着想啊想,你能不能把音乐声开小点儿或者最好把它完全关掉,因为它让我们受不了。

我的回答是清楚的,那是我的目标,

是说唱音乐让我的身体、我的精神、我的灵魂感动!

流行音乐是好的,不是吗?不是吗?电子合成音乐有时非常成功。古典音乐、爵士乐、布鲁斯(蓝调)音乐怎么样?你学的东西能有什么前途?

我的回答是清楚的,那是我的目标,

是说唱音乐让我的身体、我的精神、我的灵魂感动!

你想去一个摇滚乐音乐会,你是不是儿子?你跳舞、摇滚直到晚上结束。

音乐是充满活力的,节拍是强劲的。你喜欢吉他、喜欢歌曲。

我的回答是清楚的,那是我的目标,

是说唱音乐让我的身体、我的精神、我的灵魂感动!

你认为现代音乐伤心但也有趣,

你弹吉他、你敲鼓,

所以为什么你不能听其他的东西?

你爸爸听了头痛。

我的回答是清楚的,那是我的目标,

是说唱音乐让我的身体、我的精神、我的灵魂感动!

是的,是说唱音乐让我的身体、我的精神、我的灵魂感动!

陈太丘与友期行原文及翻译

原文:陈太丘与友期行,期日中,过中不至,太丘舍去,去后乃至。元方时年七岁,门外戏。客问元方:“尊君在不?”答曰:“待君久不至,已去。”友人便怒:“非人哉!与人期行,相委而去。”元方曰:“君与家君期日中。日中不至,则是无信;对子骂父,则是无礼。”友人惭,下车引之,元方入门不顾。翻译: 陈太丘和朋友相约同行,约定的时间在中午,过了中午朋友还没有到,陈太丘不再等候他而离开了,陈太丘离开后朋友才到。元方当时年龄七岁,在门外玩耍。陈太丘的朋友问元方:“你的父亲在吗?”元方回答道:“我父亲等了您很久您却还没有到,已经离开了。”友人便生气地说道:“真不是人啊!和别人相约同行,却丢下别人先离开了。”元方说:“您与我父亲约在正午,正午您没到,就是不讲信用;对着孩子骂父亲,就是没有礼貌。”朋友感到惭愧,下了车想去拉元方的手,元方头也不回地走进家门。 注释 元方: 即陈纪,字元方,陈寔的长子。 陈太丘: 陈寔(shí),字仲弓,东汉颍川许(现在河南许昌)人,做过太丘县令。太丘:古地名。 期行: 相约同行。期,约定。 期日中: 约定的时间是正午。日中,正午时分。 过中:过了正午。 舍去:不再等候就走了。去,离开。舍:舍弃,抛弃。 乃至:(友人)才到。乃,才。 戏:嬉戏。

尊君在不(fǒu):你父亲在吗?尊君,对别人父亲的一种尊称。不,通“否”家君:谦词,对人称自己的父亲。 引:拉,要和元方握手 信:诚信,讲信用。 时年:今年。 非:不是。 相委而去:丢下我走了;相偏指一方对另一方的行为,代词,通“之”,我;委,丢下,舍弃。 君:对对方父亲的一种尊称。 已去:已经离开。 曰:说。 则:就是。 顾:回头看。 惭:感到惭愧。 古今异义词 1.去古意:离开;今意:往、到。 2.委古意:丢下、舍弃;今意:委屈、委托。 3.顾古意:回头看;今意:照顾 4儿女古意:子侄辈今意:儿子女儿

英语原文及其翻译

Exploring Filipino School Counselors’ Beliefs about Learning Allan B. I. Bernardo [Abstract] School reform efforts that focus on student learning require school counselors to take on important new roles as advocates of student learning and achievement.But how do school counselors understand the process of learning? In this study, we explore the learning beliefs of 115 Filipino school counselors who indicated their degree of agreementwith 42 statements about the process of learning and the factors thatinfluence this process.A principal components analysis of the responses to the 42 statements suggested three factors:(F1)social-cognitive constructivist beliefs, (F2) teacher-curriculum-centered behaviorist beliefs,and (F3) individual difference factors.The preliminary results are briefly discussed in terms of issues related to how Filipino school counselors’ conceptions of learning may guide their strategies for promoting student learning and achievement. [Key words]beliefs about learning, conceptions of learning, school counselors, student learning, Philippines School reform efforts in different parts of the world have focusedon students’learning. In particular,most school improvement programsnow aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive globaleconomy (e.g., Lee & Williams, 2006). I n this regard, school reform programs draw from various contemporary theories and research on learning (e.g.,Bransford,Brown, & Cocking, 1999; Lambert & McCombs, 1998).The basic idea is that all school improvement efforts should be directed at ensuring students achieve high levels of learning or attainment of well-defined curricular objectives and standards.For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003;Technology in Schools Task Force, 2003), and educational assessment systems (Black & Wiliam2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise,the allocation and management of a school’s financial resources are assessed in terms ofwhether these are effectively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007). In this regard, some advocates have also called for an examination of the role of school counselors in these reform efforts (Herr, 2002). Inthe United States, House and Hayes (2002) challenged school counselors to take proactive leadership roles in advocating for the success of all

再别康桥中英文对照版

英文版 Saying Good-bye to Cambridge Again --by Xu Zhimo Very quietly I take my leave As quietly as I came here; Quietly I wave good-bye To the rosy clouds in the western sky. The golden willows by the riverside Are young brides in the setting sun; Their reflections on the shimmering waves Always linger in the depth of my heart. The floating heart growing in the sludge Sways leisurely under the water; In the gentle waves of Cambridge I would be a water plant! That pool under the shade of elm trees Holds not water but the rainbow from the sky; Shattered to pieces among the duckweeds Is the sediment of a rainbow-like dream? To seek a dream? Just to pole a boat upstream To where the green grass is more verdant; Or to have the boat fully loaded with starlight And sing aloud in the splendor of starlight. But I cannot sing aloud Quietness is my farewell music; Even summer insects heap silence for me Silent is Cambridge tonight! Very quietly I take my leave As quietly as I came here; Gently I flick my sleeves Not even a wisp of cloud will I bring away 中文版 再别康桥 ----徐志摩 轻轻的我走了, 正如我轻轻的来; 我轻轻的招手, 作别西天的云彩。 那河畔的金柳,

英文翻译(原文)

GRA VITY RETAINING?WALL 1. INTRODUCTION Retaining walls are structures used to provide stability for earth or other material where conditions disallow the mass to assume its natural slope, and are commonly used to hold back or support soilbanks,coal or ore piles, and water. Retaining walls are classified, based on the method of achieving stability, into six principal types (Fig.1). The gravity-wall depends upon its weight, as the name implies, for stability. The cantilever wall is a reinforced-concrete wall that utilizes cantilever action to retain the mass behind the wall from assuming a natural slope. Stability of this wall is partially achieved from the weight of soil on the heel portion of the base slab. A counterfort retaining wall is similar to a cantilever retaining wall, except that it is used where the cantilever is long or for very high pressures behind wall and has counterforts, which tie the wall and base together, built at intervals along the wall to reduce the bending moments and sheers. As indicated in Fig.1c, the counterfort is behind the wall and subjected to tensile forces. A buttressed retaining wall is similar to a counterfort wall, except that the bracing is in front of the wall and is in compression instead of tension. Two other types of walls not considered further are crib walls, which are built-up members of pieces of precast concrete, metal, or timber and are supported by anchor pieces embedded in the soil for stability, and semigravity walls, which are walls intermediate between a true gravity and a cantilever wall. (a)(b)(e)

再别康桥读后感范文2020

再别康桥读后感范文2020 再别康桥读后感1 《再别康桥》是一首优美的抒情诗,宛如一曲动听的轻音乐。1928年秋,作者在此到英国访问,旧地重游,勃发诗兴,将自己的生活体验化作缕缕情丝,融汇在所书写的康桥美丽的景色里,也驰骋在诗人的想象之中。全诗用虚实相间的手法,描绘了一幅幅流动的画面,构成了一处处美妙的意境,细致入微的将诗人对康桥的的爱恋,表现的真挚、浓郁。 “轻轻地我走了,正如我轻轻的来,挥一挥衣袖,不带走一片云彩。”匆匆的人们没有抬头仰望过西天那一朵凄美的云霞,有没有看到过一只轻灵的银燕在七彩的云幕下振翅翱翔,轻轻地没有一丝污浊的杂音。那就是他,,一个洒脱不羁、柔情万种的浪漫才子,一个把人生演绎的轰轰烈烈的著名诗人。 漫漫的长飞,飘过大海,飘进伦敦,飘进那个久别的康桥。“在浪漫的国度里,接受诗的洗礼,放纵对美的追求,双膝跪地膜拜夕阳最后的辉煌和悲壮;彻夜躺在自然的怀抱里,拥抱着夜,拥抱着夜里所有美好的一切,在大地湿软的怀中睡去”,追求浪漫的人生,释放浪漫的激情,将它化作绵绵的诗雨,在漆黑恐惧的夜里给茫然的行人以沁人心脾的希望和温柔。 诗意绵绵,情意浓处,渴望爱神的垂怜。凄美的爱情伴随着风儿、花儿、鸟儿、草儿的低唱,伴随着贝多芬的《第九交响曲》,伴随着舒曼的《梦幻曲》在优美的诗中上演。在矛盾、追求、挣扎、迷恋、折

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《再别康桥》-中英文对照

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陈太丘与友期翻译

《陈太丘与友期》原文及翻译 原文陈太丘与友期行,期日中,过中不至,太丘舍去,去后乃至。元方时年七岁,门外戏。客问元方:“尊君在不?”答曰:“待君久不至,已去。”友人便怒:“非人哉!与人期行,相委而去。”元方曰:“君与家君期日中,日中不至,则是无信;对子骂父,则是无礼。” 友人惭,下车引之,元方入门不顾。 译文陈太丘和朋友相约同行,约定的时间在中午,过了中午朋友还没有到,陈太丘不再等候他而离开了,陈太丘离开后朋友才到。元方当时年龄七岁,在门外玩耍。陈的朋友问元方:“你的父亲在吗?”元方回答道:“我父亲等了您很久您却还没有到,已经离开了。”友人便生气地说道:“真不是人!和别人相约同行,却丢下别人先离开了。”元方说:“您与我父亲约在正午,正午您没到,就是不讲信用;对着孩子骂父亲,就是没有礼貌。”朋友感到惭愧,下了车想去拉元方的手,元方走进家门不回头看。注释元方:即,字元方,陈寔的长子。陈太丘:即陈寔(shí),字仲弓,东汉颖川(现在河南许昌)人,做过太丘县令。太丘,县名;长,长官。古代常以地名称其官长。期行:相约同行。期,约定,今义为日期,行,出行。期日中:约定的时间是正午。日中,正午时分。过中:过了正午。至:到舍去:不再等候而离开了。舍,丢下;去,离开乃至:(友人)才到。乃:才。戏:玩耍,游戏。尊君在不(fǒu):你父亲在吗?尊君,对别人父亲的一种尊称。不,通

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科普版英语六年级下册课文及翻译 (直接打印版)

Lesson 1 I’m not feeling well. Let’s talk (M=Mom, T= Tom) M: What,'s the matter, Tom T: I'm not feeling well, Mom M: Do you have a cold T: Yes, I think so. Could you give me some water, please M: Here you are. T: Thank you, Mom. M: Tom, you must go and see a doctor. T: OK, Mom. M: It's cold outside. You must wear your coat. T: OK, Mom. Could you pass me my coat,please M: Here you are. T: Thank you, Mom M: Tell me your teacher's number. I'll call him and tell him you are sick. T: OK. Here it is. 译文 (M=妈妈,T=汤姆) 妈妈:怎么了,汤姆 汤姆:我感觉不舒服,妈妈。 妈妈:你感冒了吗 汤姆:是的,我想是这样的。您能给我一些水吗 妈妈:给你。 汤姆:谢谢您,妈妈。 妈妈:汤姆,你必须去看医生. 汤姆:好的,妈妈。 妈妈:外面很冷。你必须穿你的外套。 汤姆:好的,妈妈。您能把我的外套递给我吗 妈妈:给你。 汤姆:谢谢您,妈妈。 妈妈:告诉我你老师的电话号码。我将给他打电话告诉他你生病了。

《再别康桥》英文版

《再别康桥》英文版各位读友大家好!你有你的木棉,我有我的文章,为了你的木棉,应读我的文章!若为比翼双飞鸟,定是人间有情人!若读此篇优秀文,必成天上比翼鸟! 篇一:《再别康桥》英文版Saying Good-bye to Cambridge Again Very quietly I take my leave As quietly as I came here; Quietly I wave good-bye To the rosy clouds in the western sky.The golden willows by the riversideAre young brides in the setting sun; Their reflections on the shimmering wavesAlways linger in the depth of my heart.The floating heart growing in the sludgeSways leisurely under the water; In the gentle waves of CambridgeI would be a water plant! That pool under the shade of elm trees Holds not water but the rainbow from the sky;Shattered to pieces among the duckweedsIs the sediment of a rainbow-like dream? To seek a dream? Just

英文翻译原文

南京师范大学泰州学院 英文翻译原文 年级: 2011级学号:12110330 姓名:申佳佳 系部:信息工程学院 专业:通信工程 题目:基于C51的数字测速仪设计与仿真 指导教师:焦蓬蓬 2015 年 4 月 5 日

Linux - Operating system of cybertimes Though for a lot of people , regard Linux as the main operating system to make u p huge work station group, finish special effects of " Titanic " make , already can be re garded as and show talent fully. But for Linux, this only numerous news one of. Rece ntly, the manufacturers concerned have announced that support the news of Linux to i ncrease day by day, users' enthusiasm to Linux runs high unprecedentedly too. Then, Linux only have operating system not free more than on earth on 7 year this piece wh at glamour, get the favors of such numerous important software and hardware manufa cturers as the masses of users and Orac le , Informix , HP , Sybase , Corel , Intel , Net scape , Dell ,etc. , OK? 1.The background of Linux and characteristic Linux is a kind of " free (Free ) software ": What is called free, mean users can o btain the procedure and source code freely , and can use them freely , including revise or copy etc.. It is a result of cybertimes, numerous technical staff finish its research a nd development together through Inte rnet, countless user is it test and except fault , c an add user expansion function that oneself make conveniently to participate in. As th e most outstanding one in free software, Linux has characteristic o f the following: (1)Totally follow POSLX standard, expand the network operating system of sup porting all AT&T and BSD Unix characteristic. Because of inheritting Unix outstandi ng design philosophy , and there are clean , stalwart , high-efficient and steady kernels , their all key codes are finished by Li nus Torvalds and other outstanding programmer s, without any Unix code of AT&T or Berkeley, so Linu x is not Unix, but Linux and Unix are totally compatible. (2)Real many tasks, multi-user's system, the built-in n etwork supports, can be with such seamless links as NetWare , Windows NT , OS/2 , Unix ,etc.. Network in various kinds of Unix it tests to be fastest in comparing and ass ess efficiency. Support such many kinds of files systems as FAT16 , FAT32 , NTFS , E x t2FS , ISO9600 ,etc. at the same time .

再别康桥英文翻译

再别康桥英文翻译 Saying Good-bye to Cambridge Again 徐志摩by Xu Zhimo 轻轻的我走了,Very quietly I take my leave 正如我轻轻的来;As quietly as I came here; 我轻轻的招手,Quietly I wave good-bye 作别西天的云彩。To the rosy clouds in the western sky. 那河畔的金柳The golden willows by the riverside 是夕阳中的新娘Are young brides in the setting sun 波光里的艳影,Their reflections on the shimmering waves 在我的心头荡漾。Always linger in the depth of my heart. 软泥上的青荇,The floatingheart growing in the sludge 油油的在水底招摇;Sways leisurely under the water; 在康河的柔波里,In the gentle waves of Cambridge 我甘心做一条水草I would be a water plant! 那榆荫下的一潭,That pool under the shade of elm trees 不是清泉,是天上虹Holds not water but the rainbow from the sky; 揉碎在浮藻间,Shattered to pieces among the duckweeds 沉淀着彩虹似的梦。Is the sediment of a rainbow-like dream? 寻梦?撑一支长篙,To seek a dream? Just to pole a boat upstream 向青草更青处漫溯,To where the green grass is more verdant; 满载一船星辉,Or to have the boat fully loaded with starlight

英文翻译原文

Engineering with Computers(2002)18:109–115 Ownership and Copyright ?2002Springer-Verlag London Limited Structural Optimization of Automotive Body Components Based on Parametric Solid Modeling M.E.Botkin GM R&D Center,Warren,MI,USA Abstract Abstract::Parametric modeling was used to build several models of an automotive front structure concept that utilizes carbon fiber composite materials and the corresponding molding processes.An ultra-lightweight aluminum body front structure was redesigned to include an all-composite front structure.Two alternative concepts were studied which represent the structure as a bonded assembly of shells.Closed sections result from two pieces–an inner and outer.Parametric modeling was found to be a useful tool for building and modifying models to use in optimization concept studies. Such models can be built quickly and both the sketch dimensions and location dimensions are particularly useful for making the adjustments necessary to fit the various body pieces together.The parametric models then must be joined together as one geometric solid model in order to obtain a surface mesh.Structural optimization input data can then be seamlessly and quickly created from the parametric-modelbased finite element model to begin the tradeoff studies.This integrated process in which parametric modeling was coupled with structural optimization was used to carry out design studies on the lightweight body front structure.Several carbon fiber material combinations were studied to determine mass reduction potential of certain types of carbon fiber products considered to be lower cost than typical carbon fiber materials used in the past.Structural optimization was used to compare several composite constructions for the design of the bonded front structure.Eight cases were studied using various materials and composite lay-ups.Mass savings estimates from45–64%over steel were obtained.The most reasonable design consisted of a combination of relatively low cost chopped carbon fiber and woven carbon fiber and using a20mm balsa core in the top of the shock tower area. This design had a maximum thickness of7mm and a mass reduction over steel of approximately62%.Correspondence and offprint requests to:Mark E.Botkin,Principal

英文电影片名翻译的方法与原则范文

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再别康桥各种翻译

Goodbye Again, Cambridge! I leave softly, gently, Exactly as I came. I wave to the western sky, Telling it goodbye softly, gently. The golden willow at the river edge Is the setting sun‘s bride. Her quivering reflection Stays fixed in my mind. Green grass on the bank Dances on a watery floor In bright reflection. I wish myself a bit of waterweed Vibrating to the ripple. Of the River Cam. That creek in the shade of the great elms Is not a creek but a shattered rainbow, Printed on the water And inlaid with duckweed, It is my lost dream. Hunting a dream? Wielding a long punting pole I get my boat into green water, Into still greener grass. In a flood of starlight On a river of silver and diamond I sing to my heart‘s content. But now, no, I cannot sing With farewell in my heart. Farewells must be quiet, mute, Even the summer insects are silent, Knowing I am leaving. The Cambridge night is soundless. I leave quietly As I came quietly. I am leaving Without taking so much

《陈太丘与友期》译文

陈太丘与友期译文 作品原文 陈太丘⑴与友期行⑵。期日中⑶,过中不至,太丘舍去⑷,去后乃至⑸。元方⑹时年七岁,门外戏⑺。客问元方:“尊君在不⑻?”答曰:“待君久不至,已去。”友人便怒:“非人哉⑼!与人期行,相委而去⑽。”元方曰:“君与家君⑾期日中。日中不至,则是无信;对子骂父,则是无礼。”友人惭,下车引⑿之。元方入门不顾⒀。 创作背景 《陈太丘与友期》这一章出自刘义庆编写的《世说新语》,记述了陈元方与来客对话时的场景,告诫人们办事要讲诚信,为人要方正。同时赞扬了陈元方维护父亲尊严的责任感和无畏精神。《世说新语》主要记录了当时魏晋名士的逸闻轶事和玄言清谈,这篇《陈太丘与友期》即是当时名士之间交往言谈的记载。

词句注释 ⑴陈太丘:即陈寔(shí),字仲弓,东汉颍川许(今河南许昌)人,做过太丘县令。太丘,县名。 ⑵期行:相约同行。期,约定。期日中:约定的时间是中午。日中,正午时分。 ⑶期日中:约定的时间是中午。日中,正午时分。 ⑷舍去:不再等候就走了。舍,放弃。去,离开。 ⑸乃至:(友人)才到。乃,才。 ⑹元方:即陈纪,字元方,陈寔的长子。 ⑺戏:玩耍。 ⑻尊君在不(否)(fǒu):你爸爸在吗?尊君,对别人父亲的尊称。不,通“否”,句末语气词。表询问。 ⑼非人哉:不是人啊。哉:语气词,表示感叹。 ⑽相委而去:丢下我离开了。〔注意“”去”一定要翻译成离开的意思,不能翻译成走了。〕委,丢下、舍弃。去,离开。相:动作偏指一方,这里指“我”。 ⑾家君:谦词,对人称自己的父亲。 ⑿引:拉,这里有友好的意思。 ⒀顾:回头看。

陈太丘和朋友相约出行,约定在中午。过了中午还没到,陈太丘不再等候就离开了。离开后朋友才到。元方当时年七岁,在门外玩耍。朋友问元方:“你的父亲在吗?”(元方)回答道:“等了您很久您却还没有到,现在已经离开了。”朋友便生气地说道:“真不是君子啊!和别人相约出行,却丢下别人自己走。”元方说:“您与我父亲约在正午。您没到,这是不讲信用(的表现);对孩子骂他父亲,这是没礼貌(的表现)。”朋友惭愧,下车去拉元方,元方头也不回地走进了大门。

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